• Title/Summary/Keyword: university math education

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Preservice teachers' evaluation of artificial intelligence -based math support system: Focusing on TocToc-Math (예비교사의 인공지능 지원시스템에 대한 평가: 똑똑! 수학탐험대를 중심으로)

  • Sheunghyun, Yeo;Taekwon Son;Yun-oh Song
    • The Mathematical Education
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    • v.63 no.2
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    • pp.369-385
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    • 2024
  • With the advancement of digital technology, a variety of digital materials are being utilized in education. For their appropriate use of digital resources, teachers need to be able to evaluate the quality of digital resource and determine the suitability for teaching. This study explored how preservice teachers evaluate TocToc-Math, an Artificial Intelligence (AI)-based math support system. Based on an evaluation framework developed through prior research, preservice teachers evaluated TocToc-Math with evidence-based criteria, including content quality, pedagogy, technology use, and mathematics curriculum alignment. The findings shows that preservice teachers positively evaluated TocToc-Math overall. The evaluation tendencies of preservice teachers were classified into three groups, and the specific characteristics of each factor differed depending on the group. Based on the research results, we suggest implications for improving preservice teachers' evaluation abilities regarding the use of digital technology and AI in mathematics education.

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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Epistemological Obstacles on Learning the Product Rule and the Sum Rule of Combinatorics (조합문제에서의 인식론적 장애 -곱의 법칙과 합의 법칙 중심으로-)

  • Kim, Suh-Ryung;Park, Hye-Sook;Kim, Wan-Soon
    • The Mathematical Education
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    • v.46 no.2 s.117
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    • pp.193-205
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    • 2007
  • In this paper, we focus on the product rule and sum rule which are considered as the most fundamental counting tools of Combinatorics. Despite of the importance of these rules in both educational and social aspects, they are taught superficially in class. We take the survey through both internet and questionaire to investigate how thoroughly students understand the rules. Then we discuss about the results of the survey and suggest effective teaching methods to improve students' understanding of these rules.

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Types and characteristics of Introduction part of elementary mathematics classes exposed to lesson plans composed by elementary teachers (초등교사의 교수·학습 과정안에 나타난 초등학교 수학수업 도입부 유형과 특징)

  • Kim, Soo mi
    • Journal of Science Education
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    • v.38 no.1
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    • pp.78-95
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    • 2014
  • Students' interest and motivation of a lesson can be deeply influenced by how their teacher starts his or her lesson. So the introduction part of math classes should be very carefully and thoughtfully designed. The goal of this study is to serve the foundation for developing the practical types of introduction part of math classes and to draw the implications for planning and teaching math classes. For these, 19 lesson plans titled by 'volume of cylinders' composed by elementary teachers and 2 lesson videos on the internet are analyzed. Finally, seven types of introduction parts of math class are probed and several implications are suggested.

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A study on the proof of additive law of sine function using technology - A case study focused on mathematics education for the gifted - (테크놀로지를 활용한 사인함수의 덧셈정리 증명 - 수학영재아를 중심으로 한 사례연구 -)

  • Lee, Heon-Soo;Park, Jong-Youll;Jung, In-Chul
    • The Mathematical Education
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    • v.48 no.4
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    • pp.387-398
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    • 2009
  • In this paper, we investigated the influence of technology, which gave an impact on students through the process of teaching & learning for the proof of an additive law of sine function in the mathematics education for the gifted. We chose students who were taking a course in enrichment mathematics at Science Education Institute for the Gifted in Mokpo National University, and analyzed their processes of a mathematical inference or conjecture, an algebraic description and a proof by visualization using technology. We found the following facts. That is, the visualization using technology is helpful to the gifted students in understanding principles and concepts of mathematics by intuition. Also, it is helpful to ones verifying various cases and generalizing principles. But, using technology can be a factor that disturbs learning of students who are clumsy with operating technology.

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The effects of math teachers' teaching ability and class activity types on learners' affective attitudes: A multilevel structural equation model (수학교사의 교수능력과 수업활동유형이 학습자의 정의적 태도에 미치는 영향: 다층구조방정식 모형을 적용하여)

  • Song, Hyo Seob;Jung, Hee Sun
    • The Mathematical Education
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    • v.62 no.2
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    • pp.195-209
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    • 2023
  • This study examined the effect and structural relationship of math teachers' teaching ability and class activity types on learners' value perception, confidence, and interest of mathematics at the student level and teacher level. To this end, data from 2nd graders of korea middle school in TIMSS 2019 were applied to the multilevel structural equation model. As a result of the analysis, the teaching ability of math teachers had a positive effect on value perception, confidence, and interest of mathematics at the student level and teacher level. Also, math value perception and math confidence had a positive effect on math interest. and it was confirmed that the teaching ability of math teachers indirectly had a positive effect on math interest by mediating math value perception and math confidence. In addition, the math class activity of applying what was learned to problems had a positive effect on math value perception, but it had a negative effect on math interest. and the class activity of the same ability group had a positive effect on math confidence and math interest. This study presents meaningful implications for math classes in the school field through a multilevel analysis of the student level and the teacher level.

The effects on subject satisfaction of math-clinic programs for learning support in engineering students (공과대학생들의 학습지원을 위한 수학클리닉 프로그램별 교과만족도 차이 연구)

  • Choi, Wonyoung;Kim, Sung-whan;Son, Jeong-suk
    • Journal of Engineering Education Research
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    • v.19 no.5
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    • pp.48-56
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    • 2016
  • The purpose of this study is to introduce the math-clinic programs which offer to engineering students and to compare the subject satisfaction between participants and non-participants. Five math-clinic programs are operated and 1397 students took part in this study. As a result, the Likert-type scales of satisfaction with three programs; the exercise problems solving class, the tutoring program and the achievement tests, were 4.07, 4.05 and 3.95, respectively(5-point Likert-type scale). And we found that the participants expressed higher subject satisfactions than nonparticipations did.

Development of Distance Education Programs Utilizing Diffy Game for the Math Gifted Students in Elementary School (디피(Diffy) 게임을 활용한 원격교육용 초등수학영재 프로그램 개발)

  • Lee, Youn Young;Song, Sang Hun
    • School Mathematics
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    • v.15 no.1
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    • pp.121-136
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    • 2013
  • The purpose of study was to develop distance education programs that combine the characteristics of the programs for the math gifted students. To this end, the first is to establish the standards for the development of distance programs for the math gifted students. The second is to develop the distance education programs for the elementary school math gifted students according to the program procedure models for distance education. The third is to apply the programs developed to actual distance education field and analyze the results to verify the validity of the programs. This program can increase high-level mathematical thinking power even though it is the distance education, not the face-to-face education. Second, this program make contributions to active mathematical communication through newsgroup or reflective journals. Third, the use of Diffy Game facilitates the selection of in-depth contents, which will in turn enable the development of intensive programs.

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A Brain-based Study with Two Groups of High Math Anxiety and Low Math Anxiety through the Non-psychological Remedy Program of Functional Tasks (비심리적 처치프로그램에 의한 고등학생 수학불안집단 간의 뇌파 연구)

  • Choi-Koh, Sang Sook;Lee, Chang Yeon
    • The Mathematical Education
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    • v.55 no.3
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    • pp.383-396
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    • 2016
  • This study investigated highschool students' brain waves on functional tasks such as a transition(F task) from equation to graph and the other transition(G task) vice versa. A total of 39 students participated in the study who attended a high school located in Gyunggi province. These students were divided into two groups, HMA and LMA by MASS test revised by Ko, & Yi (2012). The functional tasks for the stroop task to measure EEG were provided from a previous study, Seok(2015). The results indicated two groups on G tasks showed deeper and wider brain waves which demonstrated G tasks were more difficult than F tasks. However, HMA group had an effect of the non-psychological program which had given more chances on G tasks rather than F tasks within Students' Zone of Proximal Development. Also, HMA group's brain waves had more ranges in amplitude and width of waves. These results imply that the characteristics of students' brain waves with math anxiety are consistent to the previous studies.

Use of ChatGPT in college mathematics education (대학수학교육에서의 챗GPT 활용과 사례)

  • Sang-Gu Lee;Doyoung Park;Jae Yoon Lee;Dong Sun Lim;Jae Hwa Lee
    • The Mathematical Education
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    • v.63 no.2
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    • pp.123-138
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    • 2024
  • This study described the utilization of ChatGPT in teaching and students' learning processes for the course "Introductory Mathematics for Artificial Intelligence (Math4AI)" at 'S' University. We developed a customized ChatGPT and presented a learning model in which students supplement their knowledge of the topic at hand by utilizing this model. More specifically, first, students learn the concepts and questions of the course textbook by themselves. Then, for any question they are unsure of, students may submit any questions (keywords or open problem numbers from the textbook) to our own ChatGPT at https://math4ai.solgitmath.com/ to get help. Notably, we optimized ChatGPT and minimized inaccurate information by fully utilizing various types of data related to the subject, such as textbooks, labs, discussion records, and codes at http://matrix.skku.ac.kr/Math4AI-ChatGPT/. In this model, when students have questions while studying the textbook by themselves, they can ask mathematical concepts, keywords, theorems, examples, and problems in natural language through the ChatGPT interface. Our customized ChatGPT then provides the relevant terms, concepts, and sample answers based on previous students' discussions and/or samples of Python or R code that have been used in the discussion. Furthermore, by providing students with real-time, optimized advice based on their level, we can provide personalized education not only for the Math4AI course, but also for any other courses in college math education. The present study, which incorporates our ChatGPT model into the teaching and learning process in the course, shows promising applicability of AI technology to other college math courses (for instance, calculus, linear algebra, discrete mathematics, engineering mathematics, and basic statistics) and in K-12 math education as well as the Lifespan Learning and Continuing Education.