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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 Mathematics Teachers` Beliefs about Their Use Technology Experiences: Focused Group Interviews
Lee, Eun Suk ; Cho, Cheong-Soo ;
The Mathematical Education, volume 54, issue 2, 2015, Pages 99~117
DOI : 10.7468/mathedu.2015.54.2.99
The purpose of this study was qualitatively conducted for getting the answer of this problem by searching the beliefs of mathematics teachers with experience in technology and the factors that influences these beliefs. The participants in this study consist of eight teachers and one university professor having technological experiences from three years to ten years with a higher degree than M.A. The data was collected through focused group interviews for twice and individual interview as well. Data analysis was completed through several readings of transcripts and then main themes were derived by classifying, comparing, and contrasting codings. The result of this study showed that teachers with the experiences of technological tools have the concrete belief that technology helps both students and teachers understand mathematical concepts and enhance various representational activities and motivations. The result also identified the impeding factors of three beliefs of mathematics teachers. From these beliefs and factors, this study would suggest how to help teachers hold their beliefs about using technologies to improve their teachings and students` learning.
A Satisfaction Survey on the Mathematical Materials Developed for Stimulating Seniors` Thinking Activity
Hwang, Hye Jeang ;
The Mathematical Education, volume 54, issue 2, 2015, Pages 119~141
DOI : 10.7468/mathedu.2015.54.2.119
As the population of senior citizens has been increasing very rapidly, the importance of their education is gradually emphasized. To maintain their mental and physical health, the solution on the biological, physical, and educational approach might be helpful and effective. Especially in the aspect of the educational approach, the mathematics education can be regarded as an important subject for keeping the seniors in a good mental health. The reason is that the ultimate goal of mathematics education is to pursue an enhancement of mathematical thinking ability. By the reason, this study aimed to develop mathematical materials for enhancing seniors` thinking ability, and the seniors usually belong to fifties and sixties. To this purpose, this study selected the six essential mathematical thinking elements and four mathematical domains of `number and operation`, `shape and measurement`, `possibility`, and `patterns`. Based on these elements, the mathematical materials including the nine types of activities using games and commercial manipulatives were developed. On the subject of 52 female seniors, the instruction was conducted using a part of the materials during 100 minutes. Also, 13 survey items were developed beforehand, and the survey was implemented after the class, and eventually 48 seniors responded in the survey. As a result, it is meaningful to develop the materials not only for enhancing mathematical thinking ability but for understanding and utilizing the content of materials. Furthermore, it is requested that those materials be differentiated according to the degree or the difference of age, academic ability, and sex.
A study on Analysis of Level Relevance for Kindergarten Curriculum in terms of the Kindergarten and Elementary School Curriculum Articulation
Kwon, Jeom Rae ;
The Mathematical Education, volume 54, issue 2, 2015, Pages 143~165
DOI : 10.7468/mathedu.2015.54.2.143
The purpose of this study is to find out the level relevance of the kindergarten curriculum in terms of the kindergarten and elementary school curriculum articulation. For this purpose, a model was developed to assess the level relevance of the curriculum. Next, the achievement standards of the curriculum were analyzed by using this model. Finally, teachers` guidebooks were analyzed, too. The following results were obtained from the analysis. First, five of the 14 achievement standards are rated as `relevant`, and nine of them were `irrelevant`. Also, six of the irrelevant achievement standards were rated as `overlap`, two of them were rated as `retrogression`, and one of them was rated as `gap`. I found a lot of problems with the level relevance in the kindergarten curriculum. As the results to analyze teachers` guidebooks, I found that there were the great frequency difference in the activities of teachers` guidebooks.
Effects of the mathematics integrated career education on students` affective characteristics
Chung, Hea Jin ; Kim, Won Kyung ;
The Mathematical Education, volume 54, issue 2, 2015, Pages 167~194
DOI : 10.7468/mathedu.2015.54.2.167
The purpose of this study is to analyze effects of the mathematics integrated career education on students` affective characteristics. For this purpose, 3 hours of lesson materials of the mathematics integrated career education were developed and applied to 65 students of the 10th ~11th graders selected in two high schools. After 3 hours of lessons, the following research findings are obtained. Fisrt, it is revealed from the pre-post test of 65 subjects that the mathematics integrated career education can help students improve their mathematical attitude and belief. Second, it is shown from the interview with 4 students that they became not only to recognize the usefulness and value of mathematics, but also got changed their self-concept for mathematics.
An analysis of teacher effects on fourth-grade students` attitudes toward mathematics based on TIMSS 2011 results
Kim, Seong Hee ;
The Mathematical Education, volume 54, issue 2, 2015, Pages 195~206
DOI : 10.7468/mathedu.2015.54.2.195
The purpose of this study is to examine the effects of teacher on fourth-grade students` attitudes toward mathematics using data from TIMSS 2011. Students` attitudes toward mathematics included interest in learning mathematics, interest in mathematics lessons, and confidence in their mathematics ability. Teacher factors included mathematics professional development, confidence in teaching mathematics, teacher-centered mathematics instruction, and enhancing student mathematical thinking. The two level Hierarchical Linear Model was employed to analyze the relationship between teacher factors and student attitudes. Results showed that teacher-centered mathematics instruction significantly and positively predicted students` confidence about their mathematics ability. The findings suggest that school systems and mathematics educators need to provide teachers with the curriculum, assessment, and research-based practices and knowledge to overcome the obstacles to change their mathematics classroom.