• Research in Mathematical Education
• /
• v.8 no.4
• /
• pp.227-260
• /
• 2004

This article represents a survey on the Romanian mathematics education. we emphasize not only some of recent, specific and significant Romanian methods concerning the teaching and learning of mathematics, starting from the pre-school and primary level to the university mathematics education, but also the role of the national and international mathematical competitions, the education of mathematics teacher, the formation of the researchers in mathematics, their contributions and perspectives, the mathematics education in society and culture, the technology in mathematics education, links between research and practice, topical developments and for the future and other related topics.

• East Asian mathematical journal
• /
• v.32 no.4
• /
• pp.443-464
• /
• 2016

The purpose of ths study is to compare and analyze the sequence of teaching multiplication facts in the elementary school mathematics. Generally, the multiplication in the elementary school mathematics is composed of the followings; concepts of multiplication, situations involving multiplication, didactical models for multiplication, and multiplication strategies for teaching multiplication facts. This study is focusing to multiplication facts, especially to the sequence of teaching and multiplication strategies. The method of this study is a comparative and analytic method. In order to compare textbooks, we select the Korean elementary mathematics textbooks(1st curriculum~2009 revised curriculum) and the 9 foreign elementary mathematics textbooks(Japan, China, Germany, Finland, Hongkong etc.). As results of comparative investigation, the sequence of teaching multiplication facts is reconsidered on a basis of elementary students' mathematical thinking. And the connectivity of multiplication facts is strengthened in comparison with the foreign elementary mathematics textbooks. Finally multiplication strategies for teaching multiplication facts are discussed for more understanding and reasoning the principles of multiplication facts in the elementary school mathematics.

• Journal for History of Mathematics
• /
• v.26 no.2_3
• /
• pp.177-195
• /
• 2013

This study is the analysis of the concepts and the characteristics of the mathematics section of the College Scholastic Ability Test. The study starts with division of the history of the College Scholastic Ability Test into four periods. These are Introduction Period(school year 1994-1996), Adjustment Period(school year 1997-2004), Development Period(school year 2005-2011) and Conversion Period(up to present since school year 2012). The periodical division of the Mathematics section is considered as identical with that of the College Scholastic Ability Test. So we investigate the characteristics of the Mathematics section through the periodical classification. This study also proposes some tasks for the future Mathematics section of the College Scholastic Ability Test.

• Journal of Educational Research in Mathematics
• /
• v.11 no.2
• /
• pp.385-402
• /
• 2001

The purpose of this study is to conceptualize 'proof' school mathematics. We based on the assumption the following. (a) There are several different roles of 'proof' : verification, explanation, systematization, discovery, communication (b) Accepted criteria for the validity and rigor of a mathematical 'proof' is decided by negotiation of school mathematics community. (c) There are dynamic relations between mathematical proof and empirical theory. We need to rethink the nature of mathematical proof and give appropriate consideration to the different types of proof related to the cognitive development of the notion of proof. 'proof' in school mathematics should be conceptualized in the broader, psychological sense of justification rather than in the narrow sense of deductive, formal proof 'proof' has not been taught in elementary mathematics, traditionally, Most students have had little exposure to the ideas of proof before the geometry. However, 'proof' cannot simply be taught in a single unit. Rather, proof must be a consistent part of students' mathematical experience in all grades, in all mathematics.

• Research in Mathematical Education
• /
• v.3 no.1
• /
• pp.1-8
• /
• 1999

The present study extends previous research in this area by investigating perceptions of change and reactions to reform efforts by pre-service and practicing secondary school mathematics teachers in the People's Republic of China (PRC) and the United States of America. Interviews were used to gather data about school experiences, teaching practices, and planned changes in mathematics programs. Analysis of the interview data supported earlier findings with respect to the well-planned nature of lessons by PRC teachers and the influence of mathematics contents and examination systems in the PRC. Findings also indicated a general agreement among teachers from both countries favoring less lecturing and more discussion and interactive activities. There were contrasts by nationality in descriptions of future teaching, ideal lessons, sources of teaching ideas, and preferences about school mathematics programs.

• School Mathematics
• /
• v.2 no.2
• /
• pp.403-426
• /
• 2000

In this study, we tried to suggest a meaningful teaching method that is a mathematical thinking-oriented. After referring to the recent trend of mathematics education, we examined the direction that school mathematics should go. Next, we considered previous studies that deals with teaching methods focusing on the mathematical thinking. On the basis of the above examination, we accomplished case studies that aims at mathematical thinking-oriented teaching. And we explained that these case studies reflects the key points didactics of mathematics such as the education of ‘open mathematics’, constructivism etc. Finally, we proposed the necessity of mathematical thinking-oriented teaching in the current state of school mathematics.

• Journal of the Korean School Mathematics Society
• /
• v.11 no.2
• /
• pp.221-247
• /
• 2008

In order to find the structure and scheme of basic mathematics education in life and nano-related areas in university, I've studied how much the freshmen in those fields in the university know about the graphic expressions for the basic functions(quadratic function, rational function, irrational function, log function and trigonometric function), basic information contained in those graphs and basic high school mathematics. Also, I've examined mathematics used in books for majors related to those areas. The result of the study shows that there is a lack of understanding of the graphic expressions for basic functions, information contained in those graphs and basic high school mathematics. I've also found out that there is a difference in the amount and depth of mathematics used in each major in life and nano-related areas. According to the result of this study, the amount of understanding of freshmen with each major in basic high school mathematics needs to be reflected in structuring basic mathematics education in life and nano-related areas in university, and the amount and dept of content of mathematics should be considered in each major.

• Journal of Educational Research in Mathematics
• /
• v.10 no.1
• /
• pp.35-55
• /
• 2000

There seems to be a public consensus that the content of Korean mathematics textbooks is extensive and of a high level of difficulty. However, such judgment is the result of a generalization based on individual experience or on the results from comparisons of the international levels of achievement. Therefore, a more objective and stricter approach to the determination of the quantity and level of difficulty of mathematics content is necessary. For this purpose, this study has compared the content of Koreas 6th and 7th junior high school curriculums, and the Korean mathematics curriculum to textbooks of the United States, which has a considerable influence on the making of Korean mathematics textbooks. First of all, a comparison of Koreas 6th and 7th junior high school mathematics curriculums showed a slight reduction in the total quantity of content, as more content was deleted than was added in the 7th curriculum. However, given the fact that the number of hours of mathematics classes has been reduced, the reduction in content cannot be regarded as anything more than a simple reflection of the reduction in hours, proving that the 7th curriculum has not met its revision objective of reducing the content by 30%. Meanwhile, the comparison of the United States junior high school mathematics textbooks to Korea's 7th curriculum showed that the 7th grade content in the United States was much broader, encompassing content which in Korea ranged from the 2nd grade of elementary school to the 2nd year of junior high school. Therefore, on the surface, it may appear that the overall level of content in the American mathematics textbook is lower than that of the Korean. However, there are several cafes, such as statistics and probability, where certain content was more difficult and introduced at an earlier grade in the United States than in Korea. In fact, it can be said that Korea students tend to find content of the mathematics textbooks to be harder than they actually are because they are delivered as a mere aggregate of algorithms, with little consideration to its application in their everyday lives. In this respect, there is much room for improvement on the mathematics textbooks of Korea.

• The Mathematical Education
• /
• v.52 no.4
• /
• pp.443-464
• /
• 2013

The purpose of this study is to identify the first graders' mathematics learning abilities in elementary school. To do this, I examined the first graders on their mathematics learning abilities, and analyzed the test results. Although all of the evaluation factors are composed the mathematical contents which are taught in elementary school, the correct answer rate of them were very high. The results of this study will be used as the basis. for developing the mathematics curriculum and textbook in elementary school. Also first grade teachers can use the results of this study as a basis when they plan a instruction for the first graders.

• The Mathematical Education
• /
• v.62 no.1
• /
• pp.151-173
• /
• 2023

In this study, we explored factors that affect high school student's affective attitude on mathematics with respect to the school mathematics instructoin, school mathematics assessment, mathematics textbook, private mathematics education, college entrance and career, and social atmosphere. Considering students' grade, major, academic level, gender, and school location, 1,029 high school students participated in the survey. To analyze the survey results, descriptive statistics, t-test, ANOVA, and chi-square test were conducted using SPSS ver 29.0. Results are as follows. First, generally, college entrance and career and school mathematics instruction affected students' affective attitude on mathematics. Second, according to student's academic level and gender, there was a statistically significant difference in the factors affecting the affective attitude on mathematics. Third, according to students' background, there was a statistically significant difference in students' responses to sub-categories of each factor. We suggested that to improve student's affective attitude on mathematics, diversity of the school mathematics instruction, improvement of the mathematics textbook, student's appropriate participation in the private mathematics education, improvement of student's perception of the utilization of the mathematics in the future and the importance of the mathemaitcs in the society, and parents' emotional support are needed.