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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 24, Issue 4 - Nov 2010
Volume 24, Issue 3 - Sep 2010
Volume 24, Issue 2 - May 2010
Volume 24, Issue 1 - Feb 2010
Selecting the target year
A Study on Use of Calculators in the Elementary Math Textbook of U.S.
Ryu, Sung-Rim ;
Communications of Mathematical Education, volume 24, issue 1, 2010, Pages 1~27
This study intends to provide implications about sluggish use of calculators in our case by analyzing the math textbook of U.S. Macmillan/McGraw-Hill along with the tendency of paying more attention to math class using technologies. From the results of analysis, this textbook deals with various methods over around 3.3% of all pages, using calculators across all grades from 1st to 6th grade. In particular, it offers guidance into three types such as 'Choose a Computation Method', 'You can also use a calculator.', and 'TECHNOLOGY LINK', while particularly it is impressive in the perspective of using calculators as one of calculation strategies. And case studies of usage in textbooks describe 8 different perspectives as an example-represent; solve problems or equations; develope or demonstrate conceptual understanding; analyze; compute or estimate; describe, explain or justify; choose appropriate calculation method; determine a calculated answer's reasonableness. Reflecting on the fact that we still use calculators in a passive way, there are considerable implications to us.
A Study on the Use of Technology in Teaching-learning School Mathematics
Lee, Jung-Rye ;
Communications of Mathematical Education, volume 24, issue 1, 2010, Pages 29~48
The purpose of this paper is to discuss about the use of technology in teaching-learning school mathematics. In this paper, we study the theoretical background of teaching-learning school mathematics by the use of technology. For the purpose of successful use of technology in teaching-learning school mathematics, we research the present states of it appeared in textbooks of high school mathematics And we give suggestions for the effective use of technology in teaching-learning school mathematics. Furthermore, we introduce models for teaching-learning school mathematics in areas of mathematics by the use of computer programs such as GSP, Maple, and GrafEq.
A Review of the Role of Domain in Representational Activities for Forming the Concept of Linear Functions
Kim, Jin-Hwan ;
Communications of Mathematical Education, volume 24, issue 1, 2010, Pages 49~65
The purpose of this study is to encourage the role of domain to consider the teaching of the concept of functions in modeling real situations. To do this, it is analyzed that how to introduce the concept of functions and linear functions in textbooks treated in the 1st grade and the 2nd grade of middle school. This study also reviewed the role of domain in representational activities for modeling real situations using linear functions. In these reviews, it found that many textbooks do not consider the domain in the equations of functions and these graphs and several text books used linear functions for modeling real situations which are not represented by linear functions contextually. It is concluded that the domain of function is an important concept that will be considered any representational activities for functions.
A Study on Learning Activities for Mathematics using Problem Posing Method through Brainwriting
Yoon, Duk-Koon ; Ryu, Shi-Kyu ;
Communications of Mathematical Education, volume 24, issue 1, 2010, Pages 67~106
This paper tries to analyze how effective the problem posing method through Brainwriting can be on mathematical problem solving and creativity as a way to seek a new pedagogy to enhance student problem solving levels and creativity in mathematics. The findings of the study can be summarized as follows: First, the Brainwriting problem posing method improved students' abilities to alter problems, suggest new problems from multi-perspectives, and solve them. All procedures for such were obtained through discussions among group members. Second, the Brainwriting problem posing method resulted in positive effects on fluency and originality among components of creativity, but not on flexibility. That is, studying mathematics with this method helped students develop creativity levels not in terms of flexibility but of fluency and originality. Third, the interest rate in mathematics learning rose for those who studied mathematics by adopting the Brainwriting problem posing method. Finally, this study caused the Brainwriting problem posing method to be more deeply understood and appreciated from a new perspective.
A case study of the emotional changes of the mathematically gifted during mathematics gifted camp program
Yi, Seung-Hun ; Lee, Sae-Na ;
Communications of Mathematical Education, volume 24, issue 1, 2010, Pages 107~122
Mathematically gifted students' emotional changes during Mathematical Olympiad training camp were studied. The emotions of the gifted during the camp were fluctuated significantly by comparing their test scores with other camp attendants, while the morale was high at the beginning. The camp attendants were likely to overcome disappointment resulting from bad scores with putting more efforts on studying, which means their self-assessments for their mathematical talents are not affected by test results. From what characterizes the emotional changes of the gifted, we conclude as follows: First, they tend to be positive on grouping classes depending on the mathematical ability. Second, careful emotional supports and care were needed in ability grouping education. Third, it is important to let the gifted have more chances to communicate with other camp attendants. It is recommended to induce the gifted to put their focus on the learning goal. Fifth, the proper environment helps the gifted be indulged in studying mathematics.
A Case Study on the 4-high Skeleton Tower Problem Solutions by the 3rd and 4th Graders in a Gifted Children in Math Selection Test
Kim, Hae-Gyu ;
Communications of Mathematical Education, volume 24, issue 1, 2010, Pages 123~143
The Skeleton Tower problem is an example of a curriculum that integrates algebra and geometry. Finding the number of the cubes in the tower can be approached in more than one way, such as counting arithmetically, drawing geometric diagrams, enumerating various possibilities or rules, or using algebraic equations, which makes the tasks accessible to students with varied prior knowledge and experience. So, it will be a good topic which can be used in the elementary grades if we exclude the method of using algebraic equations. The purpose of this paper is to propose some points which can be considered with attention by gifted children education teachers by analyzing the 4th Skeleton Tower problem solutions made by 3rd and 4th graders in their selection test who applied for the education of gifted children in math at J University for the year of 2010.
A Study on Tetrahedron's Properties related with Center of Inscribed Sphere Using the Center of Mass
Han, In-Ki ;
Communications of Mathematical Education, volume 24, issue 1, 2010, Pages 145~158
In this paper we study tetrahedron's properties related with center of inscribed sphere using the center of mass. We show that the center of mass of four mass points (A,a), (B,b), (C,c), (D,d) coincide with center of tetrahedron's inscribed sphere, suggest equalities and inequalities related with center of inscribed sphere, and prove theses using the center of mass. Our results can be used in research and education programs, various types of gifted student education.
A Study on Solving Word Problems Related with Consistency Using the Lever Model
Kim, Jae-Kyoung ; Lee, Seong-Hyun ; Han, In-Ki ;
Communications of Mathematical Education, volume 24, issue 1, 2010, Pages 159~175
In this paper we make a new problem solving model using the principle of the lever. Using the model we solved many word problems related with consistency. We suggest new problem solving method using the lever model and describe some characteristics of the method.
Pedagogical Implications for Teaching and Learning Normal Distribution Curves with CAS Calculator in High School Mathematics
Cho, Cheong-Soo ;
Communications of Mathematical Education, volume 24, issue 1, 2010, Pages 177~193
The purpose of this study is to explore normal distribution in probability distributions of the area of statistics in high school mathematics. To do this these contents such as approximation of normal distribution from binomial distribution, investigation of normal distribution curve and the area under its curve through the method of Monte Carlo, linear transformations of normal distribution curve, and various types of normal distribution curves are explored with CAS calculator. It will not be ablt to be attained for the objectives suggested the area of probability distribution in a paper-and-pencil classroom environment from the perspectives of tools of CAS calculator such as trivialization, experimentation, visualization, and concentration. Thus, this study is to explore various properties of normal distribution curve with CAS calculator and derive from pedagogical implications of teaching and learning normal distribution curve.
A study on various non-regular magic squares
Lee, Kyung-Eon ;
Communications of Mathematical Education, volume 24, issue 1, 2010, Pages 195~220
The magic square is one of the number arrangements and the sums of each row, column, and diagonal are all equal. The meaning of "方" is "Square". If we don't consider the condition of 'square' then is it possible any number arrangement? There are many special number arrangements such as "magic five number circle(緊五圖)", "magic six number circle(聚六圖)", "magic eight number circle(聚八圖)", "magic nine number circle(攢九圖)", "magic eight camp circle(八陣圖)", "magic nine camp circle(連環圖)" in the ancient Chinese mathematics books such as "楊輝算法", "算法統宗". Also, there is a very special and beautiful number arrangement Jisuguimoondo(地數龜文圖) in the mathematics book "Goosuryak(九數略)" written by Choi suk jung(崔錫鼎) in the Joseon Dynasty. In this study, we introduce a various number arrangements and their properties.
The Study of the Generalization for Pythagorean Theorem
Yoon, Dae-Won ; Kim, Dong-Keun ;
Communications of Mathematical Education, volume 24, issue 1, 2010, Pages 221~234
So far, around 370 various verification of Pythagorean Theorem have been introduced and many studies for the analysis of the method of verification are being conducted based on these now. However, we are in short of the research for the study of the generalization for Pythagorean Theorem. Therefore, by abstracting mathematical materials that is, data(lengths of sides, areas, degree of an angle, etc) which is based on Euclid's elements Vol 1 proposition 47, various methods for the generalization for Pythagorean Theorem have been found in this study through scrutinizing the school mathematics and documentations previously studied.
Assessment Study on Educational Programs for the Gifted Students in Mathematics
Kim, Jung-Hyun ; Whang, Woo-Hyung ;
Communications of Mathematical Education, volume 24, issue 1, 2010, Pages 235~257
Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.
A Change in the Students' Understanding of Learning in the Multivariable Calculus Course Implemented by a Modified Moore Method
Kim, Seong-A ; Kim, Sung-Ock ;
Communications of Mathematical Education, volume 24, issue 1, 2010, Pages 259~282
In this paper, we introduce a modified Moore Method designed for the multivariable calculus course, and discuss about the effective teaching and learning method by observing the changes in the understanding of students' learning and the effects on students' learning in the class implemented by this modified Moore Method. This teaching experiment research was conducted with the 15 students who took the multivariable calculus course offered as a 3 week summer session in 2008 at H University. To guide the students' active preparation, stepwise course materials structured in the form of questions on the important mathematical notions were provided to the students in advance. We observed the process of the students' small-group collaborative learning activities and their presentations in the class, and analysed the students' class journals collected at the end of every lecture and the survey carried out at the end of the course. The analysis of these results show that the students have come to recognize that a deeper understanding of the subjects are possible through their active process of search and discovery, and the discussion among the peers and teaching each other allowed a variety of learning experiences and reflective thinking.