• Research in Mathematical Education
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• v.24 no.2
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• pp.69-82
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• 2021

The purpose of this study is to explore how mathematics educators understand the terms having lexical ambiguity. Five terms with lexical ambiguity, leave, times, high, continuous, and convergent were selected based on literature review and recommendations of college calculus instructors. The participants consisted of four mathematics educators at a large Midwestern university. The qualitative data were collected from open-ended items in the survey. As a result of analysis, I provided participants' sentences with five terms showing their understanding of each term. The data analysis revealed that mathematics educators were not able to separate the meanings of the words such as leave and high when these words are frequently used in daily life, and the meanings in mathematics context are similar with that in daily context. Lexical ambiguity shown by mathematics educators can help mathematics teachers to understand the terms with lexical ambiguity and improve their instructions when those terms should be found in students' conversations.

• The Mathematical Education
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• v.47 no.2
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• pp.181-195
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• 2008

The purpose of this study was to investigate the understanding of basic knowledge of mathematics for $6^{th}$ grade students in elementary school by an essay test and provide instructional suggestions for teachers. A total of 132 students from 6 classes in 3 elementary schools were tested and analyzed in terms of the characteristics of correct answers and types of incorrect answers. The results showed that students had poor understanding of basic conceptual concepts and principles throughout six content areas of school mathematics curriculum, despite their good performance on mathematical skills. This study included implications to teaching and learning for each of the content areas.

• East Asian mathematical journal
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• v.35 no.2
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• pp.259-275
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• 2019

The researches on the didactic transposition in mathematics education have been conducted almost for 35 years in Korea. Those studies have been quite usually interested in the extreme phenomena such as Topaze Effect, Meta-Cognitive Shift, etc. However, the understanding on the meaning and roles of contextualization and decontextualization in the theory of didactic transposition is needed theoretically in mathematics education and also practically in school mathematics. In particular, for the purpose of managing the efficient instruction on the class, the proper and plentiful role and application of the contextualization is very important in the aspect of the teacher as well as the learner respectively. By this reason, this study investigates the meaning and role of reflection based on the concept of contextualization.

• Research in Mathematical Education
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• v.12 no.2
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• pp.151-165
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• 2008

Asian mathematics curricula and textbooks are being recognized in the United States as at least partial explanation for the higher mathematics achievement of students in Asian countries compared to students in the United States. As a result there is considerable interest among many educators in the United States in curricula from Singapore and curricula from Japan. In addition, researchers and educators at one university in the American heartland have been using the English translations of a Korean primary mathematics curriculum for professional development and assessment with groups of Missouri teachers for the purpose of enhancing teachers' understanding of the fundamentals of mathematics, and in hopes of raising student achievement scores. A professional development initiative begun seven years ago and revived this year will entail a rigorous assessment which will be reported in 2009. Results of assessment of the earlier initiatives are reported here.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.37-62
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• 2014

In this thesis, we inquire into teaching method of decimal fraction concept in elementary mathematics education based on measurement activity. For this purpose, our research tasks are as follows: First, we design a experimental learning-teaching plan of 'decimal fraction' unit in 4th grade textbook and verify its effect. Second, after teaching experiment using experimental learning-teaching plan, we analyze the student's status of understanding about decimal fraction concept. As stated above, we have performed teaching experiment which is ruled by new lesson design and analysed the effects of teaching experiment. Through this study, we obtained the following results. First, introduction of decimal fraction based on measurement activity promotes student's understanding of measuring number and decimal notation. Second, operator concept of decimal fraction is widely used in daily life. Its usage is suitable for elementary mathematics education within the decimal notation system. Third, a teaching method of times concepts using place value expansion of decimal fraction is more meaningful and has less possibility of misunderstanding than mechanical shift of decimal point. Fourth, teaching decimal fraction through the decimal expansion helps students with understanding of digit 0 contained in decimal fraction, comparing of size and place value. Fifth, students have difficulties in understanding conversion process of decimal fraction into decimal notation system using measurement activity. It can be done easily when fraction is used. However, that is breach to curriculum. It is necessary to succeed research for this.

• Communications of Mathematical Education
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• v.28 no.2
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• pp.179-193
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• 2014

After National Mathematics Education Advanced Plan represented in 2012, mathematics education fields began to attention to 'Storytelling'. Because the plan contains important topics, reinforcing mathematics education, improving understanding about mathematics, and enhancing self-guided learning. As one of the methods for improving understanding about mathematics, Storytelling in mathematics is emphasizing recently. The purpose of this study is to analyse the articles about 'Storytelling Mathematics' to find how the media report it. Also, we discuss the direction of Storytelling in mathematics education. The conclusion of this study is that most of the privately-owned company is using the Storytelling as a tool for advertising commercially. Readers have to make a decision which articles are true or useful. A policy makers must ponder how the 'Storytelling Mathematics' policy affect the demands and suppliers in education.

• Education of Primary School Mathematics
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• v.4 no.1
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• pp.1-17
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• 2000

The purpose of this study is to analyze the articulation between the kindergarten and 1st grade in mathematics education. for this purpose, the problems of this study selected as follows ：(ⅰ) What is the mathematical concepts related between the kindergarten curriculum and the 1st grade curriculum\ulcorner (ⅱ) How is the mathematics classroom in the kindergarten and 1st grade\ulcorner (ⅲ) Which instructional materials are used in the kindergarten and the 1st grade\ulcorner (ⅳ) What is the new direction of articulation between the kindergarten and first grade in mathematics education\ulcorner The results of this study are as follows ： (ⅰ) According to examining each curriculum the focus is on understanding the basic concepts of number in the kindergarten, on the concepts of number, addition and subtraction in the 1st grade. (ⅱ) By being analyzed the mathematics classrooms of the kindergarten and the 1 st grade, it is different the focus of lessons or the teaching strategies. (ⅲ) As a result of analysing the teaching plans in the kindergarten and the survey in the first grade teachers, used instructional materials are manipulative ones. While mainly used materials are puzzles and blocks in kindergarten, a paduk stone, number cards, sankagi are used in 1st grade. (ⅳ) Finally, we propose the direction of articulation between the kindergarten and 1st grade in mathematics education.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.101-123
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• 1998

The purpose of this study is to construct the "open" instructional model that might be used properly in mathematics classroom. In this study, the core philosophy of "openness" in mathematics instruction is looked upon as the transference itself from pursuing simply strengthening the function of instruction such as effectiveness in the management of educational environment into the understanding of the nature of mathematics learning and the pursuing of true effectiveness in mathematics learning. It means, in other words, this study is going to accept the "openness" as functional readiness to open all the possibility among the conditions of educational environment for the purpose of realizing maximum learning effectiveness. With considering these concepts, this study regards open mathematics education as simply one section among the spectrum of mathematics education, thus could be included in the category of mathematics education. The model for open instruction in mathematics classroom, constructed in this study, has the following virtues: This model (1) suggests integrated view of open mathematics instruction that could adjust the individual and sporadic views recently constructed about open mathematics instruction; (2) could suggest structural approach for the construction of open mathematics instruction program; (3) could be used in other way as a method for evaluation open mathematics instruction program.thematics instruction program.

• Journal of the Korean School Mathematics Society
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• v.8 no.3
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• pp.383-409
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• 2005

The history of the gifted education in mathematics is short. And the governmental policies and school practices for gifted education were more focused on gifted education in science. But the gifted education in mathematics will become an important part of gifted education. A situation of the education center for the gifted in science is developing favorably more and more because students and parents have a correct understanding of the education center for the gifted in science. The purpose of this study was to compare and analyze the mathematics curriculum, the contents of education at mathematics class and the actual conditions of operation by the education center for the gifted in science attached to 23 universities in Korea. And we suggested several ideas to improve the problems for gifted education in mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.247-268
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• 2009

The purpose of this study was to examine the mathematical components of word problems and the structure of the components, to examine the characteristics of the understanding of mathematics high achievers about word problems, and ultimately to devise a teaching method geared toward facilitating learner understanding of the word problems. Given the findings of the study, the following conclusion was reached: First, word problems could be categorized according to their mathematical components, namely the mathematical structure of multiple variables provided to learners for their problem solving. And learner's reaction might hinge on the type of word problems. Second, the mathematics high achievers relied on diverse strategies to understand the mathematical components of word problems to solve the problems. The use of diverse strategies made it possible for them to succeed in problem solving. Third, identifying the characteristics of the understanding of the mathematics high achievers about word problems made it possible to layout successful lesson plans that stressed understanding of the mathematical structure of word problems. And the teaching plans enabled the learners to get a better understanding of the given word problems.