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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 29, Issue 4 - Nov 2015
Volume 29, Issue 3 - Sep 2015
Volume 29, Issue 2 - May 2015
Volume 29, Issue 1 - Feb 2015
Selecting the target year
Analysis on number sense for problem solving methods of elementary and middle school students
Kim, Ji Youn ; Hyun, Eun Jeong ; Kim, Seong Kyeong ;
Communications of Mathematical Education, volume 29, issue 1, 2015, Pages 1~18
DOI : 10.7468/jksmee.2015.29.1.1
Mathematics education emphasizes on nurturing number sense, but researches on this have been scarce, and most of them has been confined to elementary level students. This thesis, therefore, tried to analyze how elementary students solve mathematics sense problems in order to give some insight into how to teach number sense. For this, this thesis categorized into two ways of using number sense and algorithm as problem solving, and analyzed students` responses using test sheets. Accordingly, middle school students showed higher score on the number sense test and higher rates of using number sense than elementary students. In addition, students showing higher achievement used both number sense and algorithm, but those of lower achievement were more likely to use only algorithm. Plus, among students showing higher achievement, middle school students used more number sense than elementary school students, but there was not meaningful difference among those showing lower achievement. Lastly, It was shown that there was difference in the rate using number sense according to the number sense components.
Improving Computational Thinking Abilities Through the Teaching of Mathematics with Sage
Park, Kyung-Eun ; Lee, Sang-Gu ;
Communications of Mathematical Education, volume 29, issue 1, 2015, Pages 19~33
DOI : 10.7468/jksmee.2015.29.1.19
Recently in major industrial areas, there has been a rapidly increasing demand for `Computational Thinking`, which is integrated with a computer`s ability to think as a human world. Developed countries in the last 20 years naturally have been improving students` computational thinking as a way to solve math problems with CAS in the areas of mathematical reasoning, problem solving and communication. Also, textbooks reflected in the 2009 curriculum contain the applications of various CAS tools and focus on the improvement of `Computational Thinking`. In this paper, we analyze the cases of mathematics education based on `Computational Thinking` and discuss the mathematical content that uses the CAS tools including Sage for improving `Computational Thinking`. Also, we show examples of programs based on `Computational Thinking` for teaching Calculus in university.
Mathematics, Art and 3D-Printing in STEAM Education
Lee, Sang-Gu ; Lee, Jae-Yoon ; Park, Kyung-Eun ; Lee, Jae Hwa ; Ahn, Seung-Chul ;
Communications of Mathematical Education, volume 29, issue 1, 2015, Pages 35~49
DOI : 10.7468/jksmee.2015.29.1.35
3D-Printing is one of the most innovative technologies that will be widely used in the 21st century. 3D-Printing also serves as an indispensable tool in STEAM education. In this article, we introduce what we have done in our mathematical modeling class in Uni. and recent R&E project under the support of Korean Foundation for the Advancement of Science and Creativity. We planned a model of STEAM education originating from our wish to make tangible models that use mathematical formulas to express the natural beauty of an object. We used a free, open-source software, Sage, to simulate these models online. Then, we created a program that generates a .STL file from these 3D images. This model can help students understand the natural beauty inherent in mathematics and use formulas and technology tools to simulate models in 3D. Finally, we were able to help students to create their own. STL files through a website we developed by adding Sage code into a Sage notebook. Then students can make and hold a 3D object of their very own. This process shows the possibility that mathematics, art and 3D-Printing can be effectively used to achieve the goals of STEAM education.
A Survey on Undergraduate Students` Perception and Preference of School Mathematics by analysis of metaphor about mathematics
Lee, Kyung Eon ;
Communications of Mathematical Education, volume 29, issue 1, 2015, Pages 51~72
DOI : 10.7468/jksmee.2015.29.1.51
This study aimed to analyze the characteristic of undergraduate students` perception and preference for mathematics. For this purpose, I surveyed 124 undergraduate students` metaphorical expressions about mathematics. I classified the expressions as four categories: a positive form, a negative form, a mixed form, an undecidable form. I investigated the proportion and characteristic of the metaphorical expressions according to the above four categories. Also, I surveyed the students` preference and nonpreference moments for mathematics and categorized them into 6-cases: elementary school, middle school, high school, university, always, and none. In addition, I examined the students` preference and nonpreference reasons for mathematics and classified them according to the 5-factors: grade factor, affective factor, content factor, teacher factor, and other factors. The results of this study as follows: First, the 27% of university students expressed their metaphorical expressions for mathematics as a positive form, 42% as a negative form, and 27% as a mixed form. Also, the preference rate for mathematics was higher as their school years increase and the main reasons of preference were grade and affective factors. The result of nonpreference rate was also higher as their school year increased. Students said that the contents and grade factor were the main factors among the 5-factors.
A case study of assessment items construction through the teacher`s training for making up questions utilizing GeoGebra
Yang, Seong Hyun ; Huh, Nan ;
Communications of Mathematical Education, volume 29, issue 1, 2015, Pages 73~90
DOI : 10.7468/jksmee.2015.29.1.73
When teachers make up assessment questions regarding the content area that contains shapes and graphs, they should present the pictures so that their role might be represented properly. We exhibited the process of constructing shapes and graphs utilizing GeoGebra, and simultaneously analyzed the process of developing and revising questions using this and awareness changes in teachers who participate in the teacher`s training focused on improving professionalism for making up questions such as CSAT(College Scholastic Ability Test). Through the survey they mentioned that making questions utilizing algebraic construction overcame the limitations of making up questions and played an instrumental role in developing creative questions. Based on the results, We suggested effectiveness of making up questions utilizing algebraic construction. Our intention was to improve the skills of teachers for making up questions such as CSAT and to suggest implications about it.
Elementary mathematically gifted students` understanding of Pi
Kang, Hyangim ; Choi, Eunah ;
Communications of Mathematical Education, volume 29, issue 1, 2015, Pages 91~110
DOI : 10.7468/jksmee.2015.29.1.91
The purpose of this study is to investigate the understanding of pi of elementary gifted students and explore improvement direction of teaching pi. The results of this study are as follows. First, students understood insufficiently the property of approximation, constancy and infinity of pi from the fixation on `pi
Information recognition style and Learning method for factorization - Focusing on algeblocks and formula application -
Jeon, Mi Hye ; Whang, Woo Hyung ;
Communications of Mathematical Education, volume 29, issue 1, 2015, Pages 111~130
DOI : 10.7468/jksmee.2015.29.1.111
The purpose of the study was to investigate the differences between two groups of students according to information recognition styles such as visual learners and linguistic learners. Two instructional methods, algeblocks and factorization formula, were utilized to introduce the factorization. Four students were participated for the study, and two of them were visual learners and the other two were linguistic learners based on learning style test. Interviews and the diagnostic tests were implemented before the instructions which were lasted for 6 sessions. After the instructions all the participants were interviewed and the researchers also interviewed them 5 days later. The results of the study were the followings: 1. All the participants regardless of their learning style revealed that algeblocks were helpful in understanding the factorization. 2. Visual learners were more likely using algeblocks, while the linguistic learners were more enthusiastic and proficient in using formula to solve the problems. 3. Five days later, two types of learning style students revealed different tendencies. Visual learners mainly used algeblocks, and linguistic learners were not enthusiastic about using algeblocks and one of them did not use them at all. 4. Five days later, two visual learners could not remember the formula, but linguistic learners could remember the formula in somewhat different level.
An Analysis on the Understanding of High School Students about the Concept of a Differential Coefficient Based on Integrated Understanding
Lee, Hyun Ju ; Ryu, Jung Hyeon ; Cho, Wan Young ;
Communications of Mathematical Education, volume 29, issue 1, 2015, Pages 131~155
DOI : 10.7468/jksmee.2015.29.1.131
The purpose of this study is to investigate if top-ranked high school students do integrated understanding about the concept of a differential coefficient. For here, the meaning of integrated understanding about the concept of a differential coefficient is whether students understand tangent and velocity problems, which are occurrence contexts of a differential coefficient, by connecting with the concept of a differential coefficient and organically understand the concept, algebraic and geometrical expression of a differential coefficient and applied situations about a differential coefficient. For this, 38 top-ranked high school students, who are attending S high school, located in Cheongju, were selected as subjects of this analysis. The test was developed with high-school math II textbooks and various other books and revised and supplemented by practising teachers and experts. It is composed of 11 questions. Question 1 and 2-(1) are about the connection between the concept of a differential coefficient and algebraic and geometrical expression, question 2-(2) and 4 are about the connection between occurrence context of the concept and the concept itself, question 3 and 10 are about the connection between the expression with algebra and geometry. Question 5 to 9 are about applied situations. Question 6 is about the connection between the concept and application of a differential coefficient, question 8 is about the connection between application of a differential coefficient and expression with algebra, question 5 and 7 are about the connection between application of a differential coefficient, used besides math, and expression with geometry and question 9 is about the connection between application of a differential coefficient, used within math, and expression with geometry. The research shows the high rate of students, who organizationally understand the concept of a differential coefficient and algebraic and geometrical expression. However, for other connections, the rates of students are nearly half of it or lower than half.