• Journal of Educational Research in Mathematics
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• v.17 no.2
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• pp.91-109
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• 2007

This study deals with the problem of transition from arithmetic to algebra and the relationship between elementary and secondary school mathematics for systems of linear equations. In elementary school, activity for solving word problems related to systems of linear equations in two variables falls broadly into using two strategies: Guess and check and making a table. In secondary school, those problems are solved algebraically, for example, by solving systems of equations using the technique of elimination. The analysis of mathematics textbooks shows that there is no link between strategies of elementary school mathematics and secondary school mathematics. We devised an alternative way to reinforce link between elementary and secondary school mathematics for systems of linear equations. Drawing a diagram can be introduced as a strategy solving word problems related to systems of linear equations in two variables in elementary school. Moreover it is closely related to the idea of the technique of elimination of secondary school mathematics. It may be a critical juncture of elementary-secondary school mathematics in the case of systems of linear equations in two variables.

• The Mathematical Education
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• v.57 no.4
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• pp.329-352
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• 2018

This study analyzed each process of demand analysis(A), design(D), development(D), implementation(I) and evaluation(E) of the program to support mathematics learning of students with under-achievement of math in high school. To analyze the demand, a survey was conducted on 235 high school math teachers and 334 high school students who were under-achieved in mathematics. To design and develope the program, this study linked middle school math to high school math so that the students with poor math learning could easily participate in mathematics learning. The programs developed in this study were implemented in three high schools, where separate classes were organized and run for students with poor math learning. The evaluation of the programs developed in this study was done in two ways. One was a quantitative evaluation conducted by five experts, and the other was a qualitative evaluation conducted through interviews with teachers and students participating in the program. This study found that students with poor mathematics learning were more motivated to learn, started to do mathematics, and encouraged to be confident when using learning materials that included easy problems and detailed solutions that they could solve themselves. From these results, the following three implications can be derived in developing a program to support students who are experiencing poor mathematics learning in high school. First, we should develop learning materials that link middle school mathematics to high school mathematics so that students can supplement middle school mathematics related to high school mathematics. Second, we need to develop learning materials that include detailed solutions to basic examples and include homogeneous problems that can be solved while looking at the basic example's solution process. Third, we should avoid the challenge of asking students who are under-achieving to respond too openly.

• The Mathematical Education
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• v.62 no.1
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• pp.23-34
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• 2023

The rationalizing denominators presented in the mathematics textbooks is being used in various places of school mathematics curriculum. However, according to some previous research on the rationalizing denominators in school mathematics, it seems that there is no clear explanation as to why rationalizing denominators is necessary and why it should be used. In addition, a previous research insists that most students know how to rationalize denominators but do not understand why it is necessary and important. To confirm this, we examined the rationalizing denominators presented in the 2015 revised mathematics curriculum as school mathematics. Then we also examined the rationalizing denominators algebraically as academic mathematics. In detail, we conducted an analysis on the rationalizing denominators presented in randomly selected three mathematics textbooks and teacher guidebooks for middle school third grade. Then the algebraic meaning of the rationalizing denominators was examined from a proper algebraic structure analysis. Based on this, we present alternative definitions of the rationalizing denominators which is suitable for school mathematics and academic mathematics. Finally, we also present the mathematical contents (irrationals of the special form can be algebraically interpreted as numbers in the standard form) that teachers should know when they teach the rationalizing denominators in school mathematics.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.105-120
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• 1999

This paper is guided for school mathematics education with Excel software. Many application of Excel to mathematics education are increasing the interesting of students. We introduce and discuss the using method of Excel in teaching with computer softwares.

• Research in Mathematical Education
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• v.19 no.2
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• pp.141-153
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• 2015

This paper compares and contrasts the perspectives of effective mathematics teaching by 135 elementary school teachers, 132 middle school teachers, and 124 high school teachers using a questionnaire in South Korea. All groups of teachers chose in common the teaching and learning strand as the most important for effective mathematics instruction. However, elementary school teachers placed greater importance on the curriculum and content strand than their counterparts did. Elementary school teachers tended to agree more upon the 48 items related to good mathematics teaching than their counterparts did. The similarities and differences among the groups of teachers are expected to provoke discussion of what constitutes high-quality mathematics instruction and how such perspectives may be situated in the socio-cultural context.

• Journal of the Korean School Mathematics Society
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• v.5 no.2
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• pp.47-57
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• 2002

The purpose of this study is to investigate the effects of a mathematics basis underachiever program on a mathematics achievement and mathematics attitudes. For this investigation, twenty eight-grade students as an experimental group were trained in a mathematics basis underachiever program by trained teachers in a middle school classroom for a period of 8 weeks. Twenty eight-grade students in another middle school, serving as a control group. Both groups were given a pretest and a posttest to check the mathematics achievement inspection tool(Likert-type Mathematics Attitude Survey; LTMAS) and a mathematics attitude inspection tool(KEDI, 2001). In the analysis of data Frequencies, percentiles, t-test were used. The results of the study are summarized as follows; First, the results showed that the experimental group demonstrated significantly higher differences than the control group in the mathematics achievement components of inequality equation, figure area and the whole in a mathematical achievement(p<.05). Second the results showed that the experimental group demonstrated significantly higher differences than the control group in the mathematics attitude components of positive mathematics attitude, negative mathematics attitude and the whole in a mathematical attitude(p<.05).

• Communications for Statistical Applications and Methods
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• v.7 no.1
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• pp.337-356
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• 2000

In Korea mathematics education of middle school has been taken according to the 6th national mathematics curriculum which was renovated by the Ministry of Education announcement in 1992. The eight middle school mathematics textbooks are composed of under this curriculum The education of probability and statistics has been carried out as a part of statistics education centering around middle school's mathematics textbooks.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.381-403
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• 1998

As a researcher engaged in the mathematical education, mathematics teachers are interested in instructional methods. While it is unlikely that the viewpoints of individual mathematics teachers are reflected in making decisions on instructional purposes and instructional contents, a good many parts of instructional methods on mathematical facts are decided by individual teachers. This means that the role of mathematics teachers is given much weight in the mathematical education. Therefore, the mathematics teachers must not be excluded in all parts of the study of mathematical education. We studied the instructional methods of function concept, a central topic in school mathematics from the following perspectives. First, we examined the characteristics of the three(correspondence-centered, middle, dependence centered) viewpoints about the essence of function concept. And we should that which of them should be the viewpoint of instruction of function concept in school mathematics. Second, we investigated the questions regarding the process of function instruction in school mathematics and presented alternative instruction methods of function concept to solve the questions. Third, we postulated the importance of polynomial function, relating college mathematics in order to present the reason why the polynomial function is importantly treated in functional instruction of school mathematics.

• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.1-25
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• 2007

The purpose of this study is to investigate the degree of mathematics teachers' recognition and understanding of mathematics education curriculum at the college of education. The subject of this study is 30 secondary school mathematics teachers who graduated from the department of mathematics education at the college of education. To accomplish this study, loather's knowledge is divided into two groups such as 'subject matter knowledge' (ready-made mathematics) and 'pedagogical content knowledge' (school mathematics and its teaching planning and methods). As a result, this study examines which subjects are required to achieve the pedagogical content knowledge in order to be a professional mathematics teacher.

• The Mathematical Education
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• v.52 no.3
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• pp.423-442
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• 2013

The purpose of the study was to examine the effects of the reciprocal peer tutoring in high school students' affective characteristics with respect to mathematics. The study was conducted with 111 first graders in one high school located in Gyeonggi-do, and the study lasted for 1 year in regular mathematics classrooms. According to the results, reciprocal peer tutoring was very effective in improving students' interest and self-efficacy toward mathematics and reducing mathematics anxiety. Especially, in high and low performing student groups, there were statistically significant improvements in affective factors such as interest, self-efficacy toward mathematics, and mathematics anxiety after reciprocal peer tutoring. However, average performing student group showed statistically significant improvements in affective factors of interest and self-efficacy toward mathematics.