• Title/Summary/Keyword: university math education

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Math Creative Problem Solving Ability Test for Identification of the Mathematically Gifted Middle School Students (중학교 수학 영재 판별을 위한 수학 창의적 문제해결력 검사 개발)

  • Cho, Seok-Hee;Hwang, Dong-Jou
    • Journal of Gifted/Talented Education
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    • v.17 no.1
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    • pp.1-26
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    • 2007
  • The purpose of this study was to develop a math test for identification of the mathematically gifted on the basis of their math creative problem solving ability and to evaluate the goodness of the test. Especially, testing reliability and validity of scoring method on the basis of fluency only for evaluation of math creative problem solving ability was one of the main purposes. Ten closed math problems and 5 open math problems were developed requiring math thinking abilities such as intuitive insight, organization of information, inductive and deductive reasoning, generalization and application, and reflective thinking. The 10 closed math test items of Type I and the 5 open math test items of Type II were administered to 1,032 Grade 7 students who were recommended by their teachers as candidates for gifted education programs. Students' responses were scored by math teachers. Their responses were analyzed by BIGSTEPS and 1 parameter model of item analyses technique. The item analyses revealed that the problems were good in reliability, validity, item difficulty and item discriminating power even when creativity was scored based on the single criteria of fluency. This also confirmed that the open problems which are less-defined, less-structured and non-entrenched were good in measuring math creative problem solving ability of the candidates for math gifted education programs. In addition, it was found that the math creative problem solving tests discriminated applicants for the two different gifted educational institutions.

On application of Vygotsky's theory in math education for gifted students (비고츠키의 학습-발달 이론과 수학 영재 교육)

  • Hong, Jin-Kon;Kang, Eun-Joo
    • Journal for History of Mathematics
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    • v.24 no.4
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    • pp.181-200
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    • 2011
  • The focus of gifted education program for math should not only be on how to select gifted students but also on how to magnify students' potential ability. This thesis supports Vygotsky's view, which provides an insight into gifted education field as an 'acquired giftedness' theory. The issues in this thesis suggest proper classroom models for current gifted education program together with moderate classroom atmosphere and optimum role of teachers.

Development of Mobile Sage-math and its use in Linear Algebra (모바일 환경에서의 Sage-Math의 개발과 선형대수학에서의 활용)

  • Ko, Rae-Young;Kim, Duk-Sun;Bak, Jin-Yeong;Lee, Sang-Gu
    • Communications of Mathematical Education
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    • v.23 no.4
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    • pp.1023-1041
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    • 2009
  • The importance of the mathematical education on the ICT environment has been increased as the educational environment has been changed in 21st century. In Korea, many researches on ICT tools have appeared over the last 10 years. But most of researches are depending on the foreign tools, that was one major obstacle on adapting them in our mathematics curriculum. But we found the new open source tool which is called Sage-Math can be in effective solution to resolve those problems. Now we produce what we have done in linear algebra with this Sage-Math and mobile modules.

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Math Science Digital Library (수리과학 디지털 도서관 : Math Science Digital Library)

  • Lee, Sang-Gu
    • Communications of Mathematical Education
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    • v.20 no.4 s.28
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    • pp.537-549
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    • 2006
  • MAA Digital library Workshop, October 6-8, 2006 was held at the newly completed Carriage House Conference Center at MAA Headquarters. This workshop is designed to inform participants about the Mathematical Sciences Digital Library (MathDL), the new MAA Math Gateway project, and the National Science Digital Library (NSDL) and to enable participants to conduct short sessions publicizing these online resources at MAA Section Meetings. The workshop was conducted by Lang Moore, David Smith, and Eileen McIlvain. Major support is being provided by the National Science Foundation through the National Science Digital Library Program. We introduce what was in there and how we properly use and publicize them and add what we could do.

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A Curriculum Analysis on Math/Stat related courses in the Computer-Software Majors (컴퓨터-소프트웨어학과의 발전을 위한 수학 및 통계 관련 교과목 분석 및 제안)

  • Lee, Seung-Woo
    • The Mathematical Education
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    • v.47 no.2
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    • pp.225-232
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    • 2008
  • The purpose of this paper is to show how much the subjects based on the mathematics and statistics contribute to the curriculum and the education of the students majoring in engineer of the Computer-Software department, and to recognize the roles of mathematics and statistics in the Computer-Software department. In order to advance the world-class Computer-Software department, it is necessary for Math/Stat to ensure the role as a basis for the Computer-Software majors as well as to extend its role to relate the core studies of the Computer-Software majors. Consequently, the recognition of Math/Stat in the Computer-Software major will enable to establish the short or/and long-tern plan for student education.

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The Differences in 'Math Talks' during Storybook Reading Activities According to the Types of Math Storybook Used (이야기 나누기 활동에서 수학동화유형에 따른 수학적 담화의 차이)

  • Hong, Hae-Kyung
    • Korean Journal of Child Studies
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    • v.31 no.5
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    • pp.63-77
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    • 2010
  • This study was to investigate the differences of 'math talks' between concept-based storybook reading and context-based storybook reading activities. The teachers carried out storybook reading activities with their children using either four concept-based storybooks or four context-based storybooks. Fifty-six storybook reading activities from seven kindergarten classrooms were observed. The data were collected through participant observations and audio recordings. The transcriptions of 'math talks' during storybook reading activity were classified in terms of the levels of instructional conversation, types of mathematizing, and the mathematical processes involved. The results indicated that the 'math talks' during the concept-based storybook reading activity were higher than those of the context-based storybook reading activity in terms of both the instructional conversation and in quantifying and redescribing of mathematizing. However, the 'math talks' during the context-based storybook reading activity were higher than those of the concept-based storybook reading activity in connecting and reasoning of the mathematical processes involved. These findings suggest that early childhood teachers need to improve the level of instructional conversation during math storybook reading activities.

Students' Visual Representation of Mathematics

  • Trance, Naci John C.;Marapo, Roger B.;Pornel, Jonny B.
    • Journal of The Korean Association For Science Education
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    • v.32 no.8
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    • pp.1318-1332
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    • 2012
  • This paper takes another approach in assessing students' perception of mathematics. Instead of asking for verbal description of the students' perception of mathematics, we asked the respondents who were all college students to draw their perception of mathematics. This relatively new approach enabled students to take a second look of how they perceived math and, at the same time, explored students' creativity and provided a less austere appearance to mathematics which was taken usually in a more formal and severe manner. This approach of assessing students' perception of mathematics generated new information that could not be normally gleaned from other approaches like Likert Scale. Some drawings of mathematics of the respondents reinforced their math affect towards mathematics. For those who hated math, their drawings revealed so the same is true with those who loved mathematics. Examining the visual representations of mathematics and looking for commonalities, the researcher found a number of interesting themes that may shed some light to educators' understanding of students' math affect.

The Effects of Engineering Tools on Students' Math Academic Achievement and Math Learning Attitude in Middle School Mathematics Geometrical Unit (중학교 수학 기하 단원에서 공학적 도구 활용이 학생들의 수학 학업 성취도와 수학 학습 태도에 미치는 효과)

  • Park, Rae-Seong;Kwon, Jong-Kyum;Lee, Dong-Yub
    • Journal of Digital Convergence
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    • v.17 no.12
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    • pp.67-75
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    • 2019
  • This study was conducted to analyze the effects of mathematics classes using engineering tools on students' mathematics academic achievement and mathematics learning attitude, focusing on the basic figure and drawing sections of the first grade of middle school. Eighty students of first-grade at H Middle School in South Gyeongsang province were divided into two groups, taking a total of six weeks of classes using engineering tools(Algeomath) and traditional tools, and covariate analysis(ANCOVA) was used to analyze students' mathematics academic achievements and changes in mathematical learning attitude. The analysis found that classes using engineering tools were effective in students' mathematics academic achievements and attitude of learning math. Based on the results of the study, the necessity of utilizing various engineering tools in the future secondary school math class and the prospect and implications of the classes were discussed.

A study on longitudinal relationship with academic stress, math self-efficacy, and math class engagement : Using auto regressive cross-lagged model (학업스트레스, 수학자기효능감, 수학수업참여에 관한 종단연구 : 자기회귀교차지연모형을 적용하여)

  • Song, Hyo seob;Jung, Hee sun
    • The Mathematical Education
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    • v.61 no.2
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    • pp.359-373
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    • 2022
  • This study aims to examine the differences in the longitudinal relationship between academic stress, mathematics self-efficacy, and engagement in mathematics class according to the math achievement level. According to the results, academic stress, math self-efficacy, and math class engagement were stable over time for the high and low groups. Also, In the high group, math self-efficacy had a negative longitudinal mediation effect in the influence of academic stress to math class engagement. Whereas, in the low group math class engagement had a positive longitudinal mediation effect in the influence of academic stress to math self-efficacy. This means that the academic stress affects differently according to the math achievement level, and mathematics teachers should reflect these results in their teaching/learning strategies so that students can increase their mathematics self-efficacy along with their engagement in mathematics classes.

The Effects of Teaching University Mathematics in English (대학 수학 교육에서 영어 강의의 효과 연구)

  • Lee, Hae-Moon;Kim, Young-Wook
    • Journal for History of Mathematics
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    • v.20 no.1
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    • pp.83-102
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    • 2007
  • A math class in Korean university was taught in English for one semester and the students' improvement was measured in math content and English proficiency. Pre and post test in 9 week intervals showed that math content loaming in the immersion class was superior to the non-immersed class. Especially, the immersion class showed remarkable improvement in difficult problems among math content test problems. The immersion class improved in math-related English, but not in general English. It is discussed that the particular English expressions for math are hardly separable from the math content knowledge in English because understanding and using those expressions correctly means the students' understanding of math concept in English and thus the math concept itself.

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