• Journal of Integrative Natural Science
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• v.5 no.1
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• pp.38-41
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• 2012

In this paper we show that for any triangle and any point on the circumcircle the envelope of the Wallace-Simson lines with signed angle ${\alpha}$ is a parabola. The proof is obtained naturally using polar coordinates. We also present the reparametrization of the envelope which is a linear normal curve.

• Journal of the Korean School Mathematics Society
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• v.17 no.3
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• pp.385-408
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• 2014

The purpose of this study is to find out the actual status of the math after-school program in the elementary school and the content of the program. We survey the 115 math external math lecturers of the 100 elementary schools in Busan and analyze the results. Research questions are set as follows. 1. What is the status of the elementary math after-school? 2. How is the content of the program of the elementary math after-school? The results of the survey are analyzed as follows. First, any of the external math after-school lecturer did not major in math education and 87% of them majored in another discipline. Second, 47% of the external math after-school lecturers are employed by privately-held companies. Third, 64.4% of the content of the after-school programs is the supplement and deepening of the regular math class. Fourth, 76.5% of the time of the first class of the math after-school program is 50 minutes and 46% of the math after-school opens 5 classes per a week. Fifth, most programs consist of the problem-solving style class. Sixth, it is difficult to run the math after-school according to students' level and grade. Based on the above discussion, I suggest the following. First, math after-school class should be the action-oriented class to motivate the positive and interested participation of the students. Second, lecturer training and various math class programs is required to improve the quality of the math after-school class.

• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.347-360
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• 2007

In this study, we made the analysis of the relation with mathematical tests and scholastic attainments of gifted students using the results of entrance end comprehensives exams and so on in science education center for gifted youths. For this, we firstly made an analysis of correlation between math and math, math and science and science and science using the test results. And then, we interviewed four students. From this, we found followings. First, in every assessment except for those carried out during the semester in the center, we saw a very low or negative correlation between the students' grades in math and that in science. Second, in contrast to the correlations among other assessments, a high correlation of the students' grades in math and science appeared in regard of the assessments carried out during the semester in the center. Third, correlations between the grades of assessments in mathematics were much lower than that in science. Fourth, many students thought the assessments in the center were not as valuable as those in their schools, which are referred to in getting into a school of high grade. So some of the students who gained excellent grades showed a relatively low achievement. Fifth, students in the center regarded a vigorous communication and inquiry learning on enriched themes as the biggest merit of attending the center.

• Communications of Mathematical Education
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• v.30 no.4
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• pp.499-514
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• 2016

As people get to aware that the traditional teacher-centered education can not develop individual students' diversity and creativity and cope with the rapidly changing future society, Korean government has emphasized the learner-centered education since the 7th curriculum. Under this background, we have analyzed the problems of mathematics education that teachers recognized and the features of mathematics textbooks that they developed within the framework of leaner-centered education on the basis of the resources developed from 'Student-centered mathematics textbook improvement teacher research group in 2015.' As a result of using the framework of 'Learner-centered psychological principles (APA, 1997)' for analysis, teachers pointed out the problems related to the principles of Motivational and emotional influences on learning, Individual differences in learning, Developmental influences on learning, Nature of the learning process, and Construction of knowledge, in order. The features of textbook teachers developed reflected the principles of Nature of the learning process, Construction of knowledge, and Motivational and emotional influences on learning, in order. Finally, as we have compared teachers' recognition of the problems with the features of the textbooks developed, most of the problems teachers recognized are reflected in the textbooks; however, the Cognitive and metacognitive factor takes higher possession on the textbooks compared with the problems being recognized, and the Motivational and affective factor takes lower possession on the textbooks compared with the problems being recognized. Accordingly, we have been able to search for the solution to realize the learner-centered education through math textbooks.

• Communications of Mathematical Education
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• v.19 no.4 s.24
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• pp.599-620
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• 2005

There can be two different approaches to introducing Abstract Algebra to undergraduate students: One is to introduce group concept prior to ring concept, and the other is to do the other way around. Although the former is almost conventional, it is worth while to take the latter into consideration in the viewpoint that students are already familiar to rings of integers and polynomials. In this paper, we investigated 16 most commonly used Abstract Algebra undergraduate textbooks and found that 5 of them introduce ring theory prior to group theory while the rest do the other way around. In addition, we interviewed several undergraduate students who already have taken an Abstract Algebra course to look into which approach they prefer. Then we compare pros and cons of two approaches on the basis of the results of the interview and the historico-genetic principle of teaching and learning in Abstract Algebra and suggest that it certainly be one of alternatives to introduce ring theory before group theory in its standpoint.

• Education of Primary School Mathematics
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• v.10 no.2
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• pp.77-110
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• 2007

This study attempted to investigate how to students show high-level mathematical thinking in math classes. This paper describes how to setup the task for lead to a high - level of thinking out students and what efforts are required while a teacher tried to maintaining students's high-level cognition during the tasks implemented. The researcher as teacher analyzed the tasks of length measurement unit in 2-Ga elementary math textbooks, modified and created math tasks demanded students' high-level cognition, made instruction plans, and implemented those tasks maintaining the levels of cognitive demand of tasks. After that, the researcher reflected and analyzed the levels of cognitive demand of tasks of instruction and factors that cause to change intended high-level cognitive demand. After reflection, second roof of action research was conducted to 2-Na length measurement unit. This paper includes those results and reflections of practitioner.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.611-626
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• 2022

In this study, we introduced the case of college calculus course for vocational high school graduates with coding. We suggest this case as an alternative to overcome mathematics anxiety. Contents, python/SageMath codes, and textbook for this course, which help students to easily and quickly review middle and high school mathematics, were newly developed by authors. Due to the use of codes and chat with classmates in learning management system, most of the students who took this course reported that they no longer felt anxious in complex mathematics problems, had a full understanding of calculus concepts, could solve almost problems in any calculus textbooks with or without codes, and could explain calculus concepts to other students in their own words. In this way if mathematics and coding is properly used in mathematics education, it helps students with weak mathematical backgrounds or mathematics anxiety to restore confidence in mathematics in college. This could be applicable in secondary mathematics education.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.509-522
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• 2009

This study aims to identify the effects of math education for the aged as part of active measures to the aging society with its growing elderly population which is one of the greatest changes in our society. Developing and disseminating materials of silver math with a role as a program for intelligent needs and physical and spiritual health of the aged presents evidence for development of more systemic and scientific method at this point of time when the importance of education of the aged increases to help the old enjoy qualitatively successful lives in later years in the perspective of lifelong education. The effectiveness of 'Silver Math' are explored by applying developed materials to the aged. Also, the influence of mathematical activities of learners capable of computing basic numbers on improvement of cognitive power are identified. Finally, the impact of 'Silver Math' on interaction with younger generations or communications is raised and the influence on brain activities is analyzed through examination of brain waves.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.465-484
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• 2020

The purpose of this study was to prove the effect of Mathematics field experience trip program on students' attitude in learning Mathematics. For this we developed Jejumok-Gwanna Math-Tour program in 2019 for students which would make them to walk and experience mathematics in the field. In that program, we suggested several Mathematics examples about natural objects and artifacts in Jejumok-Gwanna. After that, we let A middle school students within Jeju to experience this program in order to see the effect of this program. We asked participants to write pre- and past- questionnaire, have an interview, and write review. After analyzing those, this study concluded that the effect of Jejumok-Gwanna Math-Tour on student's attitude in learning mathematics was statically significant. The result of this study suggested that Mathematics Field Experience Study Program could be useful to improve student's attitude in learning mathematics.

• Journal of the Korean Data and Information Science Society
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• v.17 no.2
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• pp.449-453
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• 2006

In teaching statistics in the secondary school, most math teachers do it and students enjoy it well before 11th grade. But, both of teachers and students feel statistics hard at 11th grade, which has been contained permutations, combinations, random variables, probability distributions, hypotheses and tests for normal distribution. In this study, we explore the efficient teaching methods of statistics for math teachers and also find many students enjoying it.