• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.251-266
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• 2015

The statement, 'Taking more mathematics would result a better mathematics teacher.' sounds plausible. However, it is questionable that how much of taking university level of mathematics such as abstract algebra and real analysis would affect to teach elementary mathematics well. Would a mathematician be a better teacher for elementary students to teach mathematics than who has been prepared to teach elementary mathematics? This paper reports the effects of opportunities to learn tertiary level mathematics and school level mathematics on pre-service primary school teachers' mathematics pedagogical content knowledge. The study analyzed Teacher Education and Development Study in Mathematics 2008 (TEDS-M 2008) database using multiple regression. Prospective primary teachers who have been prepared as generalist were the focus of the study. The results support future elementary teachers might need to have opportunities to revisit school mathematics they are going to teach.

• The Mathematical Education
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• v.54 no.1
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• pp.31-47
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• 2015

School Math Field Trips(SMFT) for School Mathematics can be defined as teaching and learning activity of mathematics going into the field of Korean history, culture, science and technology. This is a literature analysis study to systemize teaching and learning method of mathematics based on literature analysis and real SMFT activity. First, SMFT was introduced to improve cognitive affective and cultural-mathematical teaching and learning method of mathematics. Second, SMFT has three purposes of cognitive, affective and cultural-mathematical. Third, to conduct mathematical education activity the direction of teaching was set. Forth, the progressing way of developing material and SMFT was researched. Fifth, developing the evaluation standard of SMFT and evaluation method was suggested.

• Journal for History of Mathematics
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• v.19 no.3
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• pp.147-156
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• 2006

The purposes of this study are that understand vocational high school student's scholastic ability, dream and conception about mathematics exactly and that we find a educational mathematics program suitable to vocational high school student. Through this improvement of the curriculum in vocational high school, we will find the way that increase efficiency.

• East Asian mathematical journal
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• v.36 no.4
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• pp.493-513
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• 2020

The reason for this study is that the learning content of geometric construction in school mathematics is very insufficient. Geometric construction not only enables in-depth understanding of shapes, but also improves deductive proof skills. In school mathematics education, geometric construction is a very important learning factor, and educational significance is very high in that it can develop reasoning skills essential to the future society. Nevertheless, the reduction of geometric construction learning content in Korean curriculum and mathematics textbooks is against the times. Therefore, the purpose of this study is to analyze the transition of geometric construction learning contents in middle school mathematics curriculum and mathematics textbooks. In order to achieve the purpose of this study, the following studies were conducted. First, we analyze the characteristics of geometric construction according to changes in curriculum and textbooks. Second, we develop a framework for analyzing geometric construction tasks. Third, we explore geometric construction tasks according to the developed framework. Through this, it is expected to provide significant implications for the geometric areas of the new middle school curriculum that will be developed in the future.

• The Mathematical Education
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• v.40 no.2
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• pp.217-239
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• 2001

To lessen the ratio of under achievers is one of the most urgent task which recent school mathematics education is confronted with. To cope with this problem efficiently, math. teachers should know more specifically and concretely the causes that make the students dislike mathematics. But actually, there are too many reasons for these situations. So, in this paper, we tried to devise a tool to analyze and measure each student's math. disliking status. We proceeded this research via the following procedures. 1. Grasping the causes which make the students dislike mathematics as specifically as possible. To obtain this, we asked more than 300 of secondary school students to write down their thoughts about school mathematics. 2. Analyzing the responses, we abstracted 74 numbers of items which were supposed to be the causes for secondary school students'mathematics disliking. 3. With these items we made a test to measure students'aptitude for each item. 4. With this test paper, we tested over 800 of secondary school students. Through factor analysis and theoretical argument, we categorized the 74 items into 11 groups whose names were defined as factors of mathematics disliking. 5. For each of these 11 factors, we developed a norm which could serve as standard of comparison in measuring each student's mathematics disliking status. Using this tool teachers were able to describe each student's traits of mathematics disliking more specifically.

• Journal of the Korean School Mathematics Society
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• v.5 no.1
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• pp.135-145
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• 2002

Technical high school aims at educating students to acquire fundamental skill and technology required for being competent technicians, to be creative in adjusting themselves to the changing industrial society, and to do self-realization and find their ways toward the future on their own. To attain that goal and maximize learning effect, mathematics education is very important as prerequisite learning for technical subjects, as most technical courses in technical high school are basically based on mathematics. The purpose of this study was to discuss how mathematics education could be successfully linked to technical courses in an attempt to make it function properly as prerequisite learning for major subjects and facilitate students' technical learning. For that purpose, what problems the mathematics components of major subjects and the curriculum had was examined and the way to offer better education was presented. And there are some suggestions regarding mathematics education: First, technical mathematics should be newly inserted into technical high school curricula to help students learn major subjects in more efficient way. Second, most technical high schools are expected to just require tenth graders to complete a 10-stage mathematics course. In that case, they might find difficulties in learning major subjects when they are in their 11st and 12th grade. The curriculum should be designed to have 11st and 12th graders take mathematics education. Third, many students find a job after graduation, but the growing number of students go on to university to receive more education in the same field. Accordingly, there is a need to enlarge continuous progress plan, rather than completion-type one, to make students well-grounded technically. And mathematics should be taught in more classes as prerequisite subject for major courses. Fourth, mathematics elements necessary for each major subject should be outlined and announced to schools so that they could reorganize mathematics and major courses appropriately.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.221-240
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• 2019

The purpose of this study is to suggest Reciprocal Peer Tutoring(RPT) for mathematics underachieving students as one way of the instructional strategies to supplement their lack of mathematics learning and to provide them with successful experiences in learning mathematics. We defined underachieving student in mathematics as the student whose mathematics achievement was high or middle level in the middle school but became lower in high school. Four mathematics underachievers voluntarily participated in this study. We examined the effects and roles of RPT by focusing on their positive change in the affective domain. RPT was conducted for about three months, including pre-training, pretest, and posttest. As the results of this research, RPT has generally made positive changes in the affective domain of underachieving mathematics students. Although four students did not show the same pattern of change and the sub-elements of positive change were different for each student, RPT provided opportunities for 4 all students to experience positive change.

• Bulletin of the Korean Mathematical Society
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• v.50 no.3
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• pp.787-799
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• 2013

In this paper, we compute the sectional curvatures and the scalar curvature of the Siegel-Jacobi space $\mathb{H}_1{\times}\mathb{C}$ of degree 1 and index 1 explicitly.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.321-339
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• 2013

This study is basic research about actualizing mathematical teaching and learning based on storytelling that is raised for reforming school mathematics education. We have developed mathematics textbook model for 2nd grade in middle school based on storytelling. It was applied in the middle school classroom and the results were analyzed. In order to develop the mathematics textbook model, the procedures and methods of development were extracted from the literature. And mathematics textbook model was developed in accordance with the process and methods. To apply it in school 20 hours of instruction were carried out. For the analysis of the results, we conducted a questionnaire survey, the teachers' interview, the affective test and math anxiety test. Through the results of this study, we will be able to check the possibility of storytelling in mathematics class. And it will be also the foundation of mathematics teaching and learning based on storytelling in middle school.

• Journal of the Korean School Mathematics Society
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• v.21 no.3
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• pp.287-301
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• 2018

The purpose of this study was to investigate the effect of individual teaching strategies on mathematics achievement and mathematics attitude of students with low achievement in mathematics. As a result, individual instruction group showed higher mathematics achievement and attitude toward mathematics than comparative group. In the experimental group, there was a correlation between pre-mathematics achievement and post-mathematics achievement. Also, there was a correlation between post-mathematics attitude and post-mathematics achievement. Within the comparison group, there was a correlation between pre-mathematics attitude and post-mathematics attitude. Also, there was a correlation between post-mathematics attitude and post-mathematics achievement.