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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
The opinions of students about level-based class and improving methods about level-based instruction on mathematics
Seo, Hyun-Kyoung ;
Communications of Mathematical Education, volume 22, issue 3, 2008, Pages 253~273
The key feature of the
Education curriculum, which is applied by order by year from 2000, is represented by differentiated curriculum. In order to embody differentiated curriculum, it is extensively recommended the level-based instruction. Level-based class basically has purposes to give students matched study experiences in accordance with their abilities and to help all students to understand what they have learned through providing differentiated instruction with considering the learners' stand points. The preceding researches have reported many cases about operating methods and educational effectiveness for the level-based instruction. In the meantime, researches about students' acceptances or opinions related to the level-based instruction are not sufficient. In this research, students opinions about level-based instruction are analyzed, based on the distinction of sex and level, and improving operational methods are suggested.
A Case Study on Error of Underachievers in Mathematics in Function Learning
Shim, Sang-Kil ; Choi, Jae-Yong ;
Communications of Mathematical Education, volume 22, issue 3, 2008, Pages 275~288
The study aims to figure phenomena and changes that underachievers in mathematics show in the process of learning a function. It is necessary to remind basic concepts once again in advance at a time of teaching underachievers in mathematics to check what they have difficulties in learning for further teaching later on. Five participating students said that teachers' detailed explanation was more helpful, and they found it difficult to learn tables, graphs and formulas at first, but as time progressed, they naturally accepted them. In this regard, it is necessary to use various expressions and means to teach underachievers in mathematics.
Pedagogical Analysis and Discussion about Finding Trigonometric Function Values of General Angles in High School Mathematics
Cho, Cheong-Soo ;
Communications of Mathematical Education, volume 22, issue 3, 2008, Pages 289~310
The purpose of study is to propose the possibilities of finding trigonometric function values using trigonometric function graphs instead of the unit circle method. And it is to discuss how to enhance relating trigonometric function value finding to graphs construction, and students conceptual understanding of the properties of trigonometric functions. The conclusions of this study are the effectiveness of function value finding using trigonometric function graphs, the use of a precise term of function value finding given general angles, consideration of a link between function value finding and graphs, and the possibility of teaching trigonometric function graphs in advance of function value finding.
A Survey Research on Students's Understanding of Definition, Formula, and Theorem at College Mathematics Classes
Kim, Byung-Moo ;
Communications of Mathematical Education, volume 22, issue 3, 2008, Pages 311~335
The importance of students' precise understanding of mathematical definitions, formulas, and theorems can not be underestimated. In this survey research, we attempted to evaluate students' understanding of the concepts of five topics -limit, continuity and intermediate theorem, derivative, application of derivative and integral. On the basis of the research result, this paper suggests that we need to 1) be more inventive and speculative in making test problems, 2) explain the examples and counter-examples more concretely, 3) stress and repeat the basic concepts on the stage of introducing new concepts, 4) develop more effective problems for the measure of students' understanding of mathematical concepts, 5) use developed problems in actual teaching.
Revisiting Linear Equation and Slope in School Mathematics : an Algebraic Representation and an Invariant of Straight Line
Do, Jong-Hoon ;
Communications of Mathematical Education, volume 22, issue 3, 2008, Pages 337~347
'Slope' is an invariant of a straight line and 'Linear Equation' is an algebraic representation of a straight line in the cartesian plane. The concept 'slope' is necessary for algebraically representing a geometrical figure, line. In this article, we investigate how those concepts are dealt with in school mathematics and suggest some improvement methods.
A Survey on the Practice of Small-Group Instruction in Elementary School Mathematics
Park, Sung-Sun ;
Communications of Mathematical Education, volume 22, issue 3, 2008, Pages 349~368
The purpose of this study was to investigate the small-group instruction of mathematics in elementary schools. For this, a sample of 742 teachers of elementary schools completed the survey. As a result, about 27.8% of the teachers reported using small group instruction while they worked with one group or they assigned to other groups worked alone. Only 2% of the teachers reported using small group in which students were encouraged to participated cooperatively. This study discusses the five issues about small group instruction in elementary school. The five issues were investigated in this survey. First, major teaching method in mathematics classroom and using of small group instruction were described. Second, frequency and period of small-group instruction were reported. Third, grouping method in small-group instruction was described. And Fourth, effect grouping practices of small-group instruction were described. Fifth, the model of small group instruction and assessment in small-group instruction were reported.
GPA(Grade Point Average) Achievement Level By Ability Grouping Calculus Courses
Kim, Tae-Soo ; Kim, Byoung-Soo ;
Communications of Mathematical Education, volume 22, issue 3, 2008, Pages 369~382
We discuss the effect of ability grouping calculus courses based upon student's proficiency of the subject and their collective examination of midterms and finals among mid-level and low-level classes. We assess incoming freshmen at Seoul National University of Technology(SNUT) of their proficiency in calculus and assign them to the appropriate levels within the course(i.e., high-level, mid-level, low-level). We found that this was beneficial to both students and instructors. Instructors can easily determine the pace in which each class should be kept, and students can quickly adapt to the learning environment.
Research about comparison on Lakatos' proofs and refutations with students' mathematical thinking
You, Hyun-Seung ; Lee, Byung-Soo ;
Communications of Mathematical Education, volume 22, issue 3, 2008, Pages 383~397
In problem solving, the necessity of mathematical thinking is absolute. In this paper, with an established theory about mathematical thinking, we will try to observe how the students can form mathematical thinking through a mathematical example in mathematical class by using Lakatos' process of proofs and refutations.