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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Communications of Mathematical Education
Journal Basic Information
Journal DOI :
Korea Society of Mathematical Education
Editor in Chief :
Sang-Gu Lee, Hye-Jeang Hwang
Volume & Issues
Volume 22, Issue 4 - Nov 2008
Volume 22, Issue 3 - Sep 2008
Volume 22, Issue 2 - May 2008
Volume 22, Issue 1 - Feb 2008
Selecting the target year
Learning Altitude Change with Letter-Writing at College Mathematics Class
Kim, Byung-Moo ;
Communications of Mathematical Education, volume 22, issue 2, 2008, Pages 91~108
One of the essential factors for successful college mathematics class is to provide a strong motivation for learning to students. In this respect, this paper attempted to find out how the letter-writing assignment can change students' learning attitude and enhance their motivation for further mathematical investigation. The process is to have all students write up letters containing a summary of the major points covered during the semester, and to find out how valuable is the letter-writing assignment. The major finding of this research is that the letter-writing assignment makes a notable contribution to the desirable change of students' learning attitude. From this finding, we suggest that the letter-writing assignment be adopted by more math classes and expect that such expansion of the letter-writing assignment would have a positive influence on the students' learning attitude.
Representative items for each achievement level in the National Assessment of Educational Achievement of Mathematics : the Concept and Use for Individualized Education
Do, Jong-Hoon ; Ko, Jung-Hwa ;
Communications of Mathematical Education, volume 22, issue 2, 2008, Pages 109~124
A characteristic of the national mathematics curriculum revised in 2007 is to repeal the level-oriented individualized curriculum and choose substance of individualized teaching and learning based on the student's achievement level and quality. To do this we first have to think through how to compare students' achievement and differentiate classes. In this paper, we introduce the (modified) Angoff method as a method for comparing students' achievement and the concept of representative items for each achievement level in the National Assessment of Educational Achievement of Mathematics, and discuss how to use them in individualized teaching and learning, especially comparing students' achievement.
Construction of function graphs through turtle motion
Cho, Han-Hyuk ; Song, Min-Ho ;
Communications of Mathematical Education, volume 22, issue 2, 2008, Pages 125~136
There are different perspectives on a function graph. For instance, a parabola is defined by movement of a ball in physics and by quadratic function in mathematics. This study deals with the turtle motion, which is local and intrinsic, and the construction of function graphs with mathematical experiments in a microworld. This paper concerns with a function graph which is in the curriculum or in the history of mathematics. In view of pre-calculus, we introduce activities of mathematization about formalizing of length and area of function graphs without knowledge of calculus.
An analysis of algebraic thinking of fourth-grade elementary school students
Choi, Ji-Young ; Pang, Jeong-Suk ;
Communications of Mathematical Education, volume 22, issue 2, 2008, Pages 137~164
Given the importance of early experience in algebraic thinking, we designed six consecutive lessons in which
graders were encouraged to recognize patterns in the process of finding the relationships between two quantities and to represent a given problem with various mathematical models. The results showed that students were able to recognize patterns through concrete activities with manipulative materials and employ various mathematical models to represent a given problem situation. While students were able to represent a problem situation with algebraic expressions, they had difficulties in using the equal sign and letters for the unknown value while they attempted to generalize a pattern. This paper concludes with some implications on how to connect algebraic thinking with students' arithmetic or informal thinking in a meaningful way, and how to approach algebra at the elementary school level.
A Study on the Curriculum Development of Calculus for University-level Program
Kim, Hun ; Yang, Sung-Duk ; Lee, Dong-Won ; Han, In-Ki ;
Communications of Mathematical Education, volume 22, issue 2, 2008, Pages 165~185
In this paper we analyze various programs of our and other countries related with university-level program in mathematics. We develop two university-level programs 'Calculus I 'and 'Calculus II'. In detail we describe course of study, educational objectives of these programs.
An Analysis of Various Russian Studies in an Early Stage Related with Differentiated Mathematics Education
Han, In-Ki ;
Communications of Mathematical Education, volume 22, issue 2, 2008, Pages 187~209
In this paper we analyze various russian studies related with differentiated mathematics education. Especially we work on the studies published in 1980-1995 years. As a result, we find that many studies are carried out with various view points in different directions, draw out essential variables, embodiment methods of differentiated mathematics education in Russia.
The Influence of the Grouping Method by Personality Types on Mathematical Attitude and Achievement in Small Group Cooperative Learning
Oh, Yun-Suk ; Park, Sung-Sun ;
Communications of Mathematical Education, volume 22, issue 2, 2008, Pages 211~227
The method of being composed of small groups has a strong influence on mathematics and cooperative learning and therefore, the group classification should be made in a way of considering not only a learner's cognitive factor but also a affective factor in order to maximize the effects. In this research, we regarded personality as the important standard of the group classification for cooperative learning and tried to find out the influence on the mathematical attitude and achievement in mathematics by means of conducting mathematics and cooperative learning according to the personality types. In order to resolve this problem, we performed the cooperative learning of small group subject to the students at year 6 in an elementary school by making up a similar personality type of group and a different personality type of group through MMTIC examination, and also tried to find out any significant difference in terms of mathematical attitude and achievement in mathematics between two groups. The results obtained in this research are as follows; First, organizing groups in accordance with personality types did not affect on mathematical attitude. Although there were some positive opinions towards mathematics and cooperative learning, the both similar personality type of group and different personality type of group showed no significant difference in terms of mathematical attitude between two groups. Second, organizing groups in accordance with personality types showed positive effects on the achievement in mathematics. The similar personality type of group showed the better achievement in mathematics than the different personality type of group.
Analyses on the Cognitive and Affective Characteristics of the Mathematically Underachievers by Descriptive tests and Interviews
Nam, Mi-Sun ; Park, Man-Goo ;
Communications of Mathematical Education, volume 22, issue 2, 2008, Pages 229~252
The purpose of this research was to make fair assessment methods which took into account characteristics of mathematically underachievers. The researchers devised an descriptive tests and interviews and applied them to the mathematics underachievers who could not reveal their achievements in the traditional assessment and then analyzed their cognitive and affective characteristics in the alternative assessments. After selecting three students by the normal assessment made of simple subjective and multiple choice questions, the cognitive and affective characteristics found in the general assessment were reflected to the descriptive tests and interviews. The descriptive tests and interviews are comprised of descriptive narrations and informal interview questions. After the assessment, the teacher and students gave feedbacks one another. All the assessment activities were recorded by a camcorder to analyze cognitive and affective characteristics of the children. Throughout the research, the following conclusions were made. The mathematics underachievers showed the characteristics which didn't appeared in the normal assessment. They showed normal abilities of problem solving and communication In the cognitive area. Also they brought in positive result in most parts in the affective area. However, the student B displayed considerable ability of mathematical thinking that is over the average level of mathematical underachievers. This implies that we can definite the mathematical underachievers differently when we use the detailed and relief assessment method instead of the traditional assessment. On the other hand, one student tended to depend on the teacher and another student overheard what the others talk during the study. This defect should be complemented by the further studies about assessment method for the mathematical underachievers. Also appropriate assessment methods should be made for applying to the various mathematical underachievers. Many studies have been concentrated on the learning for mathematical underachievers but there is little concern about the assessment for the mathematical underachievers. However it is the fundamental way to reduce the number of mathematics underachievers that we construct consistent learning methods and assessments for the mathematical underachievers.