• The Mathematical Education
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• v.49 no.1
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• pp.15-37
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• 2010

In this study, we investigated the application of oriental history of mathematics in school mathematics teaching. We set up three study problems to achieve this purpose. First, we analyze the middle and high school mathematics textbooks and auxiliary books. Second, we survey the mathematics teacher's knowledge and degree of application on history of mathematics. Third, we develop the teaching and learning materials on oriental history of mathematics. We performed three study-methods to settle above study problem. First, we analyzed 24 textbooks and auxiliary books for study problem 1. There were 6 middle school mathematics textbooks and 6 auxiliary books and also 6 high school mathematics textbooks and 6 auxiliary books. We categorized the contents into "anecdote", "systematization", "application of problem", "expansibility of thought", and "comparative of the contents". Second, we surveyed the 78 mathematics teachers's knowledge and degree of application using questionnaire about knowledge and application on history of mathematics. The questionnaire was made up of four types of question; the effect of material about history of mathematics, the understanding of western history of mathematics, the understanding of oriental history of mathematics; the direction of development of teaching material. Third, we exemplified the teaching and learning materials about three categories: "anecdote", "comparative of the contents".

• Education of Primary School Mathematics
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• v.3 no.1
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• pp.47-54
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• 1999

The development of computer software accelerates the change of teaching-learning method in primary school mathematics. In this paper, we discuss how to apply the software GSP to teach mathematics in primary school and suggest some examples fur the creative and active loaming. Moreover, we give the efficient teaching method for the primary school mathematics.

• School Mathematics
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• v.10 no.4
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• pp.649-669
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• 2008

The study focuses on what to consider and do for the improvement of math education of Korea by comparing two general high school students' and two specialized high school students' beliefs about mathematics and mathematics learning. The major topics compared in the beliefs are composed of perception of mathematics as a science, learning methods of mathematics. The results of the study show that two general high school students tend to set more low value on mathematics, especially in the value of implement, civilization, utility of mathematics than that of two specialized high school students.

• School Mathematics
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• v.1 no.1
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• pp.7-17
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• 1999

The purpose of this note is to give insights into the role of parallelism to the middle school mathematics. According to NCTM(1998), the middle grades mathematics classroom should be a place in which students regularly engage in thoughtful activity that relates to their emerging capabilities of finding and imposing structure, conjecturing and verifying, and engaging in abstraction and generalization. In this aspect it is desirable to reinvestigate Euclidean Parallel Postulate in the axiomatic point of view in the level of the middle school mathematics. Reconstructing the contents Greenberg(1993), and we explain the statements which are logically equivalent to the Parallel Postulate for mathematics teachers in the middle school.

• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.123-137
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• 2014

In this paper, the format of the Korean 2011 & the Japan 2008 elementary school mathematics curriculum are compared especially centered on elements, areas, objectives, and lesson time numbers. Through this comparison, suggestions can be obtained as follows. First, grade-group system which does not meet the actual elementary mathematics education needs to be reconsidered. Second, the area name 'number and operation' needs to be reduced into the area name 'number and calculation'. Third, using the area name 'pattern' needs to be reconsidered. Fourth, using the area name 'probability' needs to be reconsidered. If 'possibility' which some event occurs is seen as ratio, it can be contained area 'quantity relationship'. Fifth, containing the nature of mathematics into the school mathematics objectives needs to be reconsidered. Sixth, it is necessary to enhance the phase of mathematics in elementary education.

• Journal of the Korean School Mathematics Society
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• v.9 no.4
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• pp.575-595
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• 2006

In this paper, we investigated the effects of mathematics classes using play-action programs in the course of mathematics education of future elementary school teachers. This study was conducted with 43 junior university students who selected 'Play Mathematics' in 2006. All the participants in this course was divided 11 groups. Play-action mathematics programs was consisted of 12 themes. For example, there was tangram, somacube, hexamino, tessellation, geoboard etc. In the beginning of lessons, we investigated theses themes itself through plays, puzzles, games, and computer programs. And next time, we investigated the relationships between these themes and elementary mathematic textbooks(i.e. mathematical contents). In 14th and 15th lessons, all the groups took a project presentation lessons that included all things about play mathematics in all group categories. And they developed two themes of play mathematics in accordance with grades, contents, levels as course tasks. Through this study, three educational effects induced. First, future elementary school teachers have a deep understanding about play-action mathematics. They are interested in these play themes, and take part in these play mathematics programs of their own accord. And they realize that these play themes are related to elementary mathematics. Second, future elementary school teachers' attitude and mind about mathematical are improved after this course. Third, future elementary school teachers comprehend various instruction methods relating to play mathematics. Therefore, we suggest that future elementary school teachers need to have many opportunity to experience and develop a mathematics classes using play mathematics.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.231-245
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• 2009

The purpose of this study is to develop a contents when we are going to introduce cryptography and information security for vocational high school students. For this we do a survey of the students' level for understanding of information security and the 7th curriculum for school mathematics, 2007 revised curriculum for school mathematics, the curriculum for vocational high school, and we search for the material that connects between mathematics subjects and vocational subjects. We develop a text book that introduces information security and cryptography. After we teach vocational high school students by using this developed book, we get the result that learning cryptography with computer programming makes a good motivation of learning mathematics and roles a parameter between mathematics curriculum and vocational curriculum. As a result we propose that the developed contents can be used in 'Practical Mathematics' in the 7th curriculum for school mathematics or 'Application of Mathematics' in 2007 revised curriculum for school mathematics.

• School Mathematics
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• v.4 no.1
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• pp.15-27
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• 2002

The purpose of this thesis is, through analysing the characteristics of the definitions in Korean school mathematics textbooks, to explore the levels of them. Definitions use din academic mathematics are rigorous. But they should be transformed into various types, which are presented in school mathematics textbooks, with didactical purposes. In this thesis we investigated such types of transformation. With the result of this investigation we tried to identify the levels of the definitions in school mathematics textbooks. We tried to construct, with consideration about methods of definition, frame for analysing the types of the definitions in school mathematics. Methods of definition are classified as connotative method, denotative method, and synonymous method. Especially we identified that connotative method contains logical definition, genetic definition, relational definition, operational definition, and axiomatic definition. With these analyses we made a frame for investigating the characteristics of the definitions in school mathematics textbooks. With this frame we identified concrete types of transformations of methods of definition. We tried to analyse this result with van Hieles' theory about let·els of geometry learning and the mathematical language levels described by Freudenthal, and identify the levels of definitions in school mathematics. We showed the levels of definitions in the geometry area of the Korean school mathematics.

• School Mathematics
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• v.13 no.2
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• pp.345-362
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• 2011

This paper addresses mathematics content knowledge required for teaching in secondary school. Three components of mathematical knowledge are needed for teaching: (i) knowing school mathematics, (ii) knowing process of school mathematics, (iii) making connections between school mathematics and advanced mathematics. We investigated mathematics content knowledge of secondary teachers. We found that secondary mathematics teachers have a lack of understanding in solving realistic problem, reasoning and proof, and making connections between school mathematics and advanced mathematics.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.257-271
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• 2001

This study investigated the new revised Mathematics curriculums of elementary schools in Korea and Japan at the end of the 20th century. The comparison was made especially with revising direction, purposes, and contents of elementary school mathematics curriculum in both countries. I began by comparing and confirming the ratio of instruction hours of Mathematics to the total instruction hours of all the subjects at as whole. This comparison was done of the elementary and middle school mathematics. The next part of the study was to compare in detail the purposes of revised mathematics in elementary and middle schools of both countries. Particular attentions was paid to the important revised points of Japanese elementary school Mathematics. Finally, I concluded by comparing the contents of elementary school Mathematics of the two countries. New mathematic text books in both countries having been published by revised curriculum, puts the future task in comparing, in detail, the concrete contents of each textbook.