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  • Title/Summary/Keyword: middle school elementary mathematics

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A Curriculum Development on the Robot Literacy Related with A mathematics and Science Curriculum For Elementary and Secondary School Students (초.중등 학생의 로봇교육을 위한 수학.과학과 교육과정 연계 로봇 소양 교육과정 개발)

  • Shin, Seung-Young;Cho, Hye-Kyung;Kim, Mi-Ryang
    • The Journal of Korean Association of Computer Education
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    • v.16 no.6
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    • pp.55-70
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    • 2013
  • This study tried to redesign a robot curriculum and proposed it for the purpose of enhancing, supporting sustainable development of robot in educations. For doing so, this study referred relevant existing literacy contents at robot literacy educations, and defined a robot literacy education. In addition, this study presented elements of robot literacy by dividing them into five kinds. In relation with the scope of robot literacy education suggested here, this study proposed basic robot area, measurement and observation along with robots based on three elements of robotics, movement and expression made by robots, my own robot design, and comprehensive activity area. Regarding to development stages of robot literacy, the study applied the classical model of curriculum development by Tyler (1949), and intended to secure validity and reliability on the curriculum composition, and then developed a curriculum after analyzing mathematics and science curriculums in existing elementary, middle schools accordingly.

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Analysis on Gender Differences of Scholastic Characteristics at Each Achievement Level in Content Domains (내용 영역에 대한 성취수준별 남녀학생의 학업 특성 차이 분석)

  • Jo, Yun Dong
    • School Mathematics
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    • v.18 no.1
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    • pp.15-42
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    • 2016
  • Clarifying differences of scholastic characteristics showed in male and female students is the first step for resolving the differences. It is difficult that we figure out them by one test. If we evaluate a few subjects, they can't have generality. So, we must evaluate lots of subjects through several years by all-around contents. We keep going on like that, we can get objective and valid results. Accordingly, I dealt with 2010~2014 NAEA taken by complete enumeration evaluation for elementary, middle, and high school students. From the evaluation, while I organized the achievement scores and the average of percentage of correct answers from aspects of whole test, item types, and content domains, I elicited from differences of scholastic characteristics showed in male and female students by achievement levels. On the basis of these, I explored ways which can resolve the differences in male and female students and I proposed several suggestions to look for the better ways.

On Teaching of Positive Numbers and Negative Numbers in the 7-th Grade Mathematics (제 7-단계 수학에서 양.음수의 지도에 관한 연구)

  • Kim Heung-Ki;Kim Eung-Seok
    • School Mathematics
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    • v.8 no.1
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    • pp.1-25
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    • 2006
  • To be good at numeration is an important matter in learning mathematics. Unlike the 6-th curriculum, integers are introduced in middle school curriculum for the first time in the 7-th curriculum. Therefore, to help the students team integers systematically and thoroughly, it is necessary that we allow more space for process of introduction, process of operations and practice of operations in the 7-th curriculum text book than that of 6-th curriculum text book. As specific and systemic visualized teaching of operation is especially important in building the concept of operation, by using visualized teaching methods, students can understand the process of operation more fully and systematically. Moreover, students become proficient in operation of positive number and negative numbers by expending this learning process of operations to the operations used absolute value. In 7-th grade mathematics, the expression of positive numbers and negative numbers visually are useful for understanding of operations for numbers. But it is not easy to do so. In this paper we use arrows(directed segments) to express positive numbers and negative numbers visually and apply them to perform the operations for numbers. Using arrows, we can extend the method used in elementary school mathematics to the methods for operations of positive numbers and negative number in 7-th grade mathematics. By experiments, we can know that such processes of introduction for operations are effective and this way helps teachers teach and students learn.

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Research trends of mathematics textbooks: An analysis of the journal articles published from 1963 to 2021 (수학 교과서 연구의 동향 분석: 1963년부터 2021년까지 게재된 국내 수학교육 학술지 논문을 중심으로)

  • Pang, Jeong Suk;Oh, Min Young
    • The Mathematical Education
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    • v.61 no.3
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    • pp.457-476
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    • 2022
  • Mathematics textbooks as the main resources to support mathematical teaching and learning are used importantly in Korean lessons. Although the scope of mathematics textbook research has been expanded and the research has increased, few studies have analyzed the overall trends of mathematics textbook research in Korea. This study analyzes the overall trends of textbook research on 418 papers pertinent to mathematics textbooks published in domestic mathematics education journals. The results of this study showed that the proportion of textbook analysis research was the highest, followed by textbook use and textbook development research in order. There were more textbook studies at the elementary school level than at the middle or high school levels. Regarding textbook analysis studies, the most frequent topic was to analyze how specific mathematical concepts were presented in textbooks. Regarding textbook use studies, many studies asked both teachers and students to review the appropriateness of textbooks under development or analyzed the perception and use of specific activities of textbooks based on a survey. Regarding textbook development studies, the most popular topics included the directions and examples of new development, such as storytelling-based or electronic textbooks. This paper finally presented implications for textbook research in light of the domestic mathematics education context and the international mathematics textbook research trends.

A Study on the Quotient and Remainder in Division of Decimal (소수 나눗셈에서 몫과 나머지에 관한 소고)

  • Jeong, Sangtae
    • Education of Primary School Mathematics
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    • v.19 no.3
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    • pp.193-210
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    • 2016
  • In the 10÷2.4 problem situation, we could find that curious upper and middle level students' solution. They solved 10÷2.4 and wrote the result as quotient 4, remainder 4. In this curious response, we researched how students realize quotient and remainder in division of decimal. As a result, many students make errors in division of decimal especially in remainder. From these response, we constructed fraction based teaching method about division of decimal. This method provides new aspects about quotient and remainder in division of decimal, so we can compare each aspects' strong points and weak points.

Didactic Transposition about Unit Usage to Help Recognize Meaning of Calculation Results (연산 결과의 의미 이해를 돕기 위한 단위 사용에서의 교수학적 변환 연구)

  • Kang, Jeong Gi;Jeong, Sang Tae;Roh, Eun Hwan
    • Education of Primary School Mathematics
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    • v.17 no.3
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    • pp.231-251
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    • 2014
  • The number and units are not apart from each other, especifically units clarifies number. Students often encounters many problems involving units, researcher found that students have difficulty in recognize the meaning of calculation results. These students recognizes units, just presented thing in the problem. And they could not connect units with the meaning of calculation results. With this results, this study researched limitation of pre serviced didactic transposition and found the effectness of using units to recognize the meaning of calculation results. Especially we discussed didactic transposition with permitting probability of unit calculation and suggested implications. So we accented the inevitability of change, and tried to offer substantial help.

On Teaching of Complex Numbers in 10-th Grade Mathematics (제 10-단계 수학에서 복소수 지도에 관한 연구)

  • Kim, Heung-Ki;Lee, Chong-Cheol
    • School Mathematics
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    • v.9 no.2
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    • pp.291-312
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    • 2007
  • As a result of observing the 10-th grade text books on mathematics now in use which show the way of introducing complex numbers for the first time, it is easy to see all the text books on mathematics use a quadratic equation x2+1=0 for a new number i. However, Since using the new number i is artificial, this make students get confused in understanding the way of introducing complex numbers. And students who have problems with the quadratic equation can also have difficulty in understanding complex numbers. On the other hand, by using a coordinate plane with ordered pairs and arrows, students can understand complex numbers better because the number system can be extended systematically through intuitive methods. The problem is that how to bring and use ordered pairs and arrows to introduce complex numbers in highschool mathematics. To solve this problem, in this study, We developed a systematic and visible learning contents which make it possible to study the process of the step-by-step extension of number system that will be applied through elementary and middle school curriculum and all the way up to the introduction of complex numbers. After having applied the developed learning contents to the teaching and learning procedure, we can know that the developed learning contents are more efficient than the contents used in the text books on mathematics now in use.

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A Causal Model Analysis of Non-Cognitive Characteristics of Mathematics Learning (수학학습 정의적 영역에 대한 인과 모형 분석)

  • Lee, Hwan Chul;Kim, Hyung Won;Baeck, SeungGeun;Ko, Ho Kyoung;Yi, Hyun Sook
    • Communications of Mathematical Education
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    • v.31 no.2
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    • pp.187-201
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    • 2017
  • The study in this paper, which is part of a bigger study investigating non-cognitive characteristics of Korean students at the 4-12 grade levels, aims to identify the influential characteristics that explain students' decision to give up on mathematics learning. We consider seven non-cognitive student characteristics: value, interest, attitudes, external motivation, internal motivation, learning conation and efficacy. Data were collected from 21,485 Korean students, and were analyzed with a logistic regression method using SPSS. The findings show that efficacy was the most significant indicator of students' decision to give up on mathematics learning in all three grade level bands: elementary (4th-6th), middle (7th-9th) and high (10th-12th). In particular, the causal model analysis shows that students who highly value mathematics tend to have stronger internal and external motivation, which bring about stronger interest and learning conation, which in turn lead to positive attitudes and strong efficacy regarding the learning of mathematics. It was further found that while external motivation was a significant indicator of upper grade level students' decision to give up on mathematics learning, it was only a moderate indicator for lower grade level students. The findings of this study provide useful information about which non-cognitive areas need to be focused on, in what grade levels, to help students stay on track and not fall behind in learning mathematics.

Factors Affecting the School Achievement of Domestic Adopted Children in Korea (국내 입양아동의 학업성취수준과 영향 요인)

  • Ahn, Jae-Jin;Choi, Woon-Sun;Byun, Mi-Hee;Kwon, Ji-Sung
    • Korean Journal of Social Welfare
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    • v.69 no.3
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    • pp.141-164
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    • 2017
  • The purpose of this study is to understand the school achievement of domestic adopted children in Korea and its related factors. Although the developmental outcomes of domestic adopted children were the focus of research interests, their school achievement has never been fully addressed in Korea. The subsample (9-17 years old) of 5th wave data of was used for the analysis. The results showed that the school achievement level of domestic adopted children was not significantly different from their non-adopted peers during elementary school years except the mathematics, but changed drastically after they entered the middle school, showing significantly lower level from their non-adopted peers. Factors related with the overall school achievement were the level of school, maternal education, age at adoption, child's self-esteem and school adjustment. For specific subject, however, significant factors were found to be somewhat different. Based on the results of the study, the practical guidelines to improve the school achievement of adopted children were suggested. Also, suggestions for the following studies were made.

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An analysis of U.S. pre-service teachers' modeling and explaining 0.14m2 (넓이 0.14m2에 대한 미국 예비교사들의 모델링과 설명 분석)

  • Lee, Ji-Eun;Lim, Woong
    • The Mathematical Education
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    • v.58 no.3
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    • pp.367-381
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    • 2019
  • This investigation engaged elementary and middle school pre-service teachers in a task of modeling and explaining the magnitude of 0.14m2 and examined their responses. The study analyzed both successful and unsuccessful responses in order to reflect on the patterns of misconceptions relative to pre-service teachers' prior knowledge. The findings suggest a need to promote opportunities for pre-service teachers to make connections between different domains through meaningful tasks, to reason abstractly and quantitatively, to use proper language, and to refine conceptual understanding. While mathematics teacher educators (MTEs) could use such mathematical tasks to identify the mathematical content needs of pre-service teachers, MTEs generally use instructional time to connect content and pedagogy. More importantly, an early and consistent exposure to a combined experience of mathematics and pedagogy that connects and deepens key concepts in the program's curriculum is critical in defining the important content knowledge for K-8 mathematics teachers.