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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Research in Mathematical Education
Journal Basic Information
Journal DOI :
Korea Society of Mathematical Education
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Volume & Issues
Volume 1, Issue 2 - Nov 1997
Volume 1, Issue 1 - Jul 1997
Selecting the target year
Children's Representations of Numbers
Park, Han-Shick ;
Research in Mathematical Education, volume 1, issue 1, 1997, Pages 1~5
We discuss some aspects of mathematics for teachers such as algebra for teachers, geometry for teachers, statistics for teachers, etc., which can be taught in teacher preparation courses. Mathematics for teachers should consider the followings: (a) Various solutions for a problem, (b) The dynamics of a problem introduced by change of condition, (c) Relationship of mathematics to real life, (d) Mathematics history and historical issues, (e) The difference between pure mathematics and pedagogical mathematics, (f) Understanding of the theoretical backgrounds, and (g) Understanding advanced mathematics.
A Study of Current Work in Curriculum Development for School Mathematics in Korea towards the 21st Century
Koo, Kwang-Jo ;
Research in Mathematical Education, volume 1, issue 1, 1997, Pages 7~12
The curriculum differentiation is supposed to maximize individual strength and possibilities of the students, and to maximize educational efficiency by differentiating the instructions according to students' abilities, aptitudes, needs and interests. The Ministry of Education has suggested a stepwise model for school mathematics. This model is named "Stepwise Curriculum Differentiation"(段階別 敎育課程 差別化). In this paper, we would like to make a specific proposal for the 7th curriculum. Our proposal reflects fully the guidelines of the Ministry of Education. It is also based on the national curriculum history up to the present time. It could be used as a reference for the continuing work of curriculum reformation. We suggest dividing the contents of mathematics for 1-10th graders into about 15 steps, to use the step-based textbooks instead of the grade-based ones, and to prepare evaluation standards for each step. We also suggest that the classes for grades 11-12 be organized according to their optional courses and/or their steps.
Accomplishments and Prospects in the Psychology of Mathematics Learning
Kirshner, David ;
Research in Mathematical Education, volume 1, issue 1, 1997, Pages 13~22
Cognitive psychology has provided valuable theoretical perspectives on learning mathematics. Based on the metaphor of the mind as an information processing device, educators and psychologists have developed detailed models of competence in a variety of areas of mathematical skill and understanding. Unquestionably, these models are an asset in thinking about the curriculum we want our students to follow. But any psychological paradigm has aspects of learning and knowledge that it accounts for well, and others that it accounts for less well. For instance, the paradigm of cognitive science gives us valuable models of the knowledge we want our students to acquire; but in picturing the mind as a computational device it reduces us to conceiving of learning in individualist terms. It is less useful in helping us develop effective learning communities in our classrooms. In this paper I review some of the significant accomplishments of cognitive psychology for mathematics education, and some of the directions that situated cognition theorists are taking in trying to understand knowing and learning in terms that blend individual and social perspectives.
Portfolio Assessment as a Policy for Innovating Mathematics Classrooms
Kim, Soo-Hwan ;
Research in Mathematical Education, volume 1, issue 1, 1997, Pages 23~34
For the balanced realization of these values of mathematical culture, we need to innovate mathematics classrooms, for which we need to make use of portfolio assessment. First, portfolio assessment can be regarded as a method of synthesizing a variety of resources for systematic evaluation. Second, portfolio assessment can be used as a tool of building up learners' positive attitude toward mathematics, by which we can identify the latent possibility of learners' development and help them develop confidence in mathematics. Third, portfolio assessment can play an important role as a tool for exploring the method of teaching and learning in which learners recognize the value of mathematics and are interested in mathematical activities, as we have seen in the report on the Gulliver's Travels Project.
Activation of Comparative Studies on Mathematics Education
Shin, Hyun-Yong ;
Research in Mathematical Education, volume 1, issue 1, 1997, Pages 35~42
Activation of comparative studies on mathematics education is discussed. Some related researches are reported on. Some suggestions for effective research are given.
School Mathematics Curriculum in Korea
Park, Kyung-Mee ;
Research in Mathematical Education, volume 1, issue 1, 1997, Pages 43~59
Now in Korea, the 7th curriculum reform is underway. The main difference of the seventh curriculum compared with former curricula is that it puts much emphasis on individual difference. It is a "differentiated" curriculum. The basic directions of the 7th mathematics curriculum are as follows: 1. Offer various mathematical subjects for "Selective Educational Period" (Grades 11 and 12). 2. 30% reduction of mathematical contents. 3. The reconciliation of domain names of school mathematics. 4. The use of computers and calculators in mathematics classrooms.
The Current Status of Computer Usage in Korean Schools
Hwang, Hye-Jeang ;
Research in Mathematical Education, volume 1, issue 1, 1997, Pages 61~74
Currently, school computer education has turned to multimedia education, and the related policies are run by each regional authority of education. School principals and parents show strong interest on computer education and the movement into multimedia education as well. In current school education it also seems that computer use is being integrated into all subjects.
Fuzzy Concept and Mathematics Education
Lee, Byung-Soo ; Kang, Mee-Kwang ;
Research in Mathematical Education, volume 1, issue 1, 1997, Pages 75~85
One of the main objectives of school mathematics education is to develop a student' intuition and logical thinking . But two -valued logical thinking, in fact, is not sufficient to express the concepts of a student's mind since intuition is fuzzy. Hence fuzzy -valued logical thinking may be a more natural way to develop a student's mathematical thinking.
Teachers and Research Studies in Computer-Assisted Learning
Lee, Joong-Kwoen ; Ro, Young-Soon ;
Research in Mathematical Education, volume 1, issue 1, 1997, Pages 87~94
"In computer-assisted learning (CAL), small group problem-solving instruction is efficient. CAL should shift the focus of school mathematics toward goals for problem solving and mathematical modeling. For the shift, the roles and responsibilities for teachers are very important in CAL" (Heid et al. 1990).
A Study of Curriculum Development for Mathematically Gifted Students
Choe, Young-Han ;
Research in Mathematical Education, volume 1, issue 1, 1997, Pages 95~106
Even though there are extracurricular mathematics classes for gifted students in all levels of schools in Korea, teachers cannot conduct the classes properly because the contents of the textbook are not adequate for the purpose of the classes. So, what they tend to do in the classes is just drilling with many problems which have already shown up at university entrance examinations and various mathematics competitions. The purpose of this paper is to give an example of what the content should be in "Mathematics III" (an elective subject for the science high school students according to the fifth and sixth amendment of national curriculum) and to suggest how to design the extracurricular classes for gifted students. Extracurricular classes of the ordinary secondary school as well as the elective course for the science high school can be suitably designed with choices of topics in the contents of Mathematics III.