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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 49, Issue 4 - Nov 2010
Volume 49, Issue 3 - Aug 2010
Volume 49, Issue 2 - May 2010
Volume 49, Issue 1 - Feb 2010
Selecting the target year
Some Practice in Math & Science Classes Found by Clinical Interview with Focus Groups of North Korean Students Who Live in South Korea
ChoiKho, Sang-Sook ; Shin, Dong-Hee ; Kim, Ae-Hwa ;
The Mathematical Education, volume 49, issue 2, 2010, Pages 125~148
This study was to find the perception of mathematical & scientific learning of North Korean students who lived in Korea. To understand their perception, three groups as the focus group for clinical interview, consisting of North Korean students, their teaches and their parents, were investigated through narrative description of qualitative method, North Korean students experienced the gap between what they had learned and what they learned in Korea, due to visiting the 3rd country before they came to Korea. So they were in need of well developed instructional instruments based on a precise diagnosis of language ability to help them get over their difficulties. Second, they have difficulties in math & science classes due to differences between curricular and to the differences between the ways of expression of terminologies used in two countries. They expressed that the group work in learning and a great deal of number of problems could be helpful for their needs. Third, the community-service center should be operated in a systematic way to compensate their lack of getting a private education. Fourth, they thought that the supplemental materials should provide some sources that might help them to get over the language barrier and difficulties from the differences, because they depended on them.
A Study on Meaning of Composition
Kim, Boo-Yoon ; Chung, Young-Woo ;
The Mathematical Education, volume 49, issue 2, 2010, Pages 149~160
Composition of functions are important tool for producing associativity in mathematical model. However it is not properly treated in dealing together with the other operation, the addition +, of functions defined on real numbers. In this note, we will study mathematization of the construction of nearring axiom from relationships between the addition + and the composition
of functions, comparing with those between the addition + and the multiplication of functions. Furthermore, we will suggest some helpful teaching methods of these mathematization in the secondary school mathematics.
A Study on Error Analysis and Correction Method in Proof Problems of Matrix
Kim, Hye-Jin ; Kim, Won-Kyung ;
The Mathematical Education, volume 49, issue 2, 2010, Pages 161~174
The purpose of the study is to analyze various types of errors appeared in true-false proof problems of matrix and to find out correction method. In order to achieve this purpose, error test was conducted to the subject of 87 second grade students who were chosen from D high schoool. It was shown from this test that the most frequent error type was caused by the lack of understanding about concepts and essential facts of matrix(35.3%), and then caused by the invalid logically reasoning (27.4%), and then caused by the misusing conditions(18.7%). Through three hours of correction lessons with 5 students, the following correction teaching method was proposed. First, it is stressed that the operation rules and properties satisfied in real number system can not be applied in matrix. Second, it is taught that the analytical proof method and the reductio ad absurdum method are useful in the proof problem of matrix. Third, it is explained that the counter example of E=
, -E should be found in proof of the false statement. Fourth, it is taught that the determinant condition should be checked for the existence of the inverse matrix.
A Study on the Design and Implementation of Mathematics and Science Integrated Instruction
Lee, Hei-Sook ; Rim, Hae-Mee ; Moon, Jong-Eun ;
The Mathematical Education, volume 49, issue 2, 2010, Pages 175~198
To understand natural or social phenomena, we need various information, knowledge, and thought skills. In this context, mathematics and sciences provide us with excellent tools for that purpose. This explains the reasons why there is always significant emphasis on mathematics and sciences in school education; some of the general goals in school education today are to illustrate physical phenomena with mathematical tools based on scientific consideration, to encourage students understand the mathematical concepts implied in the phenomena, and provide them with ability to apply what they learned to the real world problems. For the mentioned goals, we extract six fundamental principles for the integrated mathematics and science education (IMSE) from literature review and suggest a instructional design model. This model forms a fundamental of a case study we performed to which the IMSE was applied and tested to collect insights for design and practice. The case study was done for 10 students (2 female students, 8 male ones) at a coeducational high school in Seoul, the first semester 2009. Educational tools including graphic calculator(Voyage200) and motion detector (CBR) were utilized in the class. The analysis result for the class show that the students have successfully developed various mathematical concepts including the rate of change, the instantaneous rate of change, and derivatives based on the physical concepts like velocity, accelerate, etc. In the class, they described the physical phenomena with mathematical expressions and understood the motion of objects based on the idea of derivatives. From this result, we conclude that the IMSE builds integrated knowledge for the students in a positive way.
Pre-service Teachers' Conceptualization of Arithmetic Mean
Joo, Hong-Yun ; Kim, Kyung-Mi ; Whang, Woo-Hyung ;
The Mathematical Education, volume 49, issue 2, 2010, Pages 199~221
The purpose of the study were to investigate how secondary pre-service teachers conceptualize arithmetic mean and how their conceptualization was formed for solving the problems involving arithmetic mean. As a result, pre-service teachers' conceptualization of arithmetic mean was categorized into conceptualization by "mathematical knowledge(mathematical procedural knowledge, mathematical conceptual knowledge)", "analog knowledge(fair-share, center-of-balance)", and "statistical knowledge". Most pre-service teachers conceptualized the arithmetic mean using mathematical procedural knowledge which involves the rules, algorithm, and procedures of calculating the mean. There were a few pre-service teachers who used analog or statistical knowledge to conceptualize the arithmetic mean, respectively. Finally, we identified the relationship between problem types and conceptualization of arithmetic mean.
A case study of the impact of inquiry-oriented instruction with guided reinvention on students' mathematical activities
Kim, Ik-Pyo ;
The Mathematical Education, volume 49, issue 2, 2010, Pages 223~246
Goos(2004) introduced educational researchers' demand for change on the way that mathematics is taught in schools and the series of curriculum documents produced by the National council of Teachers of Mathematics. The documents have placed emphasis on the processes of problem solving, reasoning, and communication. In Korea, the national curriculum documents have also placed increased emphasis on mathematical activities such as reasoning and communication(1997, 2007).The purpose of this study is to analyze the impact of inquiry-oriented instruction with guided reinvention on students' mathematical activities containing communication and reasoning for science high school students. In this paper, we introduce an inquiry-oriented instruction containing Polya's plausible reasoning, Freudenthal's guided reinvention, Forman's sociocultural approach of learning, and Vygotsky's zone of proximal development. We analyze the impact of mathematical findings from inquiry-oriented instruction on students' mathematical activities containing communication and reasoning.
A Critical Analysis on an explanation for Monotonicity and Local Extrema of functions in Korean Mathematics Textbooks
Kye, Seung-Hyeok ; Ha, Kil-Chan ;
The Mathematical Education, volume 49, issue 2, 2010, Pages 247~257
In this article an explanation of monotonicity of functions and the definition of local extrema in Korean highschool textbooks based on national curriculum(revised in 2007) are analyzed critically. On the basis of this analysis, we indicate some problems and propose its improvements.
Effect of Infinity Perception on Mathematics
Shin, Hyun-Yong ; Lee, Kyung-Eon ;
The Mathematical Education, volume 49, issue 2, 2010, Pages 259~265
Even though Sanhak has a long history, it has disappeared from the stage of modern mathematics. What happened to Sanhak? This article tries to answer the question. In fact, the authors argue that the oriental perception toward to infinity has played an important role in such situation. The authors claim that actual infinity and virtual infinity have resulted in quite different types of mathematics, respectively.
Analysis of the examples of incorrect answers of division and a study on methods of how to instruct
Yim, Geun-Gwang ;
The Mathematical Education, volume 49, issue 2, 2010, Pages 267~279
Mathematics is the subject which is distinctive in logical hierarchy, so the dificiency of prior learning or lack of understanding can result in learning disabilities of follow-up study. To minimize the learning disabilities, we should percieve student's problems and correct them through "Error Analysis" so that they can make up meaningful learning. Especially, in the case of division, its meaning is various, and the interpretation of the quotient and the remainder is the difference according to the caculation results, so students are likely to make errors often. Therefore, in this study, I presented the measures of how to instruct them under the circumstances in which division is applied by analyzing examples of incorrect answers.