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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
Interactive Statistics Laboratory using R and Sage
Lee, Sang-Gu ; Lee, Geung-Hee ; Choi, Yong-Seok ; Lee, Jae Hwa ; Lee, Jenny Jyoung ;
Communications of Mathematical Education, volume 29, issue 4, 2015, Pages 573~588
DOI : 10.7468/jksmee.2015.29.4.573
In this paper, we introduce development process and application of a simple and effective model of a statistics laboratory using open source software R, one of leading language and environment for statistical computing and graphics. This model consists of HTML files, including Sage cells, video lectures and enough internet resources. Users do not have to install statistical softwares to run their code. Clicking 'evaluate' button in the web page displays the result that is calculated through cloud-computing environment. Hence, with any type of mobile equipment and internet, learners can freely practice statistical concepts and theorems via various examples with sample R (or Sage) codes which were given, while instructors can easily design and modify it for his/her lectures, only gathering many existing resources and editing HTML file. This will be a resonable model of laboratory for studying statistics. This model with bunch of provided materials will reduce the time and effort needed for R-beginners to be acquainted with and understand R language and also stimulate beginners' interest in statistics. We introduce this interactive statistical laboratory as an useful model for beginners to learn basic statistical concepts and R.
Case Study on self-directed learning of mathematics using EBS contents for students at Child care centers
Park, Kyung-Eun ; Lee, Sang-Gu ;
Communications of Mathematical Education, volume 29, issue 4, 2015, Pages 589~623
DOI : 10.7468/jksmee.2015.29.4.589
This study is to find out a way to foster self-directed learning math skills for the low-income youth at child care centers. Taking advantage of EBS materials, we found the youth, low-income youth in particular, were positively influenced to learn mathematics in the way of self-directed and action learning. This program gives a model of the self-directed math learning using the EBS mathematics materials. From the survey of this study, we found see that students started to have a positive attitude for learning and they started to gain new mathematical concept, and improved their problem solving, reasoning, communication and representation skills with these new leaning environments. This study tells us that this type of cooperative learning could help them to have an objective assessment, and gave a positive impact on self-directed learning.
The Development and Application of Elementary Mathematics Performance Assessment Model for Student Development
Choi-Koh, Sang Sook ; Park, Mangoo ; Kang, Kyung Eun ; Kim, Hye Young ;
Communications of Mathematical Education, volume 29, issue 4, 2015, Pages 625~642
DOI : 10.7468/jksmee.2015.29.4.625
The purpose of this study was to develop and verify the feedback-enhanced performance assessment model through a variety of assessment strategies focused on the development of students. In order to achieve the purpose of this study, we analyzed the achievements of the sixth grade curriculum standards and set the central achievement standards in core competencies. We then established an evaluation plan to take advantage of a variety of methods and develop an assessment tool for process-based evaluation during lessons. We applied this assessment model to 6th grade students while teaching and learning mathematics in the classroom. The result of applying the performance evaluation model showed the improvement of students' reflective thinking ability. Also, some students who was not achieved at the level of 'N' could develop to the level of 'N + 1'. A long term research using various assessment strategies should be continued for effective help of students' mathematical development.
A study on pre-service mathematics teachers' teaching behaviors and changes about motivation in microteaching
Shim, Sang Kil ;
Communications of Mathematical Education, volume 29, issue 4, 2015, Pages 643~660
DOI : 10.7468/jksmee.2015.29.4.643
This study investigated how pre-service mathematics teaches' experience in microteaching influences their motivations toward teaching behaviors and changes by analyzing their teaching records and class reports. Although respondents planned to conduct various strategies pertaining to motivations, some of them were not used. Also, motivations toward their teaching behavioral changes leaded to positive aspects, but also leaded to negative ones. These findings imply that only two times microteaching experiences would not be sufficient to lead to positive teaching behavioral changes through their motivations. However, pre-service mathematics reported a high level of intention to change their teaching behavior through a comprehensive review process regarding their teaching. Therefore, teacher eduction institutions should develop well structured educational programs and apply them to pre-service mathematics teachers for a better understanding of their teaching and its review through motivations. In addition, providing opportunities for pre-service mathematics teachers to experience various educational programs including microteaching would be necessary for improving their teaching behavior through motivations.
A Study on Algebraic Knowledge of Mathematics Teachers on Solving Polynomials and Searching Possibility of Self Learning the Knowledge
Shin, Hyunyong ; Han, Inki ;
Communications of Mathematical Education, volume 29, issue 4, 2015, Pages 661~685
DOI : 10.7468/jksmee.2015.29.4.661
This study is to search for a program of professional development of mathematics teachers on the viewpoint of content knowledge of mathematics. To do this, we select algebraic subject as content knowledge for solution of polynomials and develop material for group study based on selected subject. We supply the developed material to teachers and discuss the possibility of application and the acceptability of it. For discussion, we collect data through tests and questionnaire. Through analysing the data, we obtain the positive result.
The influence of Mandala coloring activity for early childhood mathematics capacity
Kye, Young Hee ;
Communications of Mathematical Education, volume 29, issue 4, 2015, Pages 687~698
DOI : 10.7468/jksmee.2015.29.4.687
This research is based on Jungian psychology. The founder psychoanalysist Jung introduced the notion of unconsciousness. This researcher made Mandala figures as an intermediary between consciousness and unconsciousness, and then took Mandala figures a research starting point. Until now, Mandala has been used therapy tool for emotional stability. But, this researcher tried Mandala coloring to develope cognitive and emotional abilities for early childhood. This paper is a result of experiment to recognize geometric and spacial conceptions for early childhood.
Teaching the Solutions of Equation in view of Symmetry
Kim, Ji Hong ; Kim, Boo Yoon ; Chung, Young Woo ;
Communications of Mathematical Education, volume 29, issue 4, 2015, Pages 699~722
DOI : 10.7468/jksmee.2015.29.4.699
Based on Lagrange's general theory of algebraic equations, by applying the solution of the equation using the relationship between roots and coefficients to the high school 1st grade class, the purpose of this study is to recognize the significance of symmetry associated with the solution of the equation. Symmetry is the core idea of Lagrange's general theory of algebraic equations, and the relationship between roots and coefficients is an important means in the solution. Through the lesson, students recognized the significance of learning about the relationship between roots and coefficients, and understanded the idea of symmetry and were interested in new solutions. These studies gives not only the local experience of solutions of the equations dealing in school mathematics, but the systematics experience of general theory of algebraic equations by the didactical organization, and should be understood the connections between knowledges related to the solutions of the equation in a viewpoint of the mathematical history.
Development of the Diagnostic Worksheet for Mathematics Academic Counseling
Ko, Ho Kyoung ; Yang, Kil-seok ; Lee, Hwan Chul ;
Communications of Mathematical Education, volume 29, issue 4, 2015, Pages 723~743
DOI : 10.7468/jksmee.2015.29.4.723
In this research, The objective of the present study was to develop a preliminary diagnostic worksheet for use in consultations for learning mathematics. In order to achieve this, the worksheet was constructed with questions designed to assess the students. Through standardization, diagnostic worksheets for primary school students in grades 5 and 6 and secondary school students in grades 7 and 8 were produced. The diagnostic worksheet was divided into three sections, consisting of the psychology of learning mathematics in section 1, the methodology in learning mathematics in section 2, and personal preferences in learning mathematics in section 3. The psychology of learning mathematics was composed of questions on factors such as, "confidence in math learning ability," "math anxiety," and "attitude in learning mathematics." Moreover, factors in methodology in learning mathematics were "self-management in learning mathematics" and "math learning strategies." Those for personal preferences in learning mathematics asked about "motivation" and "preferences" with questions about "math learning habits" and "management methods for learning math." This diagnostic worksheet can be used as basic material in consulting students on learning mathematics.
An analysis of the change in mathematical inclination of middle level engineering college freshmen
Lee, Gyeoung Hee ; Lee, Jung Rye ;
Communications of Mathematical Education, volume 29, issue 4, 2015, Pages 745~762
DOI : 10.7468/jksmee.2015.29.4.745
In order to examine the change in mathematical inclinationn of middle level engineering college freshmen, we analyse the change of mathematical inclination between 2011 year and 2015 year freshmen who took college scholastic ability test which are based on the national mathematics curriculum 7th and 7th revision, respectively. In medium-sized D university, 2011 year and 2015 year engineering freshmen were taken the test for mathematical inclination, the survey for mathematical background and the recognition of college mathematics and basic mathematical ability test. The outcomes of this survey are followings: Firstly, between 2011 year and 2015 year freshmen, the mean of confidence and flexibility are same, but the 2015's mean of willpower, curiosity, value and esthetics are greater than 2011's. Secondly, in the mean of flexibility, willpower and curiosity, natural science's mean is greater than humanity's. Thirdly, the mean of mathematical inclination's factors is depend on college mathematics goal. Fourthly, there is little correlation between mathematical basic ability and mathematical inclination. Moreover for 2011 year and 2015 year freshmen, the mean of mathematical inclination's factors except value is proportional to mathematical basic ability. For the success of college mathematics in engineering college, this study suggests that high school mathematics curriculum and college scholastic ability test must contain calculus. We also suggest that college mathematics class must be focused on mathematical inclination improvement.