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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 50, Issue 4 - Nov 2011
Volume 50, Issue 3 - Aug 2011
Volume 50, Issue 2 - May 2011
Volume 50, Issue 1 - Feb 2011
Selecting the target year
The algebraic completion of the rational numbers based on ATD
Kim, Boo-Yoon ; Chung, Gyeong-Mee ;
The Mathematical Education, volume 50, issue 2, 2011, Pages 135~148
DOI : 10.7468/mathedu.2011.50.2.135
We can say that the history of mathematics is the history on the development of the number system. The number starts from Natural number and is constructed to Integer number and Rational number. The Rational number is not the complete number analytically so that Real number is completed by the idea of the nested interval method. Real number is completed analytically, however, is not by algebra, so the algebraically completed type of the rational number, through the way that similar to the process of completing real number, is Complex number. The purpose of this study is to show the most appropriate way for the development of the human being thinking about the teaching and leaning of Complex number. To do this, We have to consider the proof of the existence of Complex number, the background of the introduction of Complex number and the background knowledge that the teachers to teach Complex number should have. Also, this study analyzes the knowledge to be taught of Complex number based on the anthropological theory of didactics and finally presents the teaching method of Complex number based on this theory.
A study of the elementary teachers' perception about the situation-contextual problem in mathematics education
Kim, Min-Kyeong ; Min, Sun-Hee ; Kim, Hye-Won ;
The Mathematical Education, volume 50, issue 2, 2011, Pages 149~164
DOI : 10.7468/mathedu.2011.50.2.149
The purpose of this study was to analyze the perception of elementary school teachers about situation-contextual problem and to show efforts on order to enable students to improve their problem solving ability and thinking skills. In this research, two hundred elementary school teachers in Seoul were surveyed and three elementary school teachers were interviewed to determine their perception and the status about situation-contextual problem. As a result, most of teachers replied that situation-contextual problem would be useful and applicable to improve students' problem solving and creative thinking skill.
The Case Study for the Development of Conception of a Graph and the Formula with the absolute value through the Mathematical Modeling
Shin, Kyung-Hee ; Kim, Yeon-Ji ;
The Mathematical Education, volume 50, issue 2, 2011, Pages 165~184
DOI : 10.7468/mathedu.2011.50.2.165
The purpose of this study is to detect the possibility of the development of conception of a graph and the formula with the absolute value through context questions, and also to investigate the effectiveness of the each step of the mathematical modeling activities in helping students to have the conception. The research was conducted to analyze the process of development of the mathematical conception by applying the mathematical modeling activities two times to subjects of two academic high school students in the first grade. The results of the study are as follows: Firstly, the subjects were able to comprehend the geometric conception of the absolute value and to make the graph and the formula with the sign of the absolute value by utilizing the condition of the question. Secondly, the researcher set five steps of the intentional mathematical model in order to arouse the effective mathematical notion and each step performed a role in guiding the subjects through the mathematical thinking process in consecutive order; consequently, it was efficacious in developing the conception.
Effects of Spreadsheet-used Instruction on Statistical Thinking and Attitude
Lee, Jong-Hak ; Kim, Won-Kyoung ;
The Mathematical Education, volume 50, issue 2, 2011, Pages 185~212
DOI : 10.7468/mathedu.2011.50.2.185
The purpose of this study is to analyze whether spreadsheet-used instruction can improve statistical thinking ability and attitude and also to identify what characteristics of statistical thinking is constructed. For this study, a subject of 2 classes were randomly selected among the 12 classes of the 11th grader in D high school and designated one class as the experimental group and the other class as the control group. Eight hours of the spread sheet-used instruction and the traditional textbook-oriented instruction had been carried out in each class. The research findings are as follows. First, the spread sheet-used instruction is shown to be more effective in enhancing statistical thinking than the traditional textbook-oriented instruction. Second, the spread sheet-used instruction is shown to be more effective in improving statistical attitude than the traditional textbook-oriented instruction. Third, students have shown the various characteristics of statistical thinking in the data descriptive process, data arrange-summary process, data representing process, and data analying process through the spread sheet-used instructions. Hence, the spread sheet-used instruction is recommended in teaching statistics.
Case Study on the 6th Graders' Understanding of Concepts of Variable
Ha, Su-Hyun ; Lee, Gwang-Ho ;
The Mathematical Education, volume 50, issue 2, 2011, Pages 213~231
DOI : 10.7468/mathedu.2011.50.2.213
The purpose of this study is to analyze the 6th graders' understanding of the concepts of variable on various aspects of school algebra. For this purpose, the test of concepts of variable targeting a sixth-grade class was conducted and then two students were selected for in-depth interview. The level of mathematics achievement of the two students was not significantly different but there were differences between them in terms of understanding about the concepts of variable. The results obtained in this study are as follows: First, the students had little basic understanding of the variables and they had many cognitive difficulties with respect to the variables. Second, the students were familiar with only the symbol '
' not the other letters nor symbols. Third, students comprehended the variable as generalizers imperfectly. Fourth, the students' skill of operations between letters was below expectations and there was the student who omitted the mathematical sign in letter expressions including the mathematical sign such as x+3. Fifth, the students lacked the ability to reason the patterns inductively and symbolize them using variables. Sixth, in connection with the variables in functional relationships, the students were more familiar with the potential and discrete variation than practical and continuous variation. On the basis of the results, this study gives several implications related to the early algebra education, especially the teaching methods of variables.
The Approximate Realization of Ab
Sahl's Geometric Construction about a Heptagon through GSP using Conic Sections
Kim, Hyang-Sook ; Pak, Jin-Suk ; Ha, Hyoung-Soo ;
The Mathematical Education, volume 50, issue 2, 2011, Pages 233~246
DOI : 10.7468/mathedu.2011.50.2.233
The geometry field in the current high school curriculum deals mainly with analytic geometry and the reference to logic geometry leaves much to be desired. This study investigated the construction on a heptagon by using conic sections as one of measures for achieving harmony between analytic geometry and logic geometry in the high school curriculum with the Geometer's Sketchpad(GSP), which is a specialized software prevalent in mathematics education field and is intended to draw an educational suggestion on it.
Development and verification of an affective inventory in Mathematical Learning
Lee, Chong-Hee ; Kim, Sun-Hee ; Kim, Soo-Jin ; Kim, Ki-Yeon ; Kim, Bu-Mi ; Yun, Soo-Cheol ; Kim, Yun-Min ;
The Mathematical Education, volume 50, issue 2, 2011, Pages 247~261
DOI : 10.7468/mathedu.2011.50.2.247
In this study, the researchers developed an inventory which can measure the affective achievement in mathematical learning especially targeted to Korean students. By using EFA and CFA, the six affective factors of mathematical learning such as learning directivity, self control, anxiety, interest, cognizing value and confidence are distinguished. Also, the content validity of this inventory was examined by the experts groups, composed of mathematics education professors, high school mathematics teachers, and measurement experts. The reliability of the instrument was high enough to trust the results. Through a large scaled sampling, the reliability and validity of this inventory were verified. In addition, this inventory was developed not by a partial aspects of a certain theory but based on the recent theories. Due to these reasons, the results of this study can be respected that it plays a leading part in understanding the affective achievement of Korean students.