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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 53, Issue 4 - Nov 2014
Volume 53, Issue 3 - Aug 2014
Volume 53, Issue 2 - May 2014
Volume 53, Issue 1 - Feb 2014
Selecting the target year
A study on tangent of quadratic curves and cycloid curves using vectors
Lee, Dong Won ; Chung, Young Woo ; Kim, Boo Yoon ;
The Mathematical Education, volume 53, issue 3, 2014, Pages 313~327
DOI : 10.7468/mathedu.2014.53.3.313
`Tangent` is one of the most important concepts in the middle and high school mathematics, especially in dealing with calculus. The concept of tangent in the current textbook consists of the ways which make use of discriminant or differentiation. These ways, however, do not present dynamic view points, that is, the concept of variation. In this paper, after applying `Roberval`s way of finding tangent using vectors in terms of kinematics to parabola, ellipse, circle, hyperbola, cycloid, hypocycloid and epicycloid, we will identify that this is the tangent of those curves. This trial is the educational link of mathematics and physics, and it will also suggest the appropriate example of applying vector. We will also help students to understand the tangent by connecting this method to the existing ones.
An analysis of 6th graders` cognitive structure about division of fraction - Application of Word Association Test(WAT) -
Lee, Hyojin ; Lee, Kwangho ;
The Mathematical Education, volume 53, issue 3, 2014, Pages 329~355
DOI : 10.7468/mathedu.2014.53.3.329
The purpose of this study is to understand the difference of cognitive structure depending on the level of the 6th graders` problem-solving abilities about the division of fraction and to propose a method for improving the 6th graders` understanding about the division of fraction through the word association test. The following is the findings from this study. 1)The lower level students` is, the lower the step that the chunk appeared in cognitive structure is. 2)The basic level students` association frequency between any two concepts was less than the excellent level students and the ordinary level students` it. 3)The basic level students` connection number between concepts was far less than the excellent level students and the ordinary level students` it. 4)The connection between natural number and unit fractions, subtraction of fraction and division of fraction, division of fraction and reduction to common denominator, and division of fraction and common multiple that expected in this study did not appear in the three groups.
A case study on the development and practice of lessons for mathematics-oriented convergence through the professional development of multi-tiered teacher community
Kwon, Oh Nam ; Park, Jaehee ; Oh, Kukhwan ; Bae, Young Gon ;
The Mathematical Education, volume 53, issue 3, 2014, Pages 357~381
DOI : 10.7468/mathedu.2014.53.3.357
This study analyzed the cases of three teacher communities participating in an innovative professional development program and clarified the characteristics and the process of lessons for mathematics-oriented convergence that were developed and applied during the program. Each of the teacher communities designed and implemented lessons according to the context of each community and the concept of lessons for mathematics-oriented convergence were developed and refined. The lessons developed by the three teacher communities were characterized as convergence problem posing lessons using technology, convergence of various subject content focused on mathematical concepts through team teaching, and convergence lessons according to students` achievement levels. The program contributed to teacher community activities by proving sustainable professional development in the area of convergence education, a connection between the content of their professional development and the context of the field, and opportunities for active participation in the process of developing and implementing the convergence lessons.
Exploring students` thinking in proof production in geometry
An, SunYoung ; Kim, Gooyeon ;
The Mathematical Education, volume 53, issue 3, 2014, Pages 383~397
DOI : 10.7468/mathedu.2014.53.3.383
This study aims to explore secondary students` thinking while doing proof in geometry. Two secondary students were interviewed and the interview data were analyzed. The results of the analysis suggest that the two students similarly showed as follows: a) tendencies to use the rules of congruent and similar triangles to solve a given problem, b) being confused about the rules of similar and congruent triangles, and c) being confused about the definitions, partition and hierarchical classification of quadrilaterals. Also, the results revealed that a relatively low achieving student has tendency to rely on intuitive information such as visual representations.
The utilization of cooperative microteaching for pre-service mathematics teachers
Lee, BongJu ; Yun, Yong Sik ;
The Mathematical Education, volume 53, issue 3, 2014, Pages 399~412
DOI : 10.7468/mathedu.2014.53.3.399
The purpose of this article is to suggest using cooperative microteaching in pre-service mathematics teachers education based on their perceptions of it after actual application case. The background of this study is that cooperative learning came into the highlight as a good method to cultivate teachers` competencies for creativity and character education as well as students` creativity and character in the mathematics classroom. 20 pre-service mathematics teachers participated in their cooperative microteaching and 16 of them responded to the survey. The collected data showed that the merits of cooperative microteaching are to ease the burden of preparing for class, to discuss how to teach mathematics, to debate what lesson is better, to receive valuable feedback form their peer, and so on. Also, it provided them with the chance for self-improvement in that they kept to make up for the week points in their teaching behavior. Meanwhile, they wanted longer time to experience their teaching and their own lesson.
A study on the application of robotic programming to promote logical and critical thinking in mathematics education
Rim, Haemee ; Choi, Inseon ; Noh, Sunsook ;
The Mathematical Education, volume 53, issue 3, 2014, Pages 413~434
DOI : 10.7468/mathedu.2014.53.3.413
Logic lays the foundation of Mathematics and the development of Mathematics is dependent on critical thinking. So it is important that school mathematics helps students develop their logical and critical thinking ability for both mathematics learning and problem solving in general. MINDSTORMS, a LEGO based programming activity kit, is an effective teaching and learning tool that can be used to enhance logical and critical thinking in students. This study focused on measuring the growth of students` ability to think logically and critically when they used MINDSTORMS activities to learn programming. In addition, we investigated how the students` logical and critical thinking changed from the MINDSTORMS learning experience. The study confirmed that the programming activities using MINDSTORMS help to enhance logical and critical thinking in students. The students attitude about logical and critical thinking became more positive and the activities helped to engage students to think logically and critically. This type of programming activities should be valuable in mathematics education and it should be included in a general mathematics curriculum.
A study on development of teaching/learning materials based on wallpaper patterns
Shin, Hyunyong ; Sheen, Silla ; Mun, Taesun ; Kwon, Haeyoon ; Lee, Yoonwoo ;
The Mathematical Education, volume 53, issue 3, 2014, Pages 435~447
DOI : 10.7468/mathedu.2014.53.3.435
Recently, the interdisciplinary integration and story-telling are often mentioned in mathematics education. It is probably because they might be helpful to students for positive attitude for mathematics. In this research, through brief discussion mathematics related with wallpaper patterns, we try to integrate mathematics and design, and eventually develop the teaching/learning materials for experience activities and story-telling.