• School Mathematics
• /
• v.1 no.2
• /
• pp.461-482
• /
• 1999

Russia is a country which is interested in mathematics education for the gifted students for a long time. Some aspect of education for the gifted students in Russia (for example, mathematics curriculum of the Russian physio-mathematics school, mathematics education by correspondence for sifted students etc.) has been partially studied. The purpose of this work is to introduce various systems of the mathematics education for the gifted students in Russia, and to draw significant conclusion for systematizing gifted education in Korea. In order to achieve this goal, we analyzed Russian literatures and articles published in Russia by the physio-mathematics school, ministry of education, and etc. In this article, we gave some characteristics of the various types of gifted education in Russia, and the practical curriculum for the gifted education.

• Journal of the Korean School Mathematics Society
• /
• v.2 no.1
• /
• pp.105-120
• /
• 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
• /
• v.16 no.2
• /
• pp.91-106
• /
• 2012

Spatial ability has been valued as a talent domain and important skill in mathematics education because it enhanced an intuitive view and an understanding in many areas of mathematic. In addition, spatial ability highly correlates with mathematics achievement, indicating its crucial role in success in mathematics education. Some researchers founded gender differences in mathematics and spatial ability, and indicated that spatial ability served as a mediator of gender difference in mathematics. This study explored the spatial ability of 349 Korean middle school students (Grade 7-9), and investigated the association among students' spatial ability and their mathematics achievement, gender, and grade. The result of this study shows that spatial ability correlates positively with mathematics achievement. While gender difference did not exist in mathematics, significant gender difference existed in spatial ability favoring male students.

• Communications of Mathematical Education
• /
• v.21 no.4
• /
• pp.647-661
• /
• 2007

In this paper, we study the role of college mathematics education in summer and winter school. And we discuss the effectiveness that the college mathematics education can be promoted throughout the summer and winter school course.

• Communications of Mathematical Education
• /
• v.27 no.3
• /
• pp.321-339
• /
• 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
• /
• v.10 no.1
• /
• pp.1-25
• /
• 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
• /
• v.45 no.3 s.114
• /
• pp.295-313
• /
• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.

• The Mathematical Education
• /
• v.52 no.2
• /
• pp.129-147
• /
• 2013

The Ministry of Education Science and Technology represented National Mathematics Education Advance Plan in 2012. The plan is focused on reinforcing mathematics education, improving understanding about mathematics, and enhancing self-guided learning. After the National Mathematics Education Advance Plan new middle school mathematics textbooks have been developed and they will be used from 2013. The purpose of this study is to analyse those mathematics textbooks to find how the National Mathematics Education Advance Plan is affected to the mathematics textbooks. This study found some important aspects affected from the Advance Plan to those textbooks and some implications for the future Korean mathematics education.

• Journal of the Korean School Mathematics Society
• /
• v.24 no.3
• /
• pp.243-259
• /
• 2021

This study examines trends by school level, region, subject, and type centered on elementary schools when private education is perceived as a social problem due to the overheating of private education and its over-dependence. This study aims to provide a direction to ease the school mathematics education and meet the expectations of school mathematics education. As a result of this study, in mathematics subjects, the graph of private education expenses for mathematics subjects was not affected by the period and showed a somewhat consistent linear trend. In other words, we found that the private education cost of the mathematics subject was solid compared to other factors, and was not significantly affected by external variables, and was consistent. It is meaningful to examine the trends of private education costs in mathematics subjects with a comparison between the past and present and to grasp what factors and how they have changed and developed.

• Research in Mathematical Education
• /
• v.9 no.3 s.23
• /
• pp.233-241
• /
• 2005

Mathematics has developed dramatically in today's world and come to be increasingly put into practical use in various fields in society. However, many Japanese students dislike mathematics. We have to study mathematics education with this situation in our mind. When we consider a better educational material, we don't have to consider only within the framework of the current school mathematics. We can expect to find good mathematical materials in fields beyond the school mathematics. In this paper, we study how the inclusion of idea such as 'fuzzy theory' and 'graph theory' influences pupils' approaches to learning mathematics.