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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 54, Issue 4 - Nov 2015
Volume 54, Issue 3 - Aug 2015
Volume 54, Issue 2 - May 2015
Volume 54, Issue 1 - Feb 2015
Selecting the target year
A Study on the Elementary Pre-service and In-service Teachers' Viewpoints in Mathematics Lesson Critique
Kim, Nam Gyun ; Yu, Je Jung ;
The Mathematical Education, volume 54, issue 1, 2015, Pages 1~11
DOI : 10.7468/mathedu.2015.54.1.1
The purpose of this study was to provide fundamental data and implication for forming desirable viewpoint of mathematics lesson critique and for improvement of expertise in lesson by compare and analyze the viewpoint of mathematics lesson critique of pre-service and in-service teachers. For the achievement of the purpose, The lesson critique materials of each 25 pre-service and in-service mathematics teachers were collected and arranged, and compare and analyze the viewpoint of mathematics lesson critique of pre-service and in-service teachers by using the standard for analyzing viewpoint of lesson critique composed of two categories, five main codes and 18 sub codes. The results of this study, both pre-service and in-service teachers have tendency for criticising lesson focusing on the practice rather than plan of lesson and both pre-service and in-service teachers showed evaluative reaction in most of critical statements and used positive ones rather than negative ones. The only pre-service teachers, though minor of them, showed non-evaluative reaction in criticising class and most of the statements were just description and explanation without any their own judgement for the scenes and activities of lessons and most of pre-service teachers have tendency to include reflection and introspection for their own class in lesson critique.
A study on the understanding of limitations of experiential viewpoints for 9th grade students
Rho, Eun Hwan ; Kang, Jeong Gi ;
The Mathematical Education, volume 54, issue 1, 2015, Pages 13~30
DOI : 10.7468/mathedu.2015.54.1.13
The mathematical object is conceptual. Thus we can not prove the property of mathematical object in experimental viewpoint but in conceptual viewpoint. We performed the experiment for 28 middle school students to investigate whether they understand this. As a result, the majority of student didn't cognize the limit of experimental method. We had also individual interviews with four students. As results, one student was exactly cognizing the limit of experimental method, but he couldn't prove logically. The others didn't cognize the limit of experimental method. They thought that the proposition was already true regardless of the error. And one of them even thought that to be equal approximately was the same of to be equal exactly. Also, one student has confused between the experimental viewpoint and the conceptual viewpoint. This implies that it is necessary to help students understand the limit of experimental method.
A Study on School Mathematics Field Trips for Teaching & Learning Method in Mathematics Education
Suh, Bo Euk ;
The Mathematical Education, volume 54, issue 1, 2015, Pages 31~47
DOI : 10.7468/mathedu.2015.54.1.31
School Math Field Trips(SMFT) for School Mathematics can be defined as teaching and learning activity of mathematics going into the field of Korean history, culture, science and technology. This is a literature analysis study to systemize teaching and learning method of mathematics based on literature analysis and real SMFT activity. First, SMFT was introduced to improve cognitive affective and cultural-mathematical teaching and learning method of mathematics. Second, SMFT has three purposes of cognitive, affective and cultural-mathematical. Third, to conduct mathematical education activity the direction of teaching was set. Forth, the progressing way of developing material and SMFT was researched. Fifth, developing the evaluation standard of SMFT and evaluation method was suggested.
Factors Affecting on Student Math Self-efficacy of Korea and Singapore based on PISA 2012
Xiang, Xiaoqing ; Yum, Sichang ; Kang, Daejung ;
The Mathematical Education, volume 54, issue 1, 2015, Pages 49~63
DOI : 10.7468/mathedu.2015.54.1.49
PISA 2012 showed that while Korean students achieved high-level math achievement in mathematics their levels are relatively lower in math self-efficacy. Students from Singapore, on the other hand, achieved high scores both in math achievement and in math self-efficacy. The results of the two countries differed although both countries has been sharing the same East Asian cultural sphere. This study analyzed the input and the process variables on the student- and school-level concerning math self-efficacy. The results were as follows. In Korea, math interest, instrumental motivation, elaboration strategies, applied and pure math tasks were the student-level variables that affected math self-efficacy. In Singapore, math interest, control strategies, elaboration strategies, applied and pure math tasks were the student-level variables that affected mathematics self-efficacy. Math club, teachers' low expectations were the school-level variables that affected math self-efficacy. For a higher-level of math self-efficacy in Korea, it is important to encourage students not only to use control strategies, but to participate in math clubs. It is equally important for teachers to have higher expectations towards students.
An Exploration of International Trends about the Core Competencies in Mathematics Curriculum
Kim, Sun Hee ; Park, Kyungmee ; Lee, Hwan Chul ;
The Mathematical Education, volume 54, issue 1, 2015, Pages 65~81
DOI : 10.7468/mathedu.2015.54.1.65
The purpose of this study is to investigate the international trends of how the core competencies are reflected in mathematics curriculum, and to find the implications for the revision of Korean mathematics curriculum. For this purpose, the curriculum of the 9 countries including the U.S., Canada(Ontario), England, Australia, Poland, Singapore, China, Taiwan, and Hong Kong were thoroughly reviewed. It was found that a variety of core competencies were reflected in mathematics curricula in the 9 countries such as problem solving, reasoning, communication, mathematical knowledge and skills, selection and use of tools, critical thinking, connection, modelling, application of strategies, mathematical thinking, representation, creativity, utilization of information, and reflection etc. Especially the four most common core competencies (problem solving, reasoning, communication, and creativity) were further analyzed to identify their sub components. Consequently, it was recommended that new mathematics curriculum should consider reflecting various core competencies beyond problem solving, reasoning, and communication, and these core competencies are supposed to combine with mathematics contents to increase their feasibility. Finally considering the fact that software education is getting greater attention in the new curriculum, it is necessary to incorporate computational thinking into mathematics curriculum.
An Analysis of Types of Errors Found in the Proofs for Geometric Problems - Based on Middle School Course
Hwang, Jae-Woo ; Boo, Deok Hoon ;
The Mathematical Education, volume 54, issue 1, 2015, Pages 83~98
DOI : 10.7468/mathedu.2015.54.1.83
By analysing the examination papers for geometry, we classified the errors occured in the proofs for geometric problems into 5 main types - logical invalidity, lack of inferential ability or knowledge, ambiguity on communication, incorrect description, and misunderstanding the question - and each types were classified into 2 or 5 subtypes. Based on the types of errors, answers of each problem was analysed in detail. The errors were classified, causes were described, and teaching plans to prevent the error were suggested case by case. To improve the students' ability to express the proof of geometric problems, followings are needed on school education. First, proof learning should be customized for each types of errors in school mathematics. Second, logical thinking process must be emphasized in the class of mathematics. Third, to prevent and correct the errors found in the proofs for geometric problems, further research on the types of such errors are needed.