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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 23, Issue 4 - Nov 2009
Volume 23, Issue 3 - Sep 2009
Volume 23, Issue 2 - May 2009
Volume 23, Issue 1 - Feb 2009
Selecting the target year
The Present State and Problems in Mathematical Ability of Freshmen of Applied Mathematics Department in 2009
Lee, Gyou-Bong ;
Communications of Mathematical Education, volume 23, issue 4, 2009, Pages 953~959
Provide the present state and problems in mathematical ability of freshmen of Applied Mathematics Department in the year of 2009 on the bases of their mathematical abilities comparing on the early test and the final one of the first semester after taking Precalculus 1.
A study for the development of curriculum and courses of mathematics for engineering majors
Kim, Sung-Ock ; Ahn, Kyung-Mo ; Lee, Jong-Won ;
Communications of Mathematical Education, volume 23, issue 4, 2009, Pages 961~976
The purpose of this study is to revise the curriculum of mathematics, which is the basic for the engineering studies, especially for the disciplines of the electronic engineering, computer science, computer engineering, mechanical engineering, environmental engineering, civil engineering and architecture. Another goal of this research was to integrate a computer software, MATLAB into a mathematics course so that the mathematical concepts and theories in the course can be visualized to help students understand some difficult subjects and enhance their interest in mathematics.
Comparison of early tertiary mathematics in USA and Korea
Lee, Sang-Gu ; Seol, Han-Guk ; Ham, Yoon-Mee ;
Communications of Mathematical Education, volume 23, issue 4, 2009, Pages 977~998
In this article, we give a comparative study on the last 300 years of USA and Korean tertiary mathematics. The first mathematics classes in United States were offered before July, 1638, but the real founding of tertiary mathematics courses was in 1640 when Henry Dunster assumed the duties of the presidency at Harvard. President Dunster read arithmetics and geometry on Mondays and Tuesdays to the third year students during the first three quarters, and astronomy in the last quarter. So tertiary mathematics education in United States began at Harvard which is the oldest college in USA. After 230 years since then, Benjamin Peirce in 1870 made a major and first American contribution to mathematics and got an attention from European mathematicians. Major change on the role of Harvard mathematics from teaching to research made by G.D. Birkhoff when he joined as an assistant professor in 1912. Tertiary mathematics education in Korea started long before Chosun Dynasty. But it was given to only small number of government actuarial officers. Modern mathematics education of tertiary level in Korea was given at Sungkyunkwan, Ewha, Paichai, and Soongsil. But all college level education opportunity, particularly in mathematics, was taken over by colonial government after 1920. And some technical and normal schools offered some tertiary mathematics courses. There was no college mathematics department in Korea until 1945. After the World War II, the first college mathematics department was established, and Rimhak Ree in 1949 made a major and first Korean contribution to modern mathematics, and later found Ree group. He got an attention from western mathematicians for the first time as a Korean. It can be compared with Benjamin Peirce's contribution for USA.
On the awareness of mathematics by college students and a suggestion to elevate such awareness in universities
Park, Hyung-Bin ; Lee, Heon-Soo ;
Communications of Mathematical Education, volume 23, issue 4, 2009, Pages 999~1014
In this paper, we made an investigation into the awareness of mathematics by college students, they took a course in mathematics as the liberal arts. Mathematics as the liberal arts is divided into 2 types: mathematics focused on calculus or statistics, and living mathematics except them. We researched mathematics as the liberal arts on a curriculum in several universities and analyzed them. From these results, we suggest the improvement of mathematics as the liberal arts in university.
A Study on Analytical Skills Useful for MATH. Problem Solving
Yum, Sang-Sup ;
Communications of Mathematical Education, volume 23, issue 4, 2009, Pages 1015~1022
Generally, it is considered that analytical skills could not be easily taught and it requires quite a long training period. In this short essay, it was attempted to give four basic analytical skills useful for problem solving in mathematics.
Development of Mobile Sage-math and its use in Linear Algebra
Ko, Rae-Young ; Kim, Duk-Sun ; Bak, Jin-Yeong ; Lee, Sang-Gu ;
Communications of Mathematical Education, volume 23, issue 4, 2009, Pages 1023~1041
The importance of the mathematical education on the ICT environment has been increased as the educational environment has been changed in 21st century. In Korea, many researches on ICT tools have appeared over the last 10 years. But most of researches are depending on the foreign tools, that was one major obstacle on adapting them in our mathematics curriculum. But we found the new open source tool which is called Sage-Math can be in effective solution to resolve those problems. Now we produce what we have done in linear algebra with this Sage-Math and mobile modules.
The Effect of Group Project in College Mathematics Teaching
Kim, Byung-Moo ;
Communications of Mathematical Education, volume 23, issue 4, 2009, Pages 1043~1058
This study concerns with the effects of group projects performed by the students in college math classes. The study result shows that 61% of the students get more self-confidence and interest in mathematics through working projects. In addition, the result reveals that one of the essential factors for successful college mathematics class is to provide a strong motivation for learning to students. For effective teaching through group projects, this paper suggests that 1) the number of students in the class be 20 or less, 2) the projects group be consisted of two members, 3) the instructor should select proper problems to students' level from extra-textbooks, 4) the problems should be interesting, positive and challenging, 5) each group should take only one problem, 6) the groups be provided with enough references and materials, 7) each student in the group be cared to feel importance and necessity of mathematics and cooperative work, 8) the students should work with math joyfully, 9) the instructor remind the students that we live with mathematics in real life, 10) 2-month be a necessary and appropriate term in working projects.
A Study on metric properties of triangle's excenter
Han, In-Ki ; Oh, Sung-Joo ;
Communications of Mathematical Education, volume 23, issue 4, 2009, Pages 1059~1078
In this paper we study metric equalities related with distance between excenter and other points of triangle. Especially we find metric equalities between excenter and incenter, circumcenter, center of mass, orthocenter, vertex, prove these formulas, and transform these formulas into new formula containing another elements of triangle. We in detail describe proof process of these equalities, indicate references of some formulas that don't exist within secondary school curriculum.
The Pedagogical Analysis of the History of Mathematics on Newton's Binomial Theorem
Cho, Cheong-Soo ;
Communications of Mathematical Education, volume 23, issue 4, 2009, Pages 1079~1092
The purpose of this study is to investigate Newton's binomial theorem that was on epistemological basis of the emergent background and developmental course of infinite series and power series. Through this investigation, it will be examined how finding the approximate of square root of given numbers, the method of the inverse method of fluxions by Newton, and Gregory and Mercator series were developed in the course of history of mathematics. As the result of this study pedagogical analysis and discussion of the history of mathematics on Newton's binomial theorem will be presented.
Educational policy and curriculums of Korean school mathematics in the late 19th and early 20th century
Lee, Sang-Gu ; Noh, Ji-Hwa ; Song, Sung-Yell ;
Communications of Mathematical Education, volume 23, issue 4, 2009, Pages 1093~1130
The purpose of this study is to examine obstacles to progress for 20th century Korean mathematics. In 1945, shortly after Korea was liberated from Japan, there were no Korean mathematics Ph.D. holders, less than ten bachelor degree holders, and only one person with a master's degree in mathematics. We investigate the reasons for this. Korea has to overcome such an unforgiving condition and rebuild quality education programs in higher mathematics over the last several decades. These debilitating circumstances in higher mathematics were considerable obstacles in developing a higher level of mathematical research for the mainstream of 20th century world mathematics. We study policy and curriculums of Korean school mathematics in the late 19th and early 20th century, with some educational and socio-political background.
On Study of Algebra using Technology
Choi, Eun-Mi ;
Communications of Mathematical Education, volume 23, issue 4, 2009, Pages 1131~1148
Algebra is one of the important subjects that not only mathematics but many science major students should know at least at the elementary level. Unfortunately abstract algebra, specially, is seen as an extremely difficult course to learn. One reason of difficulties is because of its very abstract nature, and the other is due to the lecture method that simply telling students about mathematical contents. In this paper we study about the teaching and learning abstract algebra in universities in corporation of a programming language such as ISETL. ISETL is a language whose syntax closely imitates that of mathematics. In asking students to read and write code in ISETL before they learn in class, we observe that students can much understand and construct formal statements that express a precise idea. We discuss about the classroom activities that may help students to construct and internalize mathematical ideas, and also discuss about some barriers we might overcome.