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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
Analysis of Mathematics Preservice Teachers' Mathematical Content Knowledge based on PISA 2012 Items
Rim, Haemee ; Lee, Min Hee ;
The Mathematical Education, volume 54, issue 3, 2015, Pages 207~222
DOI : 10.7468/mathedu.2015.54.3.207
Mathematics preservice teachers' Mathematical Content Knowledge ("MCK") includes not only knowledge for mathematics, but also academic knowledge for school mathematics and mathematical process knowledge. We can consider the items in PISA 2012 as suitable tools to assess process knowledge as well as mathematical content knowledge because these items are developed by competent international educational experts. Therefore, the responses to items with the low percentage of correct answers in conjunction with the mathematical contents were analyzed with focus on FMC. The results showed the reasoning competency in responses using the conditions of the problem and of understanding the conditions after reading the complex problems within the context (i.e. the reasoning and argumentation competency, and communication competency) requires improvements. Furthermore the results indicated the errors due to a lack of ability of devising strategies for problem solving. Based on the foregoing results, the implications towards the directions of the education for the preservice mathematics teachers have been derived.
Challenges Faced by a Mathematically Strong Student Intransferring his Success in Mathematics to Statistics: A Case Study
Kim, Hyung Won ; Fukawa-Connelly, Tim ;
The Mathematical Education, volume 54, issue 3, 2015, Pages 223~240
DOI : 10.7468/mathedu.2015.54.3.223
This study qualitatively investigates the nature of the challenges that a student who is highly successful in mathematics faces in learning college-level elementary statistics. The study draws on the constructs of eagerness, flexibility and willingness to characterize the necessary disposition for critical thinking that is essential in learning statistics. The case study is based on data collected through a survey assessment and a follow-up interview with a mathematics major enrolled in an elementary college statistics course at the time of the study. The qualitative analysis relies on the student's verbal descriptions of the challenges he was experiencing in the course. The findings suggest that while his strong inclination towards inquisitive learning and strong understanding of mathematical concepts supported this student's mathematics learning, the same characteristics might have been causing him difficulties in learning college-level elementary statistics.
A comparative analysis on research trends of statistics education between Korea and overseas
Lee, Eun Hee ; Kim, Won Kyung ;
The Mathematical Education, volume 54, issue 3, 2015, Pages 241~259
DOI : 10.7468/mathedu.2015.54.3.241
The purpose of this study is to analyze research trends and specific features in the statistics education between Korea and overseas. For this purpose, a total of 180 articles presented in 4 domestic and 4 foreign journals of the mathematics education and statistics education was investigated. The result findings are as follows. First, more than half of researches have been carried out in teaching and learning, understanding of statistical concepts in both of domestic and foreign journals. Second, some researches on the affective effect were carried out in foreign journals, but not in domestic journals. Third, researches on the teacher education were carried out mainly for the pre-service teachers in domestic journals, but mainly for the in-service teachers in foreign journals. Fourth, empirical study was mainly used for the research method in domestic journals while both empirical and non-empirical study were used in foreign journals. Fifth, subjects of research were mainly secondary students in domestic journals, but over undergraduate students in foreign journals.
A Comparison Study on Mathematics Assessment Frameworks -Focusing on NAEP 2015, TIMSS 2015 and PISA 2015-
Han, Chaereen ; Park, Mangoo ;
The Mathematical Education, volume 54, issue 3, 2015, Pages 261~282
DOI : 10.7468/mathedu.2015.54.3.261
The purpose of this study was to provide insights on making Korean mathematics framework by analytical comparison of three major assessments such as the NAEP 2015, the TIMSS 2015 and the PISA 2015. This study focused on the key differences and common themes of mathematics frameworks among three major assessments. In order to achieve this purpose, mathematical frameworks of the NAEP 2015, the TIMSS 2015, and the PISA 2015 were analyzed and compared. The criteria of the comparison were content domain and cognitive domain. The comparing criteria of content domain were based on NCTM content standards and cognitive domain were used the three understanding levels of Jan de Lange's pyramid model. Based on these comparisons, researchers discussed that Korea mathematical framework was needed to have a set of content categories that reflect the range of underlying mathematical phenomena and a set of cognitive levels which contain the range of underlying fundamental mathematical capabilities including consideration of contexts.
Collaborative mentoring in professional development program for mathematics teachers: A case of "PD program of multi-tiered teacher community"
Cho, Hyungmi ; Kwon, Oh Nam ; Lee, Jiyeon ; Yoon, Jeong Eun ;
The Mathematical Education, volume 54, issue 3, 2015, Pages 283~298
DOI : 10.7468/mathedu.2015.54.3.283
This research is the case study of collaborative mentoring in the professional development of multi-tiered mathematics teacher community. We observed the procedures of mentoring, and contents of mentoring in PD program. For this purpose, we implemented PD program with participant unit composed of 3 or 4 teachers in the same school and total 25 teachers from 4 elementary schools and 4 high schools. Also there were 1 mentor and 1 sub-mentor to support each school. Observed mentoring processes were all recorded and the participants not only were interviewed several times but also wrote reflection notes after meetings. While mentoring PD program was implemented, mentor and mentee had joint responsibility about lessons implemented by mentee. Furthermore It showed possibility of change of teacher learning culture, learning culture of community. It means that teacher would improve their professionalism more effectively within teacher community instead of individual. 4 reflection contents was founded in collaborative mentring; 1)purpose of mathematics education, 2)motivation and connection between previous lecture and present lecture 3)lack of mathematical contents in lesson 4)discourse between teacher and students.