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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
The Mathematical Education
Journal Basic Information
Journal DOI :
Korea Society of Mathematical Education
Editor in Chief :
Volume & Issues
Volume 48, Issue 4 - Nov 2009
Volume 48, Issue 3 - Aug 2009
Volume 48, Issue 2 - May 2009
Volume 48, Issue 1 - Feb 2009
Selecting the target year
Exploration of Teaching Method through Analysis of Cases of Mathematical Modeling in Elementary Mathematics
Kim, Min-Kyeong ; Hong, Jee-Yun ; Kim, Eun-Kyung ;
The Mathematical Education, volume 48, issue 4, 2009, Pages 365~385
Recently, mathematical modeling has been attractive in that it could be one of many efforts to improve students' thinking and problem solving in mathematics education. Mathematical modeling is a non-linear process that involves elements of both a treated-as-real world and a mathematics world and also requires the application of mathematics to unstructured problem situations in real-life situation. This study provides analysis of literature review about modeling perspectives, case studies about mathematical modeling, and textbooks from the United States and Korea with perspective which mathematical modeling could be potential and meaningful to students even in elementary school. Further, teaching method with mathematical modeling was investigated to see the possibility of application to elementary mathematics classroom.
A study on the proof of additive law of sine function using technology - A case study focused on mathematics education for the gifted -
Lee, Heon-Soo ; Park, Jong-Youll ; Jung, In-Chul ;
The Mathematical Education, volume 48, issue 4, 2009, Pages 387~398
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.
Adapting U.S. Multiple-choice Items to Measure Mathematical Knowledge for Teaching (MKT) in Korea
Kwon, Min-Sung ; Nam, Seung-In ; Kim, Sang-Lyong ;
The Mathematical Education, volume 48, issue 4, 2009, Pages 399~417
The purpose of this study was to explore the adaptability of U.S. multiple-choice items to measure Mathematical Knowledge for Teaching (MKT) in Korea. For this purpose, the authors selected the number and operations form B which was developed by Learning Mathematics for Teaching (LMT) project at the University of Michigan and then adapted items in terms of general cultural context, school cultural context, mathematical substances, and language in Korea. The survey was administrated to 77 Korean in-service teachers who had more than three years of teaching experiences. Based on the survey, the authors compared the data to that of U.S. teachers who had participated California's Mathematics Professional Development Institute. As a result, the survey measures less knowledge Korean teachers than more knowledgable Korean teachers and there are strong correlations of relative item difficulties between Korean teachers and U.S. teachers for both Content Knowledge (CK) items and Knowledge of Content and Students (KCS) items. This study implies the future direction for developing items to measure teacher knowledge as well as designing effective teacher education programs.
A Case Study on the Instructional Dimensions in Teaching Mathematics to the Elementary School Student from Multi-cultural Backgrounds
Jang, Yun-Young ; ChoiKoh, Sang-Sook ;
The Mathematical Education, volume 48, issue 4, 2009, Pages 419~442
This study was to find the difficulties students faced in their mathematical learning and to identify the instructional dimensions a teacher provided for the students from multi-cultural background. Since the study was focused on the process of students' learning, the qualitative method was chosen through clinical interviews with 2 students in a total of 11 units which played a role of compensating their learning of mathematics as an extra curriculum. The students solved the computational problems relying on formal procedure without understanding of concepts and principles and solved the word problems based on own interpretation of certain words without semantic comprehension out of math sentences. As the instructional dimensions of teaching mathematics, tasks, a tool and classroom norm were found in the activities they performed. For the tasks, situated tasks, challenging tasks, tasks with lack of conditions, and open-ended exploratory tasks were used. As the tool, pictorial representations were very useful to describe their ideas. Finally, as the classroom norm, consider equity for everyone, and cooperate and encourage each other were found.
A Study on Mathematical Creativity Task
Kim, Boo-Yoon ; Lee, Ji-Sung ;
The Mathematical Education, volume 48, issue 4, 2009, Pages 443~454
This study reviewed the notion and strategies of mathematical creativity from two point of view, mathematics and creativity. By these reviews, the spectrum was presented as frame of mathematical creativity task. Creativity and mathematics were seen as polar opposites and mathematical creativity task fit clearly at various points in this spectrum. Some focused on the quantity of ideas and originality from creative point of view. On the other hand, some focused on reasoning, insight, and generalization from mathematical point of view. The tasks on the spectrum were served as the vehicle of mathematical creativity and mathematics classroom. Therefore, there were some specific suggestions that mathematics classroom could be made a place where students and teachers would be able to foster their mathematical creativity.
Case Study : An analysis on Problem Solving Processes of Gifted Math Students
Jung, Chan-Sik ; Roh, Eun-Hwan ;
The Mathematical Education, volume 48, issue 4, 2009, Pages 455~467
During problem solving, "mathematical thought process" is a systematic sequence of thoughts triggered between logic and insight. The test questions are formulated into several areas of questioning-types which can reveal rather different result. The lower level questions are to investigate individual ability to solve multiple mathematical problems while using "mathematical thought." During problem solving, "mathematical thought process" is a systematic sequence of thoughts triggered between logic and insight. The scope of this case study is to present a desirable model in solving mathematical problems and to improve teaching methods for math teachers.
The relationship of mathematics anxiety and achievement in mathematics for college of engineering
Kim, Young-Ok ;
The Mathematical Education, volume 48, issue 4, 2009, Pages 469~481
This study investigates the relationship of mathematics anxiety and achievement in college mathematics for engineering major freshman students. An revised and modified 30-item version of the Mathematics Anxiety Scale(MAS) was completed by 176 university engineering students enrolled in introductory calculus courses offered by the department of mathematics. Correlational analysis indicated complex interaction patterns between mathematics anxiety and mathematics achievement, depending on the level of anxiety. The results from this study confirm the negative correlation between mathematics anxiety and mathematics achievement in college mathematics for engineering major student, and also those support the claim that the relationships between mathematics anxiety and achievement have non-linear patterns.