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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 52, Issue 4 - Nov 2013
Volume 52, Issue 3 - Aug 2013
Volume 52, Issue 2 - May 2013
Volume 52, Issue 1 - Feb 2013
Selecting the target year
The analysis of sensed difficulty on the selective tracks textbooks based on 2007 revised mathematics curriculum
Lee, BongJu ; Kim, ChangIl ;
The Mathematical Education, volume 52, issue 1, 2013, Pages 1~17
DOI : 10.7468/mathedu.2013.52.1.001
The goal of the textbooks of 2009 revised curriculum is to make customized lectures possible considering learning characteristics and understanding level of students. However, it is not easy to find a research result on sensed difficulty of the mathematics textbook, which is able to provide valuable information on the development of the diverse level textbooks. This research suggested criteria in analysing sensed difficulties of field teachers on the textbooks, and analysed sensory difficulty on the selective tracks textbooks based on 2007 revised mathematics curriculum using the criteria. The results of the analysis on 59 mathematics selective tracks textbooks show that all have average sensed difficulty. The criteria and research results are expected to provide valuable information in future mathematics textbook development.
Mathematical thinking, its neural systems and implication for education
Kim, Yeon Mi ;
The Mathematical Education, volume 52, issue 1, 2013, Pages 19~41
DOI : 10.7468/mathedu.2013.52.1.019
What is the foundation of mathematical thinking? Is it logic based symbolic language system? or does it rely more on mental imagery and visuo-spatial abilities? What kind of neural changes happen if someone's mathematical abilities improve through practice? To answer these questions, basic cognitive processes including long term memory, working memory, visuo-spatial perception, number processes are considered through neuropsychological outcomes. Neuronal changes following development and practices are inspected and we can show there are neural networks critical for the mathematical thinking and development: prefrontal-anterior cingulate-parietal network. Through these inquiry, we can infer the answer to our question.
A comparative analysis between Korean mathematics textbooks and U.S.A.'s CMP textbooks -focused on equation and function in middle school-
Chu, Jae Im ; Lee, Jong Hak ; Kim, Won Kyung ;
The Mathematical Education, volume 52, issue 1, 2013, Pages 43~63
DOI : 10.7468/mathedu.2013.52.1.043
The purpose of this study is to find meaningful implications for developing curriculum and textbooks by comparison between Korean middle school mathematics textbooks and U.S.A.'s CMP textbooks. After comparing and analysing how the contents are composed focusing on the equations and functions and how the contents are presented according to 'Project 2061' mathematical textbook analytical framework, and how the contents ere different in terms of the mathematical connectivity, the research reached the following conclusions. First, compared to Korean textbooks, the CMP textbooks clearly present learners' behavior goals in a detailed way, and emphasize communication and connectivity. Second, Korean textbooks focus on explaining concepts and solving problems related to their concepts and discussion questions are briefly introduced. But all the textbooks contain a lot of problems required to be solved with algorithms. On the other hand, CMP textbooks provide students with opportunities to find the necessary concepts on their own, through problem solving processes, after presenting various real-life problem situations.
A literature research on storytelling in mathematics education
Suh, Bo-Euk ;
The Mathematical Education, volume 52, issue 1, 2013, Pages 65~82
DOI : 10.7468/mathedu.2013.52.1.065
This study has to do with storytelling. In this study, analyzed the domestic and international academic literature and scientific papers. The purpose of this study is to provide the meaningful basic material on mathematics education for the development of storytelling lesson model and teaching material. First, we analyze the causes and background storytelling appeared. The psychologists found that the human cognition's structure consists of a narrative system. And, We realize that the problem 'How will attract the attention of the students in math class' will be solved by storytelling. Second, the means of storytelling about the educational value and benefits were discussed in Mathematics Education. The story has a powerful force in the delivery of mathematical content. And, the story has strong power, led to feelings of students receiving transfer mathematical content. Finally, examined the characteristics of the psychology of learning in mathematics education by storytelling. We were studied about internal and external story. And, we studies on storytelling as the mediator, story as the knowledge transfer, story as the problem-solving process, story as the script.
The reinterpretation and the visualization of Apollonius' symptoms on conic sections
Kim, Hyang Sook ; Pak, Jin Suk ; Ha, Hyoung Soo ;
The Mathematical Education, volume 52, issue 1, 2013, Pages 83~95
DOI : 10.7468/mathedu.2013.52.1.083
The purpose of this paper is to explain and reinterprets Apollonius' Symptoms on conic sections based on the current secondary curriculum of mathematics, present the historical background of Apollonius' Symptoms to teachers and students and introduce visualization proof of Apollonius' symptoms on a parabola, a hyperbola and an ellipse by a new method using dynamic geometry software(GSP) respectively.
A case study for student's understanding -abstraction process to quotient fields
Choi, Eun Mi ;
The Mathematical Education, volume 52, issue 1, 2013, Pages 97~109
DOI : 10.7468/mathedu.2013.52.1.097
Research in undergraduate mathematics education has been active very recently. The purpose of the paper is to investigate how college students make ion from some known informations about integer and rational numbers in algebra. Three college students were involved in the study. We analyze student's personal answers in order to find where their misunderstandings and difficulties come from based on the theoretical frameworks on mathematical understanding such as APOS-model and P-K-model. Finally we discuss about constructivist teaching ways for algebra and propose new paradigm for teaching undergraduate mathematics.
An analysis of mathematical tasks in the middle school geometry
Kwon, JiHyun ; Kim, Gooyeon ;
The Mathematical Education, volume 52, issue 1, 2013, Pages 111~128
DOI : 10.7468/mathedu.2013.52.1.111
The purpose of this study was to examine and analyze the cognitive demand of the mathematical tasks suggested in the middle school textbooks. In particular, it aimed to reveal the overall picture of the level of cognitive demand of the mathematical tasks in the strand of geometry in the textbooks. We adopted the framework for mathematical task analysis suggested by Stein & Smith(1998) and analyzed the mathematical tasks accordingly. The findings from the analysis showed that 95 percent of the mathematical tasks were at high level and the rest at low level in terms of cognitive demand. Most of the mathematical tasks in the textbooks were algorithmic and focused on producing correct answers by using procedures. In particular, the high level tasks were presented at the end of each chapter or unit for wrap up rather than as key resources.