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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 28, Issue 4 - Nov 2014
Volume 28, Issue 3 - Sep 2014
Volume 28, Issue 2 - May 2014
Volume 28, Issue 1 - Feb 2014
Selecting the target year
An analysis of the articles about `Storytelling Mathematics`
Kim, Soo Cheol ; Lee, Hwan Chul ;
Communications of Mathematical Education, volume 28, issue 2, 2014, Pages 179~193
DOI : 10.7468/jksmee.2014.28.2.179
After National Mathematics Education Advanced Plan represented in 2012, mathematics education fields began to attention to `Storytelling`. Because the plan contains important topics, reinforcing mathematics education, improving understanding about mathematics, and enhancing self-guided learning. As one of the methods for improving understanding about mathematics, Storytelling in mathematics is emphasizing recently. The purpose of this study is to analyse the articles about `Storytelling Mathematics` to find how the media report it. Also, we discuss the direction of Storytelling in mathematics education. The conclusion of this study is that most of the privately-owned company is using the Storytelling as a tool for advertising commercially. Readers have to make a decision which articles are true or useful. A policy makers must ponder how the `Storytelling Mathematics` policy affect the demands and suppliers in education.
A study on the Content Domains of the College Scholastic Ability Test Mathematics
Cho, Seongmin ; Kim, Jaehong ; Choi, Jiseon ; Choi, Inseon ;
Communications of Mathematical Education, volume 28, issue 2, 2014, Pages 195~217
DOI : 10.7468/jksmee.2014.28.2.195
The College Scholastic Ability Test(CSAT) is the Korean national university examination based on the national curriculum. The CSAT is a high-stakes test because of powerful social forces which the college admission system has in Korea. This examination has changed many times through not only the national curriculum revision but also various external factors including the normalization of public education, mitigating the burden of students, etc. This study analysis the changes of assessment contents of the Mathematics of the CSAT due to the national curriculum revision. Additionally, this study analysis the mathematics content domains of the college entrance examinations in some foreign countries. Based on the result of this analysis, this study will derive implications for improvement directions of the Mathematics of the CSAT.
A Study on Mathematical Structures of Major and Minor Triads using Geometrical Model
Mun, Jun Hee ; Park, Jong Youll ;
Communications of Mathematical Education, volume 28, issue 2, 2014, Pages 219~234
DOI : 10.7468/jksmee.2014.28.2.219
Music and mathematics have a lot of structural similarities. Major and minor triads used importantly in music are in a relationship of inversion in which the sequence of the intervals is reversed, which is equivalent to reflection in mathematics. Geometrical expressions help understand structures in music as well as mathematics, and a diagram that shows tonal relationships in music is called Tonnetz. Relationships of reflection between major and minor triads can easily be understood by using Tonnetz, and also, transpositions can be expressed in translation. This study looks into existing Tonnetz and introduces S-Tonnetz newly formed by a mathematical principle.
The Current Situations of Enhancing Affective Characteristics focused on the case of secondary school in Korea
Choe, Seung-Hyun ; Hwang, Hye Jeang ;
Communications of Mathematical Education, volume 28, issue 2, 2014, Pages 235~253
DOI : 10.7468/jksmee.2014.28.2.235
This study aims to develop strategies for improving the affective characteristics of Korean students based on results from international achievement tests. In pursuing the goal, different research methods are employed including a) analysis of the theories and literature regarding the affective domains included in PISA and TIMSS studies; b) analysis of the current situation and needs of Korean students with respect to the affective factors based on PISA and TIMSS results; c) case studies of best practices in relation to students` affective domains in Korea and abroad; and d) development of strategies for improving and supporting Korean students` affective characteristics. Especially, this paper deals with the analysis of the results from in-depth interviews and class observations, so as to identify the current situation and best practice cases of students` affective characteristics education in Korea. The results are classified into a) curriculum, which is in turn divided into national curriculum and reconstruction of curriculum school and classroom; and b) teaching, learning and evaluation, which is in turn divided into learner characteristics, motivation, teaching strategies, class grouping, activities and interaction, question and feedback, evaluation methods, and evaluation tools. Support plans in terms of school and social environments are also suggested based on the results.
A Case Study on Student Self-Evaluation of Wrong Answers in School Mathematics
Hwang, Hye Jeang ; Kim, Myeong Soo ;
Communications of Mathematical Education, volume 28, issue 2, 2014, Pages 255~279
DOI : 10.7468/jksmee.2014.28.2.255
This study is to investigate the change of intelligent and affective domains through the student self-evaluation to identify causes of wrong answers. Through this evaluation, students could have opportunities to solve the given mathematical problems basically and to reflect their problem-solving process, and further to recognize which mathematical content(concepts or expressions, symbols, etc.) led them to solve the problems incorrectly or wrong. Through this process, they would correct their wrong process and answers and to reinforce the prerequisite knowledges relevant to the problems, and furthermore, to enhance problem-solving abilities. To accomplish this, this study was executed as a case study on the subject of four tenth graders. The subject consisted of two boys and two girls. In this study, three essay types of mathematical problems in tenth grade level were chosen from several domestic tests in Korea. Based on the original three essay type of problems, three types of similar problems, namely equivalent problem, similar problem, and isomorphic problems were reconstructed, respectively by the researchers. The subjects were guided to solve the original three problems, and they corrected their wrong parts of the first problem of the three problems. They solved an equivalent problem of the first problem and executed self evaluation and also corrected wrong parts. Next, they dealt with a similar problem of the first problem and executed self evaluation and also corrected wrong parts. Next, while dealing with an isomorphic problem of the first problem, the subjects did the same things. Thus, for the second and third original problems, the study was implemented in the same way. To explore their intelligent and affective domains through student self-evaluation in-depth, the subjects were interviewed formally before and after conducting the experiment and interviewed informally two times, and the recordings were audio-typed.
The golden ratio and mathematics education issues
Park, Jeanam ;
Communications of Mathematical Education, volume 28, issue 2, 2014, Pages 281~302
DOI : 10.7468/jksmee.2014.28.2.281
The purpose of this paper is to offer a history of golden ratio, the criterion raised by Markowsky, and misconceptions about golden ratio. Markowsky(1992) insists that the golden ratio does not appear in the great pyramid of Khufu. On the contrary, we claim that there exists the golden ration on it. Elementary and middle school text books, and domestic history books deal with the great pyramid of Khuff and the Parthenon by examples of the golden ratio. Text books make many incorrect statements about golden ratio; so in teaching and learning the golden ratio, we recommend the design-composition of dynamic symmetry, for example, industrial design, aerodynamic, architecture design, and screen design. Finally we discuss the axial age how to affect the school mathematics with respect to the subject of Thales and the golden ratio.