• Communications of Mathematical Education
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• v.21 no.3
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• pp.407-430
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• 2007

The extreme didactic phenomena that occur by ignoring or overemphasizing the process of personalization/contextualization, depersonalization/decontextualization of mathematical knowledge is always in our teaching practice and in fact, seems to be a kind of phenomena that suppress teachers psychologically or didactically. The study of the problems on error, misconception or obstacles revealed by students has been done continuously, but that of the extreme didactic phenomena revealed by teachers has not. In this study, I will explain four extreme didactic phenomena and help you understand them by giving various examples from several case studies and analyzing them. And also, I will discuss the way to overcome the extreme didactic phenomena in the mathematical class, based on this analysis. This thesis will become a standard of didactic phenomena that are proceeded extremely by having teachers reconsider their own classes and furthemore, will offer the research data for considering better didactic situation.

• Communications of Mathematical Education
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• v.21 no.3
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• pp.499-514
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• 2007

In modern mathematic education, the development of mathematical ability based on the understanding of mathematical concepts has been emphasized in curriculum and teaching methodology. Also, in schools, most math teachers stress the importance of mathematical concepts in doing math well. Thus, in this paper, we outlined the development of mathematical concepts through the literature survey. And then, based on the Sfard's definition of mathematical concepts, which classifies math concepts into the operational approach and structural approach, we analyzed the math concepts of exponential function and logarithmic function units in three highschool math textbooks. As the result, we found that the textbook authors used different approach for the same concepts, and, at the same time, they used both approaches to help develop the students' math concepts.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.181-200
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• 2013

This study aimed at exploring how an instructor constructs meanings through content-based instruction (CBI) offered to pre-service teachers majoring in early childhood education. The course, early childhood mathematics education, was conducted during the spring semester in 2011. This study adopted a narrative inquiry, and data were collected through observations, interviews, and work samples. This study found that during the whole process from the preparation phase to the end-of-program evaluation, the instructor captured diverse challenging moments. During the preparation phase, she needed to have careful orchestration in designing lessons in order to overcome her feeling of pressure as a non-native speaker of English and design the integration of contents and English language learning to be truly powerful. In the phase of implementation, the lack of student motivation and building a good rapport between the instructor and the students were certainly challenges. The result of the student evaluations weakened her desire to implement CBI. The instructor incorporated diverse instructional strategies to overcome the obstacles. The instructor's experiences in this study will positively shape future educators' thinking and learning about meaningful and appropriate academic English instruction for content-area teaching of college students who were majoring in early childhood education.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.835-846
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• 2017

The purpose of this study is to investigate the perceptions of scientifically gifted middle school students about their engineering design process according to gender and talent division. The instrument in surveying their perceptions about the engineering design process consists of 24 items (Likert 5 point type) five domains: problem definition, information collection and utilization, idea generation, inquiry performance, and teamwork (communication, cooperation, leadership). A total of 102 scientifically gifted students participated in the survey, according to gender (69 males and 33 females) and talent divisions (physics, biological sciences, software, mathematics, space-geological sciences, and chemistry). They had a high level of awareness of their engineering design ability. It is necessary to develop a customized gifted-education program so that their talent in their field of interest can be fully displayed according to the gender and talent division. In addition, the teaching and learning methods and strategies of the engineering design program for the scientifically gifted middle school students should be established to fully reflect the practical needs of the talented.

• Journal of the Korea Convergence Society
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• v.8 no.6
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• pp.209-218
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• 2017

Flipped Learning is being suggested which is well known as a teaching method which lets students learn the contents they will learn in advance through the advance online video and have a discussion through the team interaction in the main class for them to solve the assignment through the cooperation in a self-initiated way. Therefore, this study was intended to confirm if the flipped learning class could improve the students' learning ability and raising the interest in math by complementing the problem on the lecture-type class by applying the flipped learning class to the college basic math subject. As a result, in the unit test result, the average score of the experimental group was more than 20 higher than one of the control group indicating that Flipped Learning had a great effect on improving the learning ability, and as for the introspection journal analysis, many subjects from the experimental group showed the positive attitude toward math they felt difficult unlike ones from control group indicating that it was effective in improving the interest level.

• Education of Primary School Mathematics
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• v.19 no.1
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• pp.31-45
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• 2016

In this study, the case of error became the object of learning, and the investigator applied these cases to an actual class and established three study problems in order to achieve the purpose of this study. The results of analysis of students' errors in figure based on before achievement test are shown as follows: First, the most errors occurred in the figure was the ones from deficient mastery of prerequisite concepts and definitions. Specially, the errors from deficient mastery of prerequisite concepts and definitions have the majority. it is very high ratio even if it considers an influence of an evaluation question item. so, I think it is necessary to teach concept related figure above all. Second, as the results of application 'finding errors' to a class, there is a meaningful difference in the mathematical achievement and reasoning ability within significance level 5%. This means 'finding errors' is one of the teaching method that it develops the mathematical achievement and reasoning ability.

• The Mathematical Education
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• v.50 no.2
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• pp.213-231
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• 2011

The purpose of this study is to analyze the 6th graders' understanding of the concepts of variable on various aspects of school algebra. For this purpose, the test of concepts of variable targeting a sixth-grade class was conducted and then two students were selected for in-depth interview. The level of mathematics achievement of the two students was not significantly different but there were differences between them in terms of understanding about the concepts of variable. The results obtained in this study are as follows: First, the students had little basic understanding of the variables and they had many cognitive difficulties with respect to the variables. Second, the students were familiar with only the symbol '${\Box}$' not the other letters nor symbols. Third, students comprehended the variable as generalizers imperfectly. Fourth, the students' skill of operations between letters was below expectations and there was the student who omitted the mathematical sign in letter expressions including the mathematical sign such as x+3. Fifth, the students lacked the ability to reason the patterns inductively and symbolize them using variables. Sixth, in connection with the variables in functional relationships, the students were more familiar with the potential and discrete variation than practical and continuous variation. On the basis of the results, this study gives several implications related to the early algebra education, especially the teaching methods of variables.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.49-65
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• 2010

The purpose of this study is to encourage the role of domain to consider the teaching of the concept of functions in modeling real situations. To do this, it is analyzed that how to introduce the concept of functions and linear functions in textbooks treated in the 1st grade and the 2nd grade of middle school. This study also reviewed the role of domain in representational activities for modeling real situations using linear functions. In these reviews, it found that many textbooks do not consider the domain in the equations of functions and these graphs and several text books used linear functions for modeling real situations which are not represented by linear functions contextually. It is concluded that the domain of function is an important concept that will be considered any representational activities for functions.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.425-444
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• 2021

In this study, under the assumption that the goal pursued in measurement area can be reached through the composition of the measurement activity considering the mathematical process, the method of summing the interior angles of a triangle using the measurement error was applied to the 4th grade class of the elementary school. Results of the study, first, students were able to recognize the possibility of measurement error by learning the sum of the interior angles of a triangle using the measurement error. Second, the discussion process based on the measurement error became the basis for students to attempt mathematical justification. Third, the manipulation activity using the semicircle was recognized as a natural and intuitive way of mathematical justification by the students and led to generalization. Fourth, the method of guiding the sum of the interior angles of a triangle using the measurement error contributed to the development of students' mathematical communication skills and positive attitudes toward mathematics.

• Journal of the Korea Convergence Society
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• v.10 no.10
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• pp.197-205
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• 2019

The purpose of this research was examining the effects of problem-based learning strategies(PBL) on problem solving skill conducted in Korea, using meta-analysis technique. This meta-analysis reviewed the results of 41 studies published between 1998 and 2017 in Korea. The overall weighted mean effect size value was .753 with .064 standard error which was calculated by random effects model. PBL strategies have been found to be more effective in mathematics course (d=.922), art course (d=.916), practical art course (d=.827), E-PBL (d=.791) and middle school level (d=.972). As PBL exhibit a substantial effect on students' problem solving skill, it is recommended that teachers should learn how to implement these strategies in their lesson. PBL is expected to contribute to the improvement of teaching methods as the learning environment changes during the 4th Industrial Revolution.