• School Mathematics
• /
• 제9권3호
• /
• pp.409-426
• /
• 2007

The relevance of secondary school algebra focused on paper and pencil manipulation has been reconsidered along with the expansion of universal education and the development of ICT such as computer or calculators. This study was designed to investigate the issues and trends of the recent algebra so as to provide implementations for algebra curriculum in Korea. The focus of algebra education has being shifted from paper pencil manipulation to algebraic thinking. The early algebra or informal algebra is one of the important traits of revolution, and the role of ICT is integrated in newly developed curricula. In Korea, algebra education has been retaining the traditional line even though the national curriculum documents allows ICT for instruction. The reasons of these discrepancies were analyzed and the tasks for the new curriculum in accordance with the current trends were suggested in this paper.

• Journal of the Korean School Mathematics Society
• /
• 제24권4호
• /
• pp.369-390
• /
• 2021

It would be reasonable as a teacher to make efforts not only to reflect on the class on their own but also to improve the teacher' teaching e pertise by reflecting on the class with fellow teachers through lesson reflection sharing. This paper attempted to develop a lesson reflective framework that can provide standards and focus for lesson reflection and lesson sharing. First, based on the class evaluation criteria of previous studies, class reflection elements and a draft of lesson reflection were prepared. In a class conducted on 27 third graders at C High School where the co-researcher worked as a teacher, four peer teachers at the same high school were required to write personal opinions on the class based on the draft of lesson reflection. Based on this, lesson sharing was conducted, and modifications of the lesson reflection framework were developed by analyzing the case of class sharing. The implications of this paper indicate the need to clarify the perspective of viewing the lesson by sharing the intention of each question in advance. In addition to writing lesson reflections, it is necessary to share classes simultaneously.

• The Mathematical Education
• /
• 제41권3호
• /
• pp.341-360
• /
• 2002

The purpose of the study was to investigate the effectiveness of dynamic software in solving high school analytic geometry problems compared with traditional algebraic approach. Three high school students who have revealed high performance in mathematics were involved in this study. It was considered that they mastered the basic concepts of equations of plane figure and curves of secondary degree. The research questions for the study were the followings: 1) In what degree students understand relationship between geometric approach and algebraic approach in solving geometry problems? 2) What are the difficulties students encounter in the process of using the dynamic software? 3) In what degree the constructions of geometric figures help students to understand the mathematical concepts? 4) What are the effects of dynamic software in constructing analytic geometry concepts? 5) In what degree students have developed the images of algebraic concepts? According to the results of the study, it was revealed that mathematical connections between geometric approach and algebraic approach was complementary. And the students revealed more rely on the algebraic expression over geometric figures in the process of solving geometry problems. The conceptual images of algebraic expression were not developed fully, and they blamed it upon the current college entrance examination system.

• Journal of Elementary Mathematics Education in Korea
• /
• 제14권1호
• /
• pp.153-176
• /
• 2010

The purpose of this study is to rethink the importance of manipulative materials and to extract of manipulative materials program and its application methods. Activity, construction, and operation is stressed in the elementary mathematics. For this, various technological tools and manipulative materials is emphasized in mathematics teaching-learning methods. Applications of manipulative materials in the elementary mathematics is gradually increased together with curriculum revisions and textbook developments. As a result, tangram, geo-board etc., many tools ate introduces to school mathematics. This study is executed in this contexts. To achieve this, We introduce Australian 'Maths With Attitude' program. This program is composed of the primary level and secondary level. Each level consists of four domains - Number & Computation, Space & Logic, Chance & Measurement, Pattern & Algebra -, and each domains is made up of 20 tasks(i.e. manipulative materials) and programs. This study takes the focus to 5-6 grades programs in the mid of the primary level. First, We introduce 'Monkeys & Bananas'(Number & Computation) and 'Triangles & Colours' (Pattern & Algebra) tasks, and investigate the examples of lessons using these tasks. Second, We think the probability of these tasks' application and draw examples in the elementary mathematic textbooks. Through this works, We respect teaching-learning methods is rich and various in the elementary mathematics lessons.

• Education of Primary School Mathematics
• /
• 제25권3호
• /
• pp.251-278
• /
• 2022

The purpose of this study is to obtain implications for mathematical education by analyzing how the multiplication and division of decimal numbers are presented in the elementary mathematics textbooks in Korea, Japan, Singapore, and Finland. Compared to the fact that students often have misconceptions about multiplication and division of decimal numbers, there have been not many comparative studies in recent elementary mathematics textbooks. For this study, we selected elementary mathematics textbooks those are widely used in Japan, Singapore, and Finland along with Korean elementary mathematics textbooks. We chose the textbooks because the students in the selected countries have scored high in international achievement studies such as TIMSS and PISA. The analysis was examined in terms of elementary mathematics curriculum related to multiplication and division of decimal numbers, introduction and content, real-life situations, use of visual models, and formalization methods of algorithms. As a result of the study, the mathematics curricula related to multiplication and division of decimal numbers includes estimation in Korea and Finland, while Japan and Singapore emphasize real-life connections more, and Finland completes the operations in secondary schools. The introduction and content are intensively provided in a short period of time or distributed in various grades and semesters. The real-life situations are presented in a simple sentence format in all countries, and the use of visual models or formalization of algorithms is linked to the operations of natural numbers in unit conversions. Suggestions were made for textbook development and teacher training programs.

• Journal of The Korean Association For Science Education
• /
• 제12권1호
• /
• pp.119-127
• /
• 1992

The purpose of this study is to show the way of teaching the scietific talent in Japan. This study was conducted only by the printed matters. The results of the investigation are as follows: 1. Japan at present has neither systems nor laws for offical scientific talent education. 2. Japanese's scientific knowledge and way of rational thinking had been widespread among the general public by elementary education from one hundred ten years or so ago. 3. In addition, the instrument subjects such as foreign language and mathematics were well educated in the elementary and secondary school level and the preparatory courses of college. 4. Especially, the third and the first preparatory courses of a college(Daisan Koukou and Daiitchi Koukou) and Kyoto University have contributed greatly to the cultivation of liberal spirit in education, which turned out to be one of the essential elements for scientific talent education.

• International Journal of Computer Science & Network Security
• /
• 제21권12spc호
• /
• pp.539-543
• /
• 2021

Data mining technique was used to track student's performance during years studding in college and determine the impact of GPA_SEC on the GPA student rates according to the current academic advising method used on student's status. The study utilized a sample of 5436 individuals were drawn from two colleges in Majmaah University, KSA during 2013-2018 period. The results showed that the student's completion status in terms of graduation, dropout, Stumbling or dismissed was classified according to the average grades of admission from secondary school GPA_SEC. The results show the effect of the current academic advising that most of students gain less grades comparing with GPA_SEC in addition that the higher GPA_SEC was the higher graduation, dropout and dismissed decreased when GPA_SEC was high.. Therefore, the study recommends tracking students academically to evaluate their results of each semester to find out the causes of the deficiencies and addressing them within the departments.

• Journal of the Korean School Mathematics Society
• /
• 제17권4호
• /
• pp.717-746
• /
• 2014

The study aimed to explore how to improve mathematical thinking through metacognitive learning by stressing metacognitive abilities as a core strategy to increase mathematical creativity and problem-solving abilities. Theoretical exploration was followed by an analysis of correlations between metacognitive abilities and various ways of mathematical thinking. Various metacognitive teaching and learning methods used by many teachers at school were integrated for sharing. Also, the methods of learning application and assessment of metacognitive thinking were explored. The results are as follows: First, metacognitive abilities were positively related to 'reasoning, communication, creative problem solving and commitment' with direct and indirect effects on mathematical thinking. Second, various megacognitive ability-applied teaching and learning methods had positive impacts on definitive areas such as 'anxiety over Mathematics, self-efficacy, learning habit, interest, confidence and trust' as well as cognitive areas such as 'learning performance, reasoning, problem solving, metacognitive ability, communication and expression', which is a result applicable to top, middle and low-performance students at primary and secondary education facilities. Third, 'metacognitive activities, metaproblem-solving process, personal strength and weakness management project, metacognitive notes, observation tables and metacognitive checklists' for metacognitive learning were suggested as alternatives to performance assessment covering problem-solving and thinking processes. Various metacognitive learning methods helped to improve creative and systemic problem solving and increase mathematical thinking. They did not only imitate uniform problem-solving methods suggested by a teacher but also induced direct experiences of mathematical thinking as well as adjustment and control of the thinking process. The study will help teachers recognize the importance of metacognition, devise and apply teaching or learning models for their teaching environments, improving students' metacognitive ability as well as mathematical and creative thinking.

• Education of Primary School Mathematics
• /
• 제25권4호
• /
• pp.279-295
• /
• 2022

This study was conducted to present implications for mathematics education by identifying the structural relationship among personality, negative emotion, motivation, and career maturity that affects elementary school student's mathematical academic achievement. The participants conveniently sampled 179 students, from 4th to 6th graders enrolled in the same elementary school, and data on their psychological variables were collected in the form of secondary data. The hypothetical structural equation model established based on prior studies was verified with a two-stage approach based on the collected data. It was confirmed that construct validity and construct reliability were secured through assessing the measurement model. In addition, as a result of analyzing the path coefficient of the final structural equation model, five paths were found to be significant: 'personality→motivation', 'personality→career maturity', 'negative emotion→motivation', and 'negative motivation→mathematical academic achievement'. In particular, the path of 'negative emotion→negative motivation→mathematics academic achievement' that can be confirmed through the results needs to moderate negative emotions to improve mathematical academic achievement, and at this time, negative motivation should be considered together.

• The Mathematical Education
• /
• 제59권3호
• /
• pp.237-254
• /
• 2020

The current study investigated the relationships between mathematical knowledge for teaching and the mathematical quality in instruction in order to gain insight about teacher education for secondary teachers in South Korea. We collected and analyzed twelve high school teachers' scores of the multiple-choice assessment for mathematical knowledge for teaching developed by the Measures of Effective Teaching project. Their instruction was video recorded and analyzed with the mathematical quality in instruction developed by the Learning Mathematics for Teaching project. We also interviewed the teachers about how they planned and assessed their instruction by themselves in order to gain information about their intention and interpretation about instruction. There was a statistically significant and positive association between the levels of mathematical knowledge for teaching and the mathematical quality in instruction. Among three dimensions of the mathematical quality in instruction, mathematical richness seemed most relevant to mathematical knowledge for teaching because subject matter knowledge plays an important role in mathematical knowledge for teaching. Furthermore, working with students and mathematics as well as students participation were critical to decide the quality of instruction. Based on these findings, the current study discussed offering opportunities to learn mathematical knowledge for teaching and philosophy about how teachers need to consider students in high schools particularly in terms of constructivism.