• Journal of Educational Research in Mathematics
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• v.23 no.1
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• pp.37-51
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• 2013

'Sentence posing' is newly given in the third through sixth grade mathematics textbooks of the revised 2007 curriculum to confirm students' understanding on mathematical concepts of definitions. In this paper, we discuss the role of the sentence posing in the third grade mathematics textbooks on the basis of the problems occurred in third graders' sentence posing activities. Overall, it turned out that the role of the sentence posing was somewhat restrictive. Hence the sentence posing needs to be applied to check whether students can properly use the definitions in real life situations. In addition, it is necessary to employ the present role of the sentence posing to confirm students' understanding on mathematical concepts of definitions selectively according to the concepts of definitions.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.797-820
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• 2013

This study intended on analyzing the error patterns of mathematic problem posing sentences by the 100 elementary pre-teachers and discussing about the solutions. The results showed that the problem posing sentences have five error patterns: phonological error patterns, word error patterns, sentence error patterns, meaning error patterns, and notation error patterns. Divided into fourteen specific error patterns, they are as in the following. 1) Phonological error patterns are consisted of the 'ㄹ' addition error pattern and the abbreviated word error pattern. 2) Words error patterns are divided with the inappropriate usage of word error pattern and the inadequate abbreviation error pattern, which are formulized four subgroups such as the case maker, ending of the word, inappropriate usage of word, and inadequate abbreviation of article or word error pattern in detail. 3) Sentence error patterns are assumed four kinds of forms: the reference, ellipsis of sentence component, word order, and incomplete sentence error pattern. 4) Meaning error patterns are composed the logical contradiction and the ambiguous meaning. 5) Notation error patterns are formed four patterns as the spacing, punctuation, orthography of Hangul, and spelling rules of foreign words in Korean. Furthermore, the solutions for these error patterns were discussed: First, it has to be perceived the differences between spoken and written language. Second, it has to be rejected the spoken expressions in written contexts. Third, it should be focused on the learning of the basic sentence patterns during the class. Forth, it is suggested that the word meaning should have the logical development perception based on what it means. Finally, it is proposed that the system of spelling of Korean has to be learned. In addition to these suggestions, a new understanding is necessary regarding writing education for college students.