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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 perceptions of teachers and students on the implementation of the intensive course completion system in mathematics courses
Han, Hyesook ; Hong, In Suk ; Lee, Soon Yong ; Yoo, Gi Jong ; Kim, Ji Yeon ;
The Mathematical Education, volume 51, issue 4, 2012, Pages 317~335
DOI : 10.7468/mathedu.2012.51.4.317
The purposes of this study were to investigate the perceptions of teachers and students on the implementation of the intensive course completion system in mathematics courses and to provide suggestions for the improvement of the system. Five high school mathematics teachers and 338 10th graders and 87 11th graders in 2 high schools located in Gyeonggi-do participated in this study. The results of this study indicated that the intensive course completion system is more appropriate to the subjects which require less time allotment or practical exercise than mathematics courses. For better implementation of the intensive course completion system in mathematics courses, first of all, enough time allotment for teaching and learning mathematics should be guaranteed. Otherwise, the system can make students feel more burden of learning due to increase in learning volume of mathematics courses.
Prospective Elementary School Teachers' Perception on Mathematical Creativity
Lee, Heisook ; Min, Sun Hee ; Kim, Min Kyeong ;
The Mathematical Education, volume 51, issue 4, 2012, Pages 337~349
DOI : 10.7468/mathedu.2012.51.4.337
The purpose of this study is to survey and analyze conception on creativity carried out from elementary school teachers in Seoul and Gyeonggi-do area. As results, first, most of teachers replied divergent thinking, creative problem solving, and new creation as general creativity and mathematical creativity. Secondly, they showed that thinking process would be related to transfer and cognition in terms of mathematical creativity factors. Lastly, there are significant differences among groups according to gender, teaching career, and age, even though most teachers expressed sympathy for need of creativity education in mathematics education.
A Case study on the Effects of Mathematically Gifted Creative Problem Solving Model in Mathematics Learnings for Ordinary students
Kim, Su Kyung ; Kim, Eun Jin ; Kwean, Hyuk Jin ; Han, HyeSook ;
The Mathematical Education, volume 51, issue 4, 2012, Pages 351~375
DOI : 10.7468/mathedu.2012.51.4.351
This research is a case study of the changes of students's problem solving ability and affective characteristics when we apply to general students MG-CPS model which is creative problem solving model for gifted students. MG-CPS model which was developed by Kim and Lee(2008) is a problem solving model with 7-steps. For this study, we selected 7 first grade students from girl's high school in Seoul. They consisted of three high level students, two middle level students, and two low level students and then we applied MG-CPS model to these 7 students for 5 weeks. From the study results, we found that most students's describing ability in problem understanding and problem solving process were improved. Also we observed that high level students had improvements in overall problem solving ability, middle level students in problem understanding ability and guideline planning ability, and that low level students had improvements in the problem understanding ability. In affective characteristics, there were no significant changes in high and middle level classes but in low level class students showed some progress in all 6 factors of affective characteristics. In particular, we knew that the cause of such positive changes comes from the effects of information collection step and presenting step of MG-CPS model.
A study on the completeness of 'the understanding' in the generalization process and justification - centered on the arithmetical, geometric and harmonic average -
Kim, ChangSu ;
The Mathematical Education, volume 51, issue 4, 2012, Pages 377~393
DOI : 10.7468/mathedu.2012.51.4.377
The understanding demands the different degree of the understanding according to student's learning situation. In this paper, we investigate what is the foundation for the complete understanding for the generalization in the generalization-process and justification of some concepts or some theories, through a case. We discovered that the completeness of the understanding in the generalization-process and justification requires 'the meaningful-mental object' which can give the meaning about the concept or theory to students. Students can do the generalization-process through the construction of 'the meaningful-mental object' and confirm the validity of generalization through 'the meaningful-mental object' which is constructed by them. And we can judge the whether students construct the completeness of the understanding or not, by 'the meaningful-mental object' of the student. Hence 'the meaningful-mental object' are vital condition for the generalization-process and justification.
Analysis of Item Contents of 2010, 2011 National Assessment of Educational Achievement at elementary school for deduction of suggestions to the mathematics teaching-learning
Jo, Yun Dong ; Ko, Ho Kyoung ;
The Mathematical Education, volume 51, issue 4, 2012, Pages 395~413
DOI : 10.7468/mathedu.2012.51.4.395
National Assessment of Educational Achievement(NAEA) is important standard reference to become the basic data for confirming the effect of the curriculum administrated and the educational policies put in force presently and preparing the new curriculum and educational policies. In this paper, we looked into the mean and standard deviation of the calibrated score of whole group and male/female students, the correct answer ratio of each performance level and the correct answer ratio of each content domain, etc. in the results of NAEA at 6th elementary school. The analytic objects are 2010 and 2011 NAEA that are changed into complete enumeration survey and the standard reference prepared on the basis of the new calibrated score is applied to. And we analysed and compared correct answer ratio of the each content domain and each item to conform the difference between male and female students. On the basis of the these informations, we investigated that here is what kind of characteristics and trends to the whole group and what kind of suggestions to the teaching-learning. And we were going to provide the information of the needs to understand which content of mathematics is needed and which thinking methods are needed.
A Study on Utilization Frequency by Beginning Secondary Mathematics Teachers' Perception of Computer Utilization
Lee, Kang Sup ; Shim, Sang Kil ;
The Mathematical Education, volume 51, issue 4, 2012, Pages 415~427
DOI : 10.7468/mathedu.2012.51.4.415
This study investigated the perception and utilization about computer of beginning secondary mathematics teachers by utilization frequency of computer. To increase utilization frequency of computer in school mathematics, our finding shows that beginning secondary mathematics teachers should have an interest in computer utilization and perceive computers as an important tool for mathematics learning. In addition, they are likely to use more frequently computer under the condition that computers have sufficient class materials and supplement their shortcomings that have derived less usage in math classes. Therefore, future studies have to investigate not only how to develope textbooks and run after-school classes but also how to make creative discretional activities by computer, which makes computers more useful for teacher training. In sum, the results of case studies for computer usability should be released to motivate computer utilization and increase mathematical thinking ability.
A Study on the Choice of Models for Teaching the Principle of Arithmetic Operations of Integers in the Middle School Mathematics Class
Kim, Ik-Pyo ; Jung, Eun Hee ;
The Mathematical Education, volume 51, issue 4, 2012, Pages 429~453
DOI : 10.7468/mathedu.2012.51.4.429
The purpose of the study were to analyze teaching models of arithmetic operations of integers in Korean middle school mathematics textbooks of the first grade and Americans', from which we compare and analyze standards for choice of models of middle school teachers and preservice mathematics teachers. We also analyze the effect of the choice of teaching models for students to understand and appreciate number systems as a coherent body of knowledge. On the basis of that, we would like to find the best model to help students understand and reason the process of formulate the arithmetic operations of natural numbers and integers into the operation of the real number system. Furthermore, we help these series of the study to be applied effectively in the middle school mathematics class in Korea.
An Analysis of the Objects and Methods of Mathematical Connections in Elementary Mathematics Instruction
Kim, YuKyung ; Pang, JeongSuk ;
The Mathematical Education, volume 51, issue 4, 2012, Pages 455~469
DOI : 10.7468/mathedu.2012.51.4.455
Given the importance of mathematical connections in instruction, this paper analyzed the objects and the methods of mathematical connections according to the lesson flow featured in 20 elementary lessons selected as effective instructional methods by local educational offices in Korea. Mathematical connections tended to occur mainly in the introduction, the first activity, and the sum-up period of each lesson. The connection between mathematical concept and procedure was the most popular followed by the connection between concept and real-life context. The most prevalent method of mathematical connections was through communication, specifically the communication between the teacher and students, followed by representation. Overall it seems that the objects and the methods of mathematical connections were diverse and prevalent, but the detailed analysis of such cases showed the lack of meaningful connection. These results urge us to investigate reasons behind these seemingly good features but not-enough connections, and to suggest implications for well-connected mathematics teaching.
A Approaches to the Problem in connection with the Circle in Point of View of the Angle and Arc
Kang, Jeong Gi ;
The Mathematical Education, volume 51, issue 4, 2012, Pages 471~484
DOI : 10.7468/mathedu.2012.51.4.471
It is not easy to find the auxiliary line to solve the problem in connection with the circle, where it is the problem finding the central angle or angle at the circumference in a circle. The purpose of the study is to give an aid for this difficulties. The angle at the circumference is closely related to the arc. And so we looked into the problem in connection with the angle at the circumference in point of view of the arc. We have got the following the results. It is not necessary to draw the auxiliary line when solving the problem in connection with the angle at the circumference in point of view of the arc. And we can find the reason to draw the specific auxiliary in point of view of the arc. We hope that the results of research are given aids to a lot of students.