• 제목/요약/키워드: terms in school mathematics

검색결과 498건 처리시간 0.027초

Prospective Primary School Teachers Views on the Nature of Mathematics

  • Kang, Eun Kyung
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제18권4호
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    • pp.257-272
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    • 2014
  • This paper examines and presents descriptions of 12 prospective primary teachers' views on the nature of mathematics in USA. All the participants were elementary teacher candidates enrolled in the same mathematics method courses. Interview data show that the prospective primary teachers possess two kinds of views on the nature of mathematics: primarily traditional and even mix of traditional and nontraditional beliefs in terms of Raymond's (1997) belief criteria. Implications for teacher education were discussed at the end of the paper.

중학교 수학 교과서에 제시된 기호의 서술: 어떻게 읽고 이해할 것인가? (Symbol Statements in Middle School Mathematics Textbooks: How to Read and Understand Them?)

  • 백대현;이진희
    • 대한수학교육학회지:수학교육학연구
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    • 제21권2호
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    • pp.165-180
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    • 2011
  • 수학 학습에서 기호는 용어의 수학적 의미를 함축적으로 표현하여 용어와 관련된 학습 내용을 간결하게 나타낸다. 초등학교 수학 교과서의 기호는 기호를 처음 접하는 학생이 기호의 수학적 의미를 읽고 이해할 수 있게 제시되었다. 중학교 수학 교과서에서도 대부분의 기호는 읽고 이해할 수 있게 서술되었지만 교과서에 따라 기호 자체의 서술과 기호와 관련된 내용이 명확하지 않거나 서로 다르게 제시된 사례가 있다. 본 논문은 중학교 수학 교과서에서 기호를 읽고 이해할 수 있게 서술하는 것과 관련하여 교수 학습에 나타날 수 있는 문제점을 논의하고, 이에 대한 시사점을 제시하였다.

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Spectral clustering based on the local similarity measure of shared neighbors

  • Cao, Zongqi;Chen, Hongjia;Wang, Xiang
    • ETRI Journal
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    • 제44권5호
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    • pp.769-779
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    • 2022
  • Spectral clustering has become a typical and efficient clustering method used in a variety of applications. The critical step of spectral clustering is the similarity measurement, which largely determines the performance of the spectral clustering method. In this paper, we propose a novel spectral clustering algorithm based on the local similarity measure of shared neighbors. This similarity measurement exploits the local density information between data points based on the weight of the shared neighbors in a directed k-nearest neighbor graph with only one parameter k, that is, the number of nearest neighbors. Numerical experiments on synthetic and real-world datasets demonstrate that our proposed algorithm outperforms other existing spectral clustering algorithms in terms of the clustering performance measured via the normalized mutual information, clustering accuracy, and F-measure. As an example, the proposed method can provide an improvement of 15.82% in the clustering performance for the Soybean dataset.

초등학교와 중학교 수학성적의 상관관계에 대한 연구 (The Correlation Between Elementary School And Middle School Mathematics Record)

  • 윤홍분
    • 한국학교수학회논문집
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    • 제2권1호
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    • pp.145-156
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    • 1999
  • The purpose of this study is to consider students′ scholastic relationship in mathematics between elementary school and middle school from the 3rd grade in elementary school to the 2nd and the 3rd grades in middle school. The following are the results: 1. CONCLUSIONS 1. Students′ present scores are most closely related to those of their previous grade. The data are based on the two groups of the 3rd grade middle school students - one is honhappan(mixed students from different elementary school) and the other shinaepan(the students from the same elementary school in kong ju city). This close relation between present and previous scores in mathematics may well be reasonable since mathematics is systemized hierarchically. Among the score data in elementary school, the scores in the 5th grade are meaningfully related to present score data in mathematics. 2. Two pans (as I mentioned above, honhap and shinae) are divided into groups and their scores are traced from the 3rd grade in elementary school and the data show that the high-levelled students have little changes in their scores, but low-levelled students have dropped radically in their scores from the first grade in middle school. 3. In terms of students′ interests, students who answered, "I′m very interested in mathematics." have no distinguished characteristics in their scores while those who answered, "I have little interest in mathematics" shows a decrease in their scores. 4. Among the reasons for their lack of interests, the replies are "because of exams," "because of teaching methods," and "because of the textbooks." II. Suggestion To compensate the limitation and difficiency of this study, the foll owing is suggested for the following studies related to this one. 1. This study was limited to gathering students′ score data from female students in a small city. For a more accurate statistic a bigger population is needed as well as varied geographical and social economical area is suggested. A good idea is to study homogeneous sex groups as well as heterogeneous sex groups 2. It is easy to find out what grade is closely related to the present scores by statistical analysis, but the reasons for their relationship have to be found out through the following studies 3. There are many studies on cognitive domain in math but it is expected to have more studies on affective domain as well.

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초등학교 학생의 수학불안 변화 분석: 종단연구 (Analysis of Changes in Mathematical Anxiety of Elementary School Students: A Longitudinal Study)

  • 김리나
    • 한국수학교육학회지시리즈E:수학교육논문집
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    • 제35권1호
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    • pp.1-14
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    • 2021
  • 수학불안은 수학에 대한 정서적·신체적 거부감을 통칭하는 용어이다. 학생들의 수학불안에 대해 이해하는 것은 수학학업 성취도 향상 뿐 아니라 미래 사회에 필요한 수학 인력 양성의 측면에서도 중요하다. 특히 수학불안은 대부분 초등학교시기에 발생할 가능성이 높으며, 후속 학습에 부정적인 영향을 미치기 때문에 초등학교에서 학생들의 수학불안 양상을 이해하는 것이 필요하다. 이에 본 연구는 시간의 경과에 따른 학생들의 수학불안 변화 패턴을 제시하고 이를 통계적으로 검증하였다. 249명의 초등학교 학생들의 수학불안을 4학년에서 6학년까지 3년 동안 추적 조사한 결과, 수학불안 양상의 다섯 가지 패턴을 확인하였다. 또한 본 연구에서는 수학불안 변화에 지속적인 영향을 미치는 것은 교사의 수학 수업에 대한 흥미도이며, 부모의 관심은 수학불안을 경감시키고, 사교육에 대한 부담감은 수학불안을 증가시킨다는 것을 확인하였다.

수의 범위와 어림하기의 정의와 실생활 맥락에 대한 분석 (Analysis of the definition and real life context of range of numbers and approximation)

  • 강윤지
    • 한국수학교육학회지시리즈C:초등수학교육
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    • 제27권3호
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    • pp.247-260
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    • 2024
  • 수의 범위와 어림하기는 실생활에서 자주 접하고 사용하는 개념이다. 여러 개념과 서로 밀접하게 관련되어 있으며 관련 용어의 정의 및 학습에 대한 연구의 필요성이 강조되고 있다. 수의 범위와 어림하기와 관련된 일곱 가지 수학 용어의 교과서 학습 내용을 용어의 정의와 실생활 맥락을 중심으로 분석하였다. 현재 사용되고 있는 초등 검정 수학 교과서 10종의 내용을 분석한 결과 교육과정에 제시된 성취 기준에 따라 차시가 구성되어 있었으나 교과서마다 각각 차시 구성 및 순서, 실생활 맥락, 정의에 사용된 예시, 강조되는 부분이나 사용된 활동의 내용과 방향 등이 각각 다르게 구성되어 있었다. 분석 결과를 바탕으로 하여 교과서 집필 및 수업 진행에 관련된 교수학적 시사점을 제시하였다.

A NEW SUBCLASS OF MEROMORPHIC FUNCTIONS ASSOCIATED WITH BESSEL FUNCTIONS

  • SUJATHA;B. VENKATESWARLU;P. THIRUPATHI REDDY;S. SRIDEVI
    • Journal of applied mathematics & informatics
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    • 제41권5호
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    • pp.907-921
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    • 2023
  • In this article, we are presenting and examining a subclass of Meromorphic univalent functions as stated by the Bessel function. We get disparities in terms of coefficients, properties of distortion, closure theorems, Hadamard product. Finally, for the class Σ*(℘, ℓ, ℏ, τ, c), we obtain integral transformations.

남북한 중등학교 수학교육의 통합방안 모색 (A Comparative Study on the Secondary School Mathematics Education of South and North Korea)

  • 우정호;박문환
    • 대한수학교육학회지:수학교육학연구
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    • 제12권1호
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    • pp.49-70
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    • 2002
  • There have recently been increasing exchanges between South and North Korea in many areas of society, involving politics, economics, culture, education. In response to these developments, research activities are more strongly demanded in each of these areas to help prepare for the final unification of the two parts of the nation. In the area of mathematics education, scholars have started to conduct comparative studies of mathematics education in South and North Korea. As a response to the growing demand of the time, in this thesis we compared the secondary mathematics education in South Korea with that in North Korea. To begin with, we examined the background of education, in North Korea, particularly predominant ideological, epistemological and teaching theoretical aspects of education in North Korea. Thereafter, we compared the mathematics curriculum of South Korea with that of North Korea. On the basis of these examinations, we compared the secondary school mathematics textbooks of South and North Korea, and we attempted to suggest a guideline for researches preparing for the unification of the mathematics curriculum of South and North Korea. As a communist society, North Korea awards the socialist ideology the supreme rank and treats all school subjects as instrumental tools that are subordinated to the dominant communist ideology. On the other hand, under the socialist ideology North Korea also emphasizes the achievement of the objective of socialist economic development by expanding the production of material wealth. As such, mathematics in North Korea is seen as a tool subject for training skilled technical hands and fostering science and technology, hence promoting the socialist material production and economic development. Hence, the mathematics education of North Korea adopts a so-called "awakening teaching method," and emphasizes the approaches that combine intuition with logical explanation using materials related with the ideology or actual life. These basic viewpoints of North Korea on mathematics education are different from those of South Korea, which emphasize the problem-solving ability and acquisition of academic mathematical knowledge, and which focus on organizing as well as discovering knowledge of learners' own accord. In comparison of the secondary school mathematics textbooks used in South and North Korea, we looked through external forms, contents, quantity of each area of school mathematics, viewpoints of teaching, and term. We have identified similarities in algebra area and differences in geometry area especially in teaching sequence and approaching method. Many differences are also found in mathematical terms. Especially, it is found that North Korea uses mathematical terms in Hangul more actively than South Korea. We examined the specific topics that are treated in both South and North Korea, "outer-center & inner-center of triangle" and "mathematical induction", and identified such differences more concretely. Through this comparison, it was found that the concrete heterogeneity in the textbooks largely derive from the differences in the basic ideological viewpoints between South and North Korea. On the basis of the above findings, we attempted to make some suggestions for the researches preparing for the unification in the area of secondary mathematics education.

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중등교사 임용시험 수학교과교육학 기출 문항 분석 (An Analysis of the Discipline of Mathematics Education in Secondary School Mathematics Teacher Certificate Examination)

  • 전영주
    • 한국수학사학회지
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    • 제27권5호
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    • pp.347-364
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    • 2014
  • This study aims at what is required knowledge and ability to pre-service math teachers in teacher certificate examination. First, the items are analyzed and among questions of discipline of mathematics education in the last five years are analyzed and classified. Second, an analytical framework suitable for item analysis is examined and the items are analysed by the analytical framework. Finally, helpful implications for discipline of mathematics education assessment can be drawn from this study. It is found that the discipline of mathematics education assessment has the following characteristics: 1) It assesses specific content of the assessment component; 2) It assesses a teacher's theoretical knowledge, practical knowledge and creative knowledge in terms of teaching ability; 3) There are six cognitive assessments; 4) There is an item for difficulty adjustment.