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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 research on the actual application of the national mathematics education advance plan to the new mathematics textbooks
Kang, Ok Ki ; Kim, Soo Cheol ; Lee, Hwan Chul ;
The Mathematical Education, volume 52, issue 2, 2013, Pages 129~147
DOI : 10.7468/mathedu.2013.52.2.129
The Ministry of Education Science and Technology represented National Mathematics Education Advance Plan in 2012. The plan is focused on reinforcing mathematics education, improving understanding about mathematics, and enhancing self-guided learning. After the National Mathematics Education Advance Plan new middle school mathematics textbooks have been developed and they will be used from 2013. The purpose of this study is to analyse those mathematics textbooks to find how the National Mathematics Education Advance Plan is affected to the mathematics textbooks. This study found some important aspects affected from the Advance Plan to those textbooks and some implications for the future Korean mathematics education.
An analysis on `storytelling` shown on the first grader`s mathematics textbooks of the middle school
Choi-Koh, Sang Sook ;
The Mathematical Education, volume 52, issue 2, 2013, Pages 149~161
DOI : 10.7468/mathedu.2013.52.2.149
This study was to focus on analyzing about the composition of storytelling in the first graders` math textbooks of the middle school, which were recently implemented. The textbooks published by three well known publishing companies were chosen and three graduate students had scored the frequency of the problems according to three types of storytelling. As the results, in areas of mathematics, Number & Operation(44.23%), Letters & Formula(44.53%), Function(46.53%), Probability(41.67%), Geometry(46.23%) showed to have storytelling in balance. The type of `explosion of mathematical history(EMH)` was shown in geometry most, the type of `connection to daily life(CDL)` in statistics most, and the type of integration of disciplines(ID)` in geometry most in 5 math areas. Among three types of storytelling, the type of EMH was shown fewer that other 2 types. If we develop more problems in this type, students would study mathematics in-depth according to Freudenthal`s principle of historical reinvention.
A study on the knowledge formation and utilization of computer among beginning secondary mathematics teachers
Shim, Sang Kil ; Lee, Kang Sup ;
The Mathematical Education, volume 52, issue 2, 2013, Pages 163~174
DOI : 10.7468/mathedu.2013.52.2.163
This study conducted a survey to examine the knowledge formation and utilization of computer among beginning teachers of secondary school mathematics. We found that beginning teachers who had more experiences of taking computer utilization classes at teacher education institutes showed more interest in computer and saw the necessity and effectiveness of computer usage for teaching students. Teachers chose GSP the most among computer utilization knowledge learned in pre-service teachers program, and GSP is used the most in mathematics classes. However, they answered that computer is not so much available in class due to lack of hours and the relevant resources. Lastly, beginning teachers answered that the computer knowledge learned in in-service teacher program was more useful than that in pre-service. Thus, the professional development in utilizing computer should be improved through diversifying teacher training contents for beginning teachers as well as for pre-service teachers in teacher education institutes.
Using portfolio for professional development of pre-service mathematics teachers
Lee, BongJu ;
The Mathematical Education, volume 52, issue 2, 2013, Pages 175~190
DOI : 10.7468/mathedu.2013.52.2.175
The purpose of this article is to suggest using portfolio for professional development of secondary pre-service mathematics teachers based on actual application case. To achieve this goal, 28 pre-service mathematics teachers developed their own portfolios in the regular study course for one semester under the pre-planned components of portfolio. Then they participated in the survey of their beliefs in mathematics and mathematics education and in the structured interview for drawing implications of using a pre-service mathematics teacher portfolio. According to the collected data, developing a pre-service mathematics teacher portfolio made a significant difference in beliefs of mathematics teachers` roles and showed the potential to improve the professional development of pre-service mathematics teachers as well as their learning. Continued investigation for more effective components of a pre-service mathematics teacher portfolio would be needed.
The application of embodied turtle schemes for the task of the spatial visualization
Lee, Ji Yoon ; Cho, Han Hyuk ; Song, Min Ho ;
The Mathematical Education, volume 52, issue 2, 2013, Pages 191~201
DOI : 10.7468/mathedu.2013.52.2.191
The theory of embodied cognition assumes that behaviors, senses and cognitions are closely connected, and there is a growing interest in investigating the significance of embodied cognition in the field of mathematics education. This study aims to applicate the embodied turtle metaphor and expressions when students visualize three-dimensional objects. We used MRT(Verdenberg & Kuse, 1978) & SVT for this research and both tests turned out that turtle schemes are useful to the students in a low level group. In addition, students found turtle schemes more useful in SVT which requires constructing three-dimensional objects, than in MRT which requires just rotating the image of three-dimensional objects in their mind. These results suggest that providing students who are less capable of spatial visualizing with the embodied schemes like turtle metaphor and expressions can be an alternative to improve their spatial visualization ability.
Exploring meanings of storytelling in the context of learning and teaching mathematics
Lee, Jihyun ; Lee, Gi Don ;
The Mathematical Education, volume 52, issue 2, 2013, Pages 203~215
DOI : 10.7468/mathedu.2013.52.2.203
We explored implications of storytelling in learning and teaching mathematics and examined examples of storytelling for deep understanding of the educational meanings of storytelling and new direction of storytelling approach to mathematics teachers. Mathematics had been commonly considered as the subject irrelevant to the narrative mode of thinking and only relevant to the paradigmatic mode of thinking that has rigorous logical forms and independent from human mind. As a result, this common sense forced a transmission pedagogy of mathematics: only the teachers as owners of the objective and logical truth of mathematics could transmit mathematical truths to students. Storytelling is highlighted as an alternative to the common teaching practices of mathematics focused only on the paradigmatic mode of thinking. Although a lot of research about the educational uses of storytelling mainly focused on the development and modification of stories, we suggested that the educational interest about storytelling should move to the elements or techniques for the positive effect of storytelling.
A proposal to the construction of textbook contents of fraction division connected to problem context
Shin, Joonsik ;
The Mathematical Education, volume 52, issue 2, 2013, Pages 217~230
DOI : 10.7468/mathedu.2013.52.2.217
This study attempts to propose the construction of textbook contents of fraction division and to suggest a method to strengthen the connection among problem context, manipulation activities and symbols by proposing an algorithm of dividing fractions based on problem contexts. As showing the suitable algorithm to problem context, it is able to understand meaningfully that the algorithm of fractions division is that of multiplication of a reciprocal. It also shows how to deal with remainder in the division of fractions. The results of this study are expected to make a meaningful contribution to textbook development for primary students.
Developing the Mathematics Teaching Efficacy Beliefs Instrument Korean Version for Secondary Prospective Mathematics Teachers
Ryang, Dohyoung ;
The Mathematical Education, volume 52, issue 2, 2013, Pages 231~245
DOI : 10.7468/mathedu.2013.52.2.231
A study on the convergent approaches for creativity in elementary mathematics education -Focused on Korean elementary mathematics textbooks and Investigations in the US-
Park, Mangoo ;
The Mathematical Education, volume 52, issue 2, 2013, Pages 247~270
DOI : 10.7468/mathedu.2013.52.2.247
The purpose of this research was to analyze the convergent approaches for creativity in elementary mathematics textbooks in Korean and the united States. Convergent approaches have emphasized since NCTM(2000) consistently includes `connections` as an important factor in mathematics curriculum and KOFAC(Korea Foundation for the Advancement of Science & Creativity) initiated the STEAM(Science, Technology, Engineering, Arts, and Mathematics) in mathematics and science education. For this research, two elementary mathematics textbooks were analyzed focused on their contexts and contents: Korean National Elementary Mathematics Textbooks and Navigations in Numbers, Data, and Space. In both textbooks, it was not easy to find so called the convergent approach in a real sense, but they use some contexts for connections between mathematical concepts and real world phenomena. For the enhancement of convergent approaches in mathematics education, we need to have a broader sense in the convergent approaches and develop various meaningful materials.