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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
East Asian mathematical journal
Journal Basic Information
Journal DOI :
Youngnam Mathematical Society
Editor in Chief :
Volume & Issues
Volume 31, Issue 5 - Sep 2015
Volume 31, Issue 4 - Aug 2015
Volume 31, Issue 3 - May 2015
Volume 31, Issue 2 - Feb 2015
Volume 31, Issue 1 - Jan 2015
Selecting the target year
Study on Cognitive Characteristics of 5th Graders who use Expectation and Confirmation Strategies
Choi, IlSeok ; Kang, JeongGi ; Roh, EunHwan ;
East Asian mathematical journal , volume 31, issue 4, 2015, Pages 393~420
DOI : 10.7858/eamj.2015.032
The expectation and confirmation emerging as one of problem-solving strategies in the elementary school is a strategy that does not limited in the elementary school but used in the middle and high school. This strategy inevitably requires a process of adjustment that affected by the earlier expectation. Such an adjustment raised expectation and confirmation to one of effective problem-solving strategies. The adjustment is especially important to carry out the strategy effectively. The aim of this study was to conduct basic research on cognitive characteristics appearing to students when they carried out the expectation and confirmation strategy. We investigated and analyzed this in term of adjustment of expectation. To do this, we examined 50 5th graders' response in three kinds of word problems and interviewed with 4 participants who is using the expectation and confirmation strategy. The interview was conducted by using the items or solutions used in the test. From this, we tried to check students' cognitive characteristics and recognition on it's value. Furthermore we proposed the pedagogical implications associated with these results.
Survey on Mathematics Teachers' Perceptions and the Schools' Reality of the Revised Mathematics Curriculum
Kim, Se Ran ; Kim, Young-Ok ;
East Asian mathematical journal , volume 31, issue 4, 2015, Pages 421~444
DOI : 10.7858/eamj.2015.033
The study conducted a survey on mathematics teachers' perception about the mathematics curriculum and carried out a field survey of schools' compliance of the 2009 revised mathematics curriculum. The questionnaires were distributed to and collected from 36 mathematics teachers in 22 middle and high schools. According to the results of the study, it was found that most mathematics teachers had low interest in and did not feel the necessity and importance of revising the mathematic curriculum. This was because that the necessity and direction of the curriculum revision was not well understood by secondary school teachers, thanks to a hasty revamping. In addition, schools are organizing and operating their own educational programs with the focus on the college entrance exams, regardless of the guidelines of the current revised curriculum.
A Study on the Equiangular Problem in the Isoperimetric Problem of Polygons
Lee, Jaun ; Choi, Keunbae ;
East Asian mathematical journal , volume 31, issue 4, 2015, Pages 445~458
DOI : 10.7858/eamj.2015.034
In this paper, we provide a geometrical solving method about the equiangular problem appeared in the solving process of the isoperimetric problem of polygon. In fact we deal with the following problem in the view of the productive thinking centered on the circle: Let B and G be fixed points, and let
. Then find the position of moving points
to maximize the sum of areas of the triangles that lie on the line segment
A study on the generalization for Euclidean proof of the Pythagorean theorem
Chung, Young Woo ; Kim, Boo Yoon ; Kim, Dong Young ; Ryu, Dong Min ; Park, Ju Hyung ; Jang, Min Je ;
East Asian mathematical journal , volume 31, issue 4, 2015, Pages 459~481
DOI : 10.7858/eamj.2015.035
In this study, we investigated whether the theorem is established even if we replace a 'square' element in the Euclidean proof of the Pythagorean theorem with different figures. At this time, we used different figures as equilateral, isosceles triangle, (mutant) a right triangle, a rectangle, a parallelogram, and any similar figures. Pythagorean theorem implies a relationship between the three sides of a right triangle. However, the procedure of Euclidean proof is discussed in relation between the areas of the square, which each edge is the length of each side of a right triangle. In this study, according to the attached figures, we found that the Pythagorean theorem appears in the following three cases, that is, the relationship between the sides, the relationship between the areas, and one case that do not appear in the previous two cases directly. In addition, we recognized the efficiency of Euclidean proof attached the square. This proving activity requires a mathematical process, and a generalization of this process is a good material that can experience the diversity and rigor at the same time.
Inductive study on the re-organization of regular polygons in school mathematics
Hong, Dong Hwa ; Suh, Bo Euk ; Park, Eun Ik ; Yoo, Seong Hoon ; Choi, Eun Seo ;
East Asian mathematical journal , volume 31, issue 4, 2015, Pages 483~503
DOI : 10.7858/eamj.2015.036
While some studies have examined the concave and convex regular polygons respectively, very little work has been done to integrate and restructure polygon shapes. Therefore, this study aims to systematically reclassify the regular polygons on the through a comprehensive analysis of previous studies on the convex and concave regular polygons. For this study, the polygon's consistency with respect to the number of sides and angles was examined. Second, the consistency on the number of diagonals was also examined. Third, the size of the interior and exterior angels of regular polygons was investigated in order to discover the consistent properties. Fourth, the consistency concerning the area in regular polygons was inspected. Last, the consistency of the central figure number in the "k-th" regular polygons was examined. Given these examinations, this study suggests a way to create a concave regular polygon from a convex regular polygon.
A Note on Teaching Method of Addition and Subtraction between Korea and New Zealand Primary School
Choi, Chang Woo ;
East Asian mathematical journal , volume 31, issue 4, 2015, Pages 505~525
DOI : 10.7858/eamj.2015.037
The purpose of this study is to analyze teaching method of addition and subtraction of whole number in Korea and New Zealand lower grade textbook and to get some suggestive points to develop mathematics curriculum and for a qualitative improvement of textbook. To do this, we will analyze focusing on teaching material, type and method of teaching, cases of real teaching and in the case of New Zealand, we will analyze portfolios together to see what kind of things do they deal with related to addition and subtraction. From these analyzing, the results are as follows: First, the guideline of accomplishment of group of year are stated in 2009 revised curriculum in Korea but it is rough. On the other hand, the level of accomplishment from kindergarten to high school are stated divided by eight kinds of thing in New Zealand curriculum. Second, there were common and different points in the aspect of teaching material. The common points are that both of our Korea and New Zealand are using materials related to real life intimately and the diifferent points are to use technology such as calculator and computer. They are more widely used in New Zealand than our Korea. Third, Korea had used routine method mainly but New Zealand had used method to develop creativity of learner such as to write problem corresponding to expression, posing problem corresponding to information, to complete table and find pattern and to write word problem to explain pattern and so on. Fourth, we could see special calculation strategies in the case of teaching addition and subtraction such as concept of double, compensation, various strategy based on counting of number, addition of the same number, magic square, near-double which are not finding in our mathematics textbook. Fifth, in the New Zealand textbook they had used teaching methods inducing curiosity of learner such as finding message and puzzle problem than solving given problem simply.
The perspectives on the knowledge and abilities for good mathematics teaching of in-service and pre-service mathematics teachers
Kim, Young-Ok ;
East Asian mathematical journal , volume 31, issue 4, 2015, Pages 527~546
DOI : 10.7858/eamj.2015.038
Mathematics teachers' knowledge and abilities for effective mathematics teaching has been discussed by many mathematics educators and researchers. This study surveyed the perspectives on the knowledge and abilities for good mathematics teaching of inservice and preservice teachers based on their teaching experiences. The perspectives of the two teacher groups about teachers' knowledge and abilities for teaching mathematics are very different. The results from this study are expected to give information on developing teacher education curriculum and programs.
Effects of Statistics and Statistical Education Course on Elementary Pre-service Teacher's Statistical Attitudes
Lee, Jong Hak ; Kim, Sang Lyong ; Choi, Jae Ho ;
East Asian mathematical journal , volume 31, issue 4, 2015, Pages 547~568
DOI : 10.7858/eamj.2015.039
The purpose of this study is to analyze whether statistics and statistical education of intensive courses at the teachers college can improve elementary pre-service teacher' statistical attitudes. Findings on this study are as follows: First, there was meaningful difference in the elementary pre-service teacher' attitudes with significant level of 0.05. This proved that statistics and statistical education of intensive courses at the teachers college was effective on improving elementary pre-service teacher' attitudes. Second, there was meaningful difference in the pre-service math teacher' conception in the 2009 reformed curriculum for elementary mathematics.
An Effective Method for Mathematics Teaching and Learning in Characterization High School
Lee, Seung Hwa ; Kim, Dong Hwa ;
East Asian mathematical journal , volume 31, issue 4, 2015, Pages 569~585
DOI : 10.7858/eamj.2015.040
Many mathematics teachers in characterization high schools have been troubled to teach students because most of the students have weak interests in mathematics and they are also lack of preliminary mathematical knowledges. Currently many of mathematics teachers in such schools teach students using worksheets owing to the situation that proper textbooks for the students are not available. In this study, we referred to Chevallard's didactic transposition theory based on Brousseau's theory of didactical situations for mathematical teaching and learning. Our lessons utilizing worksheets necessarily entail encouragement of students' self-directed activities, active interactions, and checking the degree of accomplishment of the goal for each class. Through this study, we recognized that the elaborate worksheets considering students' level, follow-up auxiliary materials that help students learn new mathematical notions through simple repetition if necessary, continuous interactions in class, and students' mathematical activities in realistic situations were all very important factors for effective mathematical teaching and learning.
A Study on the Elementary Teachers' Perception of the Storytelling-based Mathematics Textbook
Park, Yoon Ja ; Kim, Kwon Wook ;
East Asian mathematical journal , volume 31, issue 4, 2015, Pages 587~607
DOI : 10.7858/eamj.2015.041
The 4th grade storytelling-based mathematics textbook according to the 2009 revised curriculum was introduced in 2013. This study analyzed and investigated their perceptions regarding the storytelling teaching and learning, the effects of the introduction of storytelling, the reconstruction of storytelling, the problems and improvements of the textbook and their feelings of the storytelling lessons. For this objective, we administered the open and multiple choice surveys to fifty 4th grade teachers who had taught storytelling mathematics in 2013~2014 school years, four of them gave in-depth interviews as well. The purpose of this study is to obtain implications for the effective and reliable settlement of the storytelling teaching and learning.
THE PRE-SERVICE SECONDARY TEACHERS' PRESCRIPTION FOR THE MIDDLE SCHOOL STUDENTS' ERRORS IN LINEAR FUNCTIONS
KIM, HUIJIN ; PYO, SUNG-SOO ; KWON, JONGKYUM ;
East Asian mathematical journal , volume 31, issue 4, 2015, Pages 609~625
DOI : 10.7858/eamj.2015.042
This study was subjected to 9th graders after making a conformity analysis about errors in function from a selected linear function domain learned in 8th grade, and using this we analyzed some errors learners have in the linear function domain. Learners showed the most deficiency in mastery of prerequisite facts concepts out of errors in linear functions and lack of skill in interpreting the content of the questions and technical errors occurred often as well. How the pre-service secondary school teachers prescribed these errors of linear function was analyzed from the point of problem solving strategies, accessing methods and whether or not the learner's error was used. Looking into the pre-service secondary teachers' prescription of the learners' errors in 3 fields, for the problem solving strategy a procedural strategy was used more than a conceptual strategy, and as for the accessing methods over 90% gave teacher led type explanations to the students. Also over 90% of pre-service secondary teachers did not use the learner's errors that turned up in problems.