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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Education of Primary School Mathematics
Journal Basic Information
Journal DOI :
Korea Society of Mathematical Education
Editor in Chief :
Volume & Issues
Volume 14, Issue 3 - Dec 2011
Volume 14, Issue 2 - Aug 2011
Volume 14, Issue 1 - Apr 2011
Selecting the target year
A Comparative study of mathematics curriculum in Finland
Shin, Joon-Sik ;
Education of Primary School Mathematics, volume 14, issue 3, 2011, Pages 225~236
This study basically investigated the mathematics curriculum of Finland. The curriculum is similar with the 2009's revised mathematics curriculum of Korea in terms of formats, but is different in terms of contents. The mathematics curriculum of Finland is organized into grade bands: grade 1-2, grade 3-5, grades 6-9. And also, it provides the purpose of each grade bands, the purpose of each content areas, the expectation of assessment tested at the end of grade bands.
Neuropsychological Approaches to Mathematical Learning Disabilities and Research on the Development of Diagnostic Test
Kim, Yon-Mi ;
Education of Primary School Mathematics, volume 14, issue 3, 2011, Pages 237~259
Mathematics learning disabilities is a specific learning disorder affecting the normal acquisition of arithmetic and spatial skills. Reported prevalence rates range from 5 to 10 percent and show high rates of comorbid disabilities, such as dyslexia and ADHD. In this study, the characteristics and the causes of this disorder has been examined. The core cause of mathematics learning disabilities is not clear yet: it can come from general cognitive problems, or disorder of innate intuitive number module could be the cause. Recently, researchers try to subdivide mathematics learning disabilities as (1) semantic/memory type, (2) procedural/skill type, (3) visuospatial type, and (4) reasoning type. Each subtype is related to specific brain areas subserving mathematical cognition. Based on these findings, the author has performed a basic research to develop grade specific diagnostic tests: number processing test and math word problems for lower grades and comprehensive math knowledge tests for the upper grades. The results should help teachers to find out prior knowledge, specific weaknesses of students, and plan personalized intervention program. The author suggest diagnostic tests are organized into 6 components. They are number sense, conceptual knowledge, arithmetic facts retrieval, procedural skills, mathematical reasoning/word problem solving, and visuospatial perception tests. This grouping will also help the examiner to figure out the processing time for each component.
Case Study on the Fractional Scheme for enhancing the connection between the arithmetic and the algebraic thinking
Lee, Hye-Min ; Shin, In-Sun ;
Education of Primary School Mathematics, volume 14, issue 3, 2011, Pages 261~275
We observed the process for solving linear equations of two 5th grade elementary students, who do not have any pre-knowledge about solving linear equation. The way of students' usage of fractional schemes and manipulations are closely observed. The change of their scheme adaptation are carefully analyzed while the coefficients and constants become complicated. The results showed that they used various fractional scheme and manipulations according to the coefficients and constants. Noticeably, they used repeating fractional schemes to establish the equivalence relation between unknowns and the given quantities. After establishing the relationship, equivalent fractions played important role. We expect the results of this study would help shorten the gap between the arithmetic and the algebraic thinking.
A Survey of Elementary School Teachers' Conception of the Aims of Teaching Mathematics
Pang, Jeong-Suk ; Jung, Yoo-Kyung ; Kim, Sang-Hwa ;
Education of Primary School Mathematics, volume 14, issue 3, 2011, Pages 277~291
It is necessary for the teacher to understand why teach mathematics in order to implement the visions and expectations of the national mathematics curriculum in her actual classroom. This study conducted a survey of examining how elementary school teachers might understand the purpose of teaching mathematics. The results of this study showed that teachers' conceptions of the purpose of teaching mathematics were related mainly to the development of logical thinking, practical use of mathematics in everyday life, and a tool for studying other subjects or disciplines. However, teachers did not perceive much other purposes of mathematics education such as understanding the world, appreciating aesthetic value of mathematics, and developing communicative ability as well as sociality. Whereas teachers did not think of the significance of mathematics as an intellectual field when asked to write down how they would explain students why they had to learn mathematics, they tended to strongly agree it in the Likert-scale responses. Teachers' conceptions were not different according to their gender but teachers with less than five years' teaching experience were relatively negative than others with more experience. Given these results, this study provided issues and implications of teachers' conceptions of the purpose of teaching mathematics.
An Analysis on the pattern of questioning sentence - A case study for the newly appointed teachers -
Kang, Wan ; Chang, Yun-Young ; Jeong, Seon-Hye ;
Education of Primary School Mathematics, volume 14, issue 3, 2011, Pages 293~302
The objective of this study is to search the recognition of teacher on the pattern and characteristics of the questioning sentence of the newly appointed teachers for the mathematics class through the case study for the 2ndyear teachers. The study participants' class was recorded in video and individual interview was made for 4 times. The pattern of the questioning sentence in the observed class was analyzed using the classification frame with addition of creativity related items to the classification frame suggested by Mogan & Saxton(2006). The questioning sentence and recognition on the mathematics class for the newly appointed teachers were analyzed based on the individual meeting and class materials. In result, the questioning sentence for confirmation was most frequent (69%) and questioning sentence of understanding (25%) and the questioning sentence for introspection (6%) in its priority. It was known that the questioning sentence for extending the creativity didn't make it at all. It was revealed that the participant teachers in this study used the questioning sentence pattern for fact confirmation of the student most frequently and the use of the questioning sentence for accelerating the creative thinking of the student was lacked. In addition, the teachers recognized that they manage the class oriented to questioning sentence for obtaining the concept. It was known that the education for the questioning sentence which accelerates the creativity and other thinking as well as the fact confirmation pattern is necessary through the training for the new teachers in the future.
An Analysis of a First Grader's Number Sense using the Searching Complement of Ten Game
Lee, Kyung-Eon ;
Education of Primary School Mathematics, volume 14, issue 3, 2011, Pages 303~316
The purpose of this study was to analyze a first grader's number sense in playing the searching complement of ten game. For this purpose, the researcher conducted the game with a first-year student and analyzed her number sense based on conversations in playing games. The results obtained in this study were as follows: First, the student had a very big interested in the game and it was easily converted into additional situations. Second, she fully understood the rules of the game and made the complement of the given number. However, she was not good at making complement of twelve. Third, she made new rules like using three or four cards. She easily made the number 10 with two cards, but she didn't easily understand how to make 10 with more than three cards.
A study on errors committed by Korean prospective elementary teachers in finding and interpreting quotient and remainder within measurement division of fraction
Park, Kyo-Sik ; Kwon, Seok-Il ;
Education of Primary School Mathematics, volume 14, issue 3, 2011, Pages 317~328
We analyzed errors committed by Korean prospective elementary teachers in finding and interpreting quotient and remainder within measurement division of fractions. 65 prospective elementary teachers were participated in this study. They solved a word problem about measurement division of fractions. We analyzed solutions of all participants, and interviewed 5 participants of them. The results reveal many of these prospective teachers could not tell what fractional part of division result means. Thses results suggest that teacher preparation program should emphasize interpreting calculation results within given situations.