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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
A Study on the Teaching of 'Function' utilizing the Graph Art - Case study focusing on the activities of Ulsan WISE Science Camp -
Chung, Young-Woo ; Kim, Boo-Yoon ;
The Mathematical Education, volume 51, issue 3, 2012, Pages 197~210
DOI : 10.7468/mathedu.2012.51.3.197
In this study, we will develop and implement the teaching program of 'Function', on the subject of "Poster-Making utilizing the Graph Art" in the Math Camp for middle-school students. And we will examine the didactical significance through student's activities and products. The teaching program of 'Function' utilizing the Graph Art can be promoted self-directly the understanding of 'Function' concept and the ability for handling 'Function'. In the process of drawing up the graph art, in particular, this program help students to promote the ability for problem-solving and mathematical thinking, and to communicate mathematically and attain the his own level. Ultimately, this program have a positive influence upon cognitive and affective and areas with regard to mathematics.
On the Definition of Geometrical Progression of the High school
Lee, Min-Jung ; Lee, Yang ;
The Mathematical Education, volume 51, issue 3, 2012, Pages 211~221
DOI : 10.7468/mathedu.2012.51.3.211
We discovered that definition of a Geometrical Progression(Sequence) have some differences in domestic textbooks & some foreign countries' books. This will be able to cause a chaos when students divide whether a sequence is a Geometrical Progression(Sequence) or not, and a question error when teachers compose questions about convergence conditions of Infinite Geometric progressions & series. We took a question investigation for students about definition of a Geometrical Progression(that is called G. P.), we discovered that high level students have an error about definition of a G. P.. So We modified expressions of terminology in domestic textbooks appropriately through a Geometrical Progression(Sequence), infinite series, & infinite geometrical series in some foreign countries' books.
High School Mathematics Teachers' Conception of Mathematics Textbooks Based on Storytelling
Kwon, Oh-Nam ; Ju, Mi-Kyung ; Park, Kyoo-Hong ; Oh, Hye-Mi ; Park, Ji-Hyun ; Cho, Hyung-Mi ; Lee, Ji-Eun ; Park, Jung-Sook ;
The Mathematical Education, volume 51, issue 3, 2012, Pages 223~246
DOI : 10.7468/mathedu.2012.51.3.223
Korean Ministry of Education Science, and Technology(MEST) has recommended the introduction of mathematics textbooks based on storytelling to improve the teaching and learning of mathematics in school. As part of the mathematics textbooks based on storytelling development, this research has investigated school mathematics teachers' perspectives on mathematics textbooks based on storytelling in order to identify implications for the development and the implementation of it. For the purpose, we have developed survey questionnaire and administered it to 113 high school mathematics teachers. The survey asked the teachers to address their conception of mathematics textbooks based on storytelling, its contribution to school mathematics, challenges and obstacles for the implementation. The survey shows that the mathematics teachers' conception of mathematics textbooks based on storytelling was not clear or limited. Most of them replied that they received information about mathematics textbooks based on storytelling from the materials provided by workshop or materials of school district office. While the teachers heard about that school will implement mathematics textbooks based on storytelling, they rarely had idea of how to use them in class. In the survey, the teachers identified which type of storytelling is effective for which purpose of mathematics education. They also identified the positive effect and the difficulties in the implementation of mathematics textbooks based on storytelling. The mathematics teachers pointed out that textbook is not enough. They urged that the implementation of mathematics textbooks based on storytelling should be integrated into classroom teaching and assessment to make a significant change in the educational practice of mathematics in school. Thus, mathematics teachers need support to implement mathematics textbooks based on storytelling into their teaching practice. Teacher workshop and teacher manuals need to be developed to help teachers understand educational visions and values of mathematics textbooks based on storytelling. These results of the survey would form the worthwhile base information for the development and the implementation of mathematics textbooks based on storytelling.
Research Trends of Mathematics Textbooks - Focused on the Papers Published between 2006 and 2011 in Domestic Journals -
Pang, Jeong-Suk ; Hwang, Hyun-Mi ;
The Mathematical Education, volume 51, issue 3, 2012, Pages 247~263
DOI : 10.7468/mathedu.2012.51.3.247
The purpose of this study was to analyze recent research trends of mathematics textbooks to provide implications for textbook research and development. For this purpose, 90 out of 1121 research papers published between 2006 and 2011 in seven prestigious domestic journals were selected. The papers dealing with only Korean mathematics textbooks were analyzed by school levels (i.e., elementary or secondary), mathematics content areas, analytic methods, and implications. The papers comparing our mathematics textbooks with foreign counterparts were analyzed by reasons for the comparison, school levels, subjects for analysis, and implications. The results of this study urge us to pay more attention to secondary mathematics textbooks, least studied content areas, and various but inconsistent analytic methods. This paper also suggests close connections between textbook analysis and textbook development.
A Case study on the Validity Review of the Problem Solving Process of Elemetary
Park, Ji-Yeon ; Park, Young-Hee ;
The Mathematical Education, volume 51, issue 3, 2012, Pages 265~280
DOI : 10.7468/mathedu.2012.51.3.265
This study aims to provide implications from mathematics education perspective by designing a process of 'validity review on the problem solving process', and then, by analyzing the results. In the result of analysis on the features of children's thinking in accordance with 4 stages of problem solving, children's thinking was equally observed in every stage rather than intensively observed in one stage, and reflective thinking related to important elements from each stage of problem solving process was observed. In the result of analysis of changes in description for problem solving process, there was a difference in the aspects of changes by children's knowledge level in mathematics, however, the activity of validity review on problem solving process in overall induced positive changes in children's description, especially the changes in problem solving process of children. Through the result of this study, we could see that the validity review on problem solving process promotes children's reflective thinking and enables meta-cognition thus has a positive influence on children's description of problem solving process.
An analysis on the curriculum and teaching methods of Korean mathematics education departments
Kwon, Oh-Nam ; Kim, A-Mi ; Cho, Hyung-Mi ;
The Mathematical Education, volume 51, issue 3, 2012, Pages 281~300
DOI : 10.7468/mathedu.2012.51.3.281
This study has examined the current status of mathematics education departments by analyzing its curriculum and teaching methods. We analyzed data set of the number of faculty and students, curricula, textbooks and instructional methods among 23 mathematics education department in Korea. The data reveals that the curricula of the universities of education has shown that more content knowledge subjects are taught than pedagogy knowledge subjects. However, it is important to note that there is increasing emphasis on pedagogical content knowledge. In addition, the curricula of mathematics education departments deal with various aspects of pedagogical content knowledge. What matters is whether the system works for developing a sound and deep understanding of fundamental aspects of the subject matter in future mathematics teachers. The results of the study point to the importance of pedagogical content knowledge and to the essential components that can promote further understanding of effective teaching for preparing future teachers in mathematics education departments.
Development of Probabilistic Thinking of the Minority Students with Low Achievement & Low SES
Baek, Jung-Hwan ; Koh, Sang-Sook ;
The Mathematical Education, volume 51, issue 3, 2012, Pages 301~321
DOI : 10.7468/mathedu.2012.51.3.301
Since research has barely been done on the minority with low-achievement & low-SES in probability, this research attempted to search the change of their thinking level in the classes of probability and motivate them on the mathematical learning to feel confident in mathematics. We can say that the problems of the educational discriminations are due to the overlook on the individual conditions, situations, and environments. Therefore, in order to resolve some discrimination, 4 students who belonged to the minority group, engaged in the research, based on 10 units of the instructional materials designed for the research. As a result, for the student's thinking level, it was observed that they were improved from the 1st to the 3rd level in probability. Also, the researcher found that the adequate use of the encouragement, the praise, the direct explanation, and the scaffolding enabled them to prompt their learning motives and the increased responsibility on the learning. As time passed, the participants could share their mathematical knowledge and its concept with others, in the increased confidence.