• School Mathematics
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• v.5 no.1
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• pp.115-133
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• 2003

Investigation of the students' mathematical misconceptions is very important for improvement in the school mathematics teach]ng and basis of curriculum. In this study, we categorize second-grade middle school students' misconceptions on the learning of linear function and make a comparative study of the error-remedial effect of students' collaborative learning vs explanatory leaching. We also investigate how to change and advance students' self-diagnosis and treatment of the milton ceptions through the collaborative learning about linear function. The result of the study shows that there are three main kinds of students' misconceptions in algebraic setting like this: (1) linear function misconception in relation with number concept, (2) misconception of the variables, (3) tenacity of specific perspective. Types of misconception in graphical setting are classified into misconception of graph Interpretation and prediction and that of variables as the objects of function. Two different remedies have a distinctive effect on treatment of the students' misconception under the each category. We also find that a misconception can develop into a correct conception as a result of interaction with other students.

• Journal of the Korean School Mathematics Society
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• v.23 no.2
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• pp.203-222
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• 2020

Because the role of the teacher is important for the education to actualize the goals of the curriculum, the interest about the teacher's knowledges has been addressed as an important research topic. Among them, the pedagogical content knowledge is the knowledge that can emphasize the professionalism of the teacher. In this study, I analyzed the elementary pre-service teachers' the problem solving strategies that they imagined the methods that elementary school students can think about fraction division. Pre-service teachers who participated in this study were completed all of the mathematics education courses in the pre-service teachers' education courses. The research was conducted using the four type-problems of fraction division. The results showed that elementary pre-service teachers responded in the order of equal sharing problem-measurement division-partitive division-context of determination of a unit rate problem. They presented significant responses not only with typical algorithms but also with pictures or expressions. On the basis of this research, we have to take an interest in the necessity of sharing and recognizing various methods of fraction division in pre-service teachers education.

• The Mathematical Education
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• v.57 no.3
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• pp.247-270
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• 2018

The purpose of this study is to investigate the mathematical disposition and mathematical communication level of elementary school students in the process of applying mathematical journal writing activities. For this study, 21 third grade students in elementary school were observed when they participated in mathematical journal writing activities while studying number and operation area. According to the Mathematical disposition pre-test and post-test results, mathematical confidence, mathematical flexibility, mathematical will, and mathematical reflection increased and it was statistically proved. Expression and explanation level of the mathematical communication writing area also increased as the mathematical journal writing activity continued. Thus, mathematical journal writing activities can help to enhance the core competencies of the 2015 revised mathematics curriculum while make students 'to develop and transform mathematical expressions' and 'to express oneself'. Also, it provides implications of including active writing activities such as mathematical journal writing activities into mathematics classroom. Furthermore, the change in mathematical communication level according to mathematical disposition level was not statistically significant. Therefore, when providing active writing activities including mathematical journal writing activities into classroom, it is necessary to understand students' individual characteristics and to encourage communication to be active rather than giving feedback based on one's mathematical disposition level.

• School Mathematics
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• v.9 no.1
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• pp.65-97
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• 2007

Problem solving and mathematical applications have been increasingly emphasized in school mathematics over the past ten years. Recently it is recommended that mathematical applications and modeling situations be incorporated into the secondary school curriculum. Many researches on this approach have been conducted in Korea. But unfortunately two thirds of these researches have been studied by graduate students. Therefore, more professional researchers should be concerned with the study related to mathematical modelling activity. This study is planning to investigate and establish i) the concepts and meanings of mathematical model, mathematical modelling, and mathematical modelling process, ii) the properties of problem situations introduced and dealt with in mathematical modelling activity, and iii) relationship between mathematical modelling activity and problem solving activity, and so on. To accomplish this, this study is based on the analysis and comparison of 11 articles published in domestic journals and 22 domestic master papers.

• Journal of the Korea Society of Computer and Information
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• v.17 no.4
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• pp.19-29
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• 2012

According to the result of PISA and TIMSS, it was reported that interest for Math and Science was far lower compared to high achievement of Them. The purpose of this study is to investigate effects of robot based STEAM education on elementary school students' Math learning behavior and Science motivation. Robot based STEAM education integrated science, mathematics and art with a theme of 'Energy' was practiced for test group and For control group, those three subjects were taught separately in order to achieve this purpose. Curriculum of fourth grade second semester's science, mathematics and art was analysed to teach a robot based STEAM class and STEAM class Model with the theme 'Energy was designed and applied to elementary students. In science class, heat transfer experiment was conducted with robots and the result was related to drawing polygonal lines in mathematics. In art class, robot components were used to describe the heat energy in shapes and colors. The research shows that students' Math learning behavior and Science motivation were improved more with robot based STEAM education than with traditional lessons(p<.05). It proves that robot based STEAM class can be effective for improving interest in elementary Math and Science.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.145-166
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• 2012

The objective of this study is to analyze the cases related to the lingual and non-lingual metaphors used in the math class at elementary school and consider the values of metaphors as a teaching method for the subject of mathematics. Throughout this study, teachers' gestures are analyzed as lingual and non-lingual metaphors shown between teachers and students in the class for the topic of the inverse proportion in quartic equations for direct and inverse proportions in Chapter 7 for the first semester of the 6th grade at elementary school in terms of the amended curriculum for the year of 2007. According to the results of the analysis, it can be concluded that there are mechanical and hypothetical movement metaphors in the mathematical metaphors observed in this study. Also, in terms of gestures, iconic, metaphoric and deixis gestures are found. Such metaphors seem to be evenly distributed throughout the math class and expressed in various forms. Based on the results of the analysis, the educational meaning given by the utilization of metaphors is considered for the math class.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.527-542
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• 2016

In the mathematics curriculum that was revised in 2009, statistical literacy is explicitly addressed as a goal and specific objectives are included. However, statistical literacy has not been addressed in the studies on KSAT. This study aimed to draw implications on how to improve KSAT in a sense that statistical literacy could be evaluated instead of testing typical facts or skills by comparing KSAT with SAT. We used mathematical problem solving process and category of context of PISA framework (OECD, 2013) to administer the comparison of KSAT and SAT. Result shows that both KSAT and SAT use various context, but items in KSAT is limited in assessing critical understanding. We suggested several ways to develop context-based items for KSAT in which statistical literacy could be assessed.

• East Asian mathematical journal
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• v.30 no.2
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• pp.173-195
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• 2014

This study, utilizing several features about plane figures covered in the current secondary curriculum of mathematics and reviewing two solutions to cube duplication problem presented by Menaechmus, proving the solution by Nicomedes and visualizing solutions based on Apollonius' 'Conics' by medieval Islam geometricians such as Ab$\bar{u}$ Bakr al-Haraw$\bar{i}$, AbAb$\bar{u}$ J$\acute{a}$far al-Kh$\bar{a}$zin, Nas$\bar{i}$r al-D$\bar{i}$n al-T$\bar{u}s\bar{i}$, Y$\bar{u}$suf al-Mu'taman ibn H$\bar{u}$d, introduce to teachers and students in the field where the question of cube duplication problem comes from and which solving method has developed it and suggests new methods for visualization using dynamic geometry program as well so that the contents reviewed can be used in the filed. The solving methods to cube duplication problem in this paper are very creative and increase the practicality, efficiency and value of Mathematics, and provide students and teachers with the opportunities to reconfirm the importance and beauty of basic knowledge in the secondary geometry in the process of visualization of drawing figures using dynamic geometry program.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.31-49
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• 2009

Utilizing the mathematical materials in elementary mathematics education is known to increase the learners' creativity and interests for mathematics. Although the effects of mathematical materials have been frequently researched, a practical plan and a process to utilize the mathematical materials has been rarely researched. The dependence on the mathematical materials is tested by the students' responses to the mathematical problems in the class that allowed to use mathematical materials. The activities in the text book are reorganized to seven chapters for utilizing the mathematical materials. The dependence on the mathematical materials when solving the mathematical problems is investigated by the textbook, students' answers, and handouts. The conclusions of this study are: First of all, the activities using mathematical materials are reorganized within the mathematics education curriculum. The high interests are also investigated in all the learning level of learners. Second, the learners in the high learning level use the mathematical materials for their needs and the correction of their mistakes. The dependence on mathematical materials is lowest compared to the other level learners. Third, the learners in the mid learning level also use the mathematical materials for their needs and their mistakes, but are often confused when utilizing the materials. Fourth, the learners in the low learning level show their interests, and enthusiasm in the mathematical materials themselves. Their interests help to solve mathematical problems. The dependence on the materials is higher than the other level learners, but the dependence is not shown only for the low level learners.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.2
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• pp.161-180
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• 2005

The purpose of this study is to delve into how elementary mathematics textbooks deal with the areas of triangles and quadrilaterals from a viewpoint of the Didactic Transposition Theory. The following conclusion was derived about the teaching of the area concept: The area concept started to be taught perfectly in the 7th curricular textbook, and the focus of area teaching was placed on the area concept, since learners were gradually given opportunities to compare and measure areas. As to the area formulae of triangles and quadrilaterals, the following conclusions were made: First, the 1st curricular, the 2nd curricular and the 3rd curricular textbooks placed emphasis on transposition by textbooks, and the 4th curricular, the 5th curricular and the 6th curricular textbooks accentuated transposition by teachers. The 7th curricular textbooks put stress on knowledge construction by learners; Second, the focus of teaching shifted from a measurement of area to inducing learners to make area formula. Namely, the utilization of area formula itself was accentuated, while algorithm was emphasized in the past; Third, the way to encourage learners to produce area formula changed according to the curricula and in light of learners' level, but a wide range of teaching devices related to the area formulae were removed, which resulted in offering less learning chances to students; Fourth, what to teach about the areas of triangles and quadrilaterals was gradually polished up, and the 7th curricular textbooks removed one of the overlapped area formula of triangle.