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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
Teacher Education Program and Mathematics Teacher Education in New Zealand
Choi, Chang-Woo ;
The Mathematical Education, volume 49, issue 3, 2010, Pages 287~298
The purpose of teacher education can be accepted in various meanings but it is not too much to say that the ultimate purpose is focused on training teachers to teach instruction in school effectively. The purpose of this article consists in giving some suggestive points to the primary teacher education of our country by introducing education system, teacher education programs, real cases of teacher education in new zealand to the readers. To do this, I took part in four classes and observed the ones, interviewed some students and collected the materials of products of activity during one year and also videotaped for analysis in the case of needed and so we have reached the following conclusions. First, we have found that the teacher education program, practicum, management of class and assessment system of new zealand college of education are quite different with our primary teacher education systems and also various courses are established. Second, the teacher education in new zealand is focused on how they compose the environment of learning related to the context of one. Third, we have to think seriously how we can teach our students interestingly in our classroom. Finally, the global trend of instruction in new zealand teacher education is oriented to learner and so I felt that daily class itself is the one to cultivate creativity of learner.
Effects of Abstraction offer of basic concept and Attributional Feedback of Self-efficacy and Mathematical study ability of Math Underachievers
An, Jong-Su ;
The Mathematical Education, volume 49, issue 3, 2010, Pages 299~311
The purpose of this study was to examine the effects of abstraction offer of basic concept principle and feedback of self-efficacy attributional and mathematical study ability of math underachievers in high school based on the attribution theory and self-efficacy theory. The hypothesis were posed as below : Hypothesis 1: The experimental group that takes the abstraction offer of concept principle and attributional feedback training would be better at most self-efficacy than the control group that doesn't. Hypothesis 2: The experimental group that takes the abstraction offer of concept principle and attributional feedback training would have better math achievement than the control group that doesn't. They were divided into an experimental group and a control group, and the attribution disposition, self-efficacy and academic achievement of the children were measured by pretest and posttest. For data analysis, SPSS/PC+ program was employed and t-test was conducted. The main findings of this study were as below : First, the abstraction offer of concept principle and attributional feedback training was effective for enhancing the math self-efficacy in high school underachievers. Second, the abstraction offer of concept principle and attributional feedback training was effective for increasing the math achievement in high school underachievers.
A Study on Development of Problem Contexts for an Application to Mathematical Modeling
Kim, Min-Kyeong ; Hong, Jee-Yun ; Kim, Hye-Won ;
The Mathematical Education, volume 49, issue 3, 2010, Pages 313~328
Mathematical modeling has been observed in the way of a possibility to contribute in improving students' problem solving abilities. One of the important views of real life problem context could be described such as a useful ways to interpret the real life leading to children's abstraction process. The problem contexts for the grade 6 with mathematical modeling perspectives were developed by reviewing the current 7th National Mathematics Curriculum of Korea. Those include the 5 content areas such as number & operation, geometry, measurement, probability & statistics, and pattern & problem solving. One of problem contexts, "Space", specially designed for pattern & problem solving area, was applied to the grade 6 students and analyzed in detail to understand student's mathematical modeling progress.
A Study on the relationship between freshmen's achievements of general mathematics and BMDT
Park, Hyung-Bin ; Jung, In-Chul ; Lee, Heon-Soo ;
The Mathematical Education, volume 49, issue 3, 2010, Pages 329~341
In this paper, we analyzed the freshmen's achievements on general mathematics their GPA based on 'basic mathematics diagonal test score'. Also, we studied the achievements of students who were not passed the 'Basic Mathematics Diagonal Test (BMDT)' and had to take supplementary lessons to improve their mathematics abilities four times a week during the first semester of academic year 2008 in Mokpo National University. Before taking college entrance exam, high school students had to choose two types of scholastic area. One is on 'Ga' or 'Na' in mathematics and the other is on Natural Science or Social Science. According to the types, we classified the freshman-Ga or Na and NS or SS. We found some facts. First, a few of Ga and NS freshmen had low score on the BMDT. Second, Na and NS freshman got higher score than Na and SS freshmen on the BMDT. Third, Ga and NS freshmen who passed the BMDT got higher score on the general mathematics than those who failed the BMDT. Finally, there are correlations between achievements of general mathematics and a curriculum of freshmen who were passed test after taking supplementary lessons.
Some basic points to be considered in developing the national mathematical curriculum
Park, Hye-Sook ;
The Mathematical Education, volume 49, issue 3, 2010, Pages 343~351
In this paper, we take the survey through both papers and recent reports to investigate points to be considered in developing the national mathematical curriculum. Then we suggest that to prepare the next national mathematical curriculum, we consider the method to deduce the math-dislike, the method to increase the power of problem solving etc. and also we construct a compact curriculum which contains most of important math items. In the process of developing the curriculum, we must have lively discussion with mathematicians, and especially with teachers.
A Case Study on Slow Learners' Mathematization of Trigonometric Functions, Using GSP
Moon, Hye-Ryung ; Choi-Koh, Sang-Sook ;
The Mathematical Education, volume 49, issue 3, 2010, Pages 353~373
This research was to help slow learners to be motivated and to make their outcome productive, using GSP based on the mathematization theory for learning mathematics, as a way of encouraging the learner-centered approach. With 2 of the second graders in a high school, who had not yet understood trigonometric functions in their first grade period, 7 units of lesson plans were designed for the research. The results showed that first, understanding real life contexts and analyzing properties by observation, and experiment using GSP, to build the concept of trigonometric functions could be a foothold on which learner's organization and outcome from a horizontal mathematization led to vertical mathematization. Despite the delay during the level-up-stage for a while, the learners could attain the vertical mathematization stage and moreover the applicative mathematization through effective use of GSP and the interaction between the learners or a teacher and the learners. Second, using GSP was a vertical tool of connecting horizontal mathematization with vertical mathematization in forming the concept of trigonometric functions and its meaning could be understood by their verbalizing and presenting the outcomes through their active performance. Using GSP is helpful for slow learners to overcome learning difficulties, based on the instructional materials designed by Realistic Mathematics Education.
Children's Strategies for Measurement Estimation of Rectangular Covering Tasks
Lee, Jong-Euk ;
The Mathematical Education, volume 49, issue 3, 2010, Pages 375~387
The focus of this article is the strategies young children use to solve rectangular covering tasks before they have been taught area measurement. seventy nine children from Grade 1 to 4 were observed while they solved various array-based tasks, and their drawing and explanation were collected and analyzed. Children's solution strategies were classified into incomplete covering, inadequate array, array constructed from moveable unit, measurement of one dimension, measurement of two dimension, and calculation. Implications for the learning of area measurement are addressed.