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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 51, Issue 4 - Nov 2012
Volume 51, Issue 3 - Aug 2012
Volume 51, Issue 2 - May 2012
Volume 51, Issue 1 - Feb 2012
Selecting the target year
An Analysis on the 4th Graders' Ill-Structured Problem Solving and Reasoning
Kim, Min-Kyeong ; Heo, Ji-Yeon ; Cho, Mi-Kyung ; Park, Yun-Mi ;
The Mathematical Education, volume 51, issue 2, 2012, Pages 95~114
DOI : 10.7468/mathedu.2012.51.2.095
This study examines the use of ill-structured problem to help the 4th graders' problem solving and reasoning. It appears that children with good understanding of problem situation tend to accept the situation as itself rather than just as texts and produce various results with extraction of meaningful variables from situation. In addition, children with better understanding of problem situation show AR (algorithmic reasoning) and CR (creative reasoning) while children with poor understanding of problem situation show just AR (algorithmic reasoning) on their reasoning type.
Historical Study on the Values and Methods of Mathematics Education - On the Cases of Cambridge University and University College, London -
Cho, Su-Nam ;
The Mathematical Education, volume 51, issue 2, 2012, Pages 115~129
DOI : 10.7468/mathedu.2012.51.2.115
The values and methods of mathematics education which mathematics teachers tried to impart to their students have varied historically according to the situations of each institution. The cases of the mathematics education in Cambridge University and University College, London show that the peculiar meanings or values of mathematics education were transmitted on students and the methods or focus of the teaching were uniquely determined under the influences of university examinations or conditions of students. In specific, the characteristic education of Augustus De Morgan who studied in Cambridge University and then taught in University College, London reveals better the different institutional contexts. In this paper, I suggest mathematics teachers reconsider mathematics learning motivations on their institutional contexts.
A Study on Mathematics Pre-service Teachers' Teaching Behaviors and Changes in Microteaching
Shim, Sang-Kil ; Yun, Hye-Soon ;
The Mathematical Education, volume 51, issue 2, 2012, Pages 131~144
DOI : 10.7468/mathedu.2012.51.2.131
The purpose of this study is to investigate the change of mathematics pre-service teachers' teaching behaviors in microteaching. This study is organized along the following lines: 1) mathematics pre-service teachers conduct twice microteachings, 2) the microteaching recordings and lesson observation reports written by pre-service teachers are analyzed. Through reviewing the first microteaching, pre-service teacher have reviewed and found out improvements of their teaching. In the second microteaching, pre-service teachers' teaching behaviors have been positively and effectively changed with respect to teaching methods, proposal of learning objectives, prior knowledge usage, presenting lesson's content, concise descriptions, brief language usages, multimedia, and appropriate questions. However, they frequently used inappropriate expressions from their unconscious habits. Therefore, the educational institutions should provide opportunities involved in well-structured microteaching training program with pre-service teachers, which in turn, help pre-service teachers to have more positive teaching competence.
Prospective Elementary School Teachers' Conception on Good Mathematics Instruction
Pang, Jeong-Suk ;
The Mathematical Education, volume 51, issue 2, 2012, Pages 145~160
DOI : 10.7468/mathedu.2012.51.2.145
Prospective teachers need to have an opportunity to critically examine their initial perception with regard to effective mathematics instruction during the teacher education period. This study analyzed the perception in relation to good mathematics instruction by a total of 265 prospective teachers from four institutes for elementary teacher education using a survey. The results of this study showed that the pre-service teachers regarded learner, teaching and learning method, selection of content, and construction of curriculum as important for high-quality mathematics instruction. However, they revealed relatively low levels of agreement against the importance of instructional materials, classroom environment and atmosphere, and assessment. On the basis of teachers' perception on each element of effective mathematics instruction, this paper raises issues for discussion and includes some implications for teacher education.
On Mathematics Education Major Students' Conception of Characteristics of Mathematical Knowledge
Kim, Young-Kuk ;
The Mathematical Education, volume 51, issue 2, 2012, Pages 161~171
DOI : 10.7468/mathedu.2012.51.2.161
Generally mathematics is regarded as a subtle subject to grasp their true meaning. And teacher's personal conceptions of mathematics influence greatly on the teaching and learning of mathematics. More over often teachers confess their difficulties in explaining the true nature of mathematics. In this paper, applying the theory of epistemology, we tried to search factors that must be counted important when trying to understand the true nature of mathematics. As results, we identified five characteristics of mathematical knowledge such as logical reasoning, abstractive concept, mathematical representation, systematical structure, and axiomatic validation. Next, we tried to investigate math education major students' conception of mathematics using these items. To proceed this research we asked 51 students from three Universities to answer their opinion on 'What do you think is mathematics?'. Analysing their answers in the light of the above five items, we got the following facts. 1. Only 38% of the students regarded mathematics as one of the five items, which can be considered to reveal students' low concern about the basic nature of mathematics. 2. The status of students' responses to the question were greatly different among the three Universities. This shows that mathematics professors need to lead students to have concern about the true nature of mathematics.
Mathematics Teacher's Perspective on Good Teaching and Teacher Professional Development - Difference in school level and career -
Kang, Hyun-Young ; Lee, Dong-Hwan ; Ko, Eun-Sung ;
The Mathematical Education, volume 51, issue 2, 2012, Pages 173~189
DOI : 10.7468/mathedu.2012.51.2.173
This study investigated elementary and secondary mathematics teachers' views on: (1) Requirements for good mathematics teaching (2) what professional development programs and supports are needed for these requirements. In particular, this study analyzed the common and difference between school levels and teaching experiences. For it, we developed questionnaire and the questionnaire was anonymously answered by one-hundred-five elementary and secondary mathematics teachers. We suggested implications related to professional development programs for mathematics teachers based on common and difference between school levels and teaching experiences.