• Title, Summary, Keyword: mathematics education

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Domestic research trends of mathematics teacher education: Focused on the journals published since 2000 by the Korean Society of Mathematics Education (국내 수학 교사교육 연구의 동향 분석: 2000년 이후 게재된 한국수학교육학회의 학술지 논문을 중심으로)

  • Sunwoo, Jin;Pang, JeongSuk
    • The Mathematical Education
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    • v.58 no.1
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    • pp.121-138
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    • 2019
  • The purpose of this study was to analyze the trends of domestic research on mathematics teacher education in terms of the period, topics, methods, subjects, and mathematics content strands. For this purpose, a total of 220 research articles dealing with mathematics teacher education were analyzed, which have been published since 2000 by the Korean Society of Mathematics Education in the three journals: (a) The Mathematical Education; (b) Education of Primary School Mathematics; and (c) Communications of Mathematical Education. Regarding the period when the research was conducted, the number of articles on mathematics teacher education has been rapidly increased since the late 2000s. Regarding the topics, research on teacher orientation has been the most frequent topic and the studies dealing with professional development for teachers, teaching practices, or teacher knowledge tend to be popular. Regarding methods, survey and case study have been most frequently employed in studying mathematics teacher education. Regarding subjects, the main participants were in-service teachers, pre-service teachers, elementary school teachers, and secondary school teachers, respectively, who were in charge of a regular class. Finally, regarding mathematics content strands, previous studies on mathematics teacher education were not specific to mathematics content strands. Given these results, this paper closes with important implications for future research directions on mathematics teacher education in Korea.

Research Trends of Mathematics Education for Social Justice (사회정의를 위한 수학교육의 연구 동향)

  • Park, Mangoo
    • Communications of Mathematical Education
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    • v.33 no.2
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    • pp.141-161
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    • 2019
  • The purpose of this study is to review the trends of international and domestic research in mathematics education for social justice and to present the meanings to the mathematics education in Korean mathematics education. For Korean mathematics educators and teachers, interest and research in mathematics education for social justice is still insufficient. For this study, the researcher analyzed the concerned research on mathematics education for social justice. According to the study, international research on social justice were started with Freire's critical mathematics education in the 1970s and has been actively conducted from various perspectives and has been applied to their mathematics lessons. However, domestic studies on mathematics education for social justice have recently been started. The implications of mathematics education for social justice is that it provides an opportunity for reflection on traditional mathematics lessons and enables integration and convergence with humanities perspective. This approach can also foster a positive attitude toward mathematics and deepen the view of mathematics and the world of teachers and students. The researcher proposed to include mathematics education for social justice in Korean mathematics curriculum and textbooks, support teachers' professionalism by teacher training programs, and continue to develop a more sophisticated education model through practical applications.

A Study on Dewey's Experientialism on Mathematics Education (Dewey의 경험주의 수학교육론 연구)

  • Woo Jeong Ho;Kang Heung Kyu
    • Journal of Educational Research in Mathematics
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    • v.15 no.2
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    • pp.107-130
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    • 2005
  • The aims of this study are to identify Dewey's theory on mathematics education and to clarify its influence on the modern theories of mathematics education. For this purpose, we have examined Dewey's theory of knowledge named as pragmatism or instrumentalism, and studied the Dewey's theory of education in which he maintained education is the reconstruction of experiences. And then, we have examined Dewey's theory on mathematics education, such as theory of mathematics, purpose of mathematics education, contents of mathematics education, and methods of mathematics education respectively. After that, we have analyzed how his theory on mathematics education is connected with the diverse theories of modern mathematics education, such as Piaget's operational constructivism, Freudenthal's theory of realistic mathematics education, Polya's theory on mathematical problem-solving, and social constructivism. Through this study, we might say that Dewey's theory on mathematics education is a prototype of modern theories of mathematics education and a comprehensive paradigm which is very suggestive to the phenomena of mathematics education.

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A Comparison of Elementary and Secondary Mathematics Education (초등수학교육과 중등수학교육의 비교)

  • 이경화
    • Journal of Educational Research in Mathematics
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    • v.11 no.2
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    • pp.321-340
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    • 2001
  • The researcher compared the curricula, the textbooks, the methods of didactic transposition, teacher practices of elementary and secondary mathematics education. The study reviewed several mathematics education theories in the aspect of the differences between the two levels. Findings from this study show a little difference between elementary and secondary mathematics education. There are special difficulties in didactic transposition in elementary mathematics education since it is so far from scientific mathematics. From this study we can conclude that further research needs to be done in the area of development of perspectives on elementary mathematics education.

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The study of morality in mathematics education - Focusing on the morality of Herbart - (수학 교육에서의 도덕성에 대한 연구 - 헤르바르트의 도덕성을 중심으로 -)

  • Yu, Chung Hyun
    • East Asian mathematical journal
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    • v.29 no.4
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    • pp.409-423
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    • 2013
  • Herbart's education provides an implication for mathematics education that combine a practical ethics education with mathematics education. Herbart show that an theoretical mathematics education would not exist as a sole. It implies that mathematics education must do activities that take into consideration the humanity in its entirety. The theory of mathematics education based on Herbart's ethics theory of education reveals the entireness of human. There are possible explanations for the ways to increase the value of the mathematics education as an education for whole human. It is that the advantage of learning mathematics is not only that we can solve the problems we face in our lives but also that we can acquire a form of life.

A Study of the mathematics education of F. Klein (F. Klein의 수학교육에 대한 고찰)

  • Kang, Hyun-Young
    • Journal for History of Mathematics
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    • v.24 no.2
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    • pp.71-89
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    • 2011
  • This article discusses and reviews the mathematics education of F. Klein who had a leading role in the reform movement of mathematics education from the late 19th century. We are mainly investigated the 'Erlanger Antrittsrede' in 1872 that showed Klein's view on early mathematics education and the 'Meraner Lehrplan f$\"{u}$r Mathematik' in 1905 that Widely known, the basis of the curriculum of modern mathematics education. Based on this, We discusses the educational implications-the purpose and methods of mathematics education, teacher education and so on.

Open-Ended Questions and Creativity Education in Mathematics

  • Li, Yuwen;Li, Dongmei
    • Research in Mathematical Education
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    • v.13 no.1
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    • pp.23-30
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    • 2009
  • How to promote creativity for all students in mathematics education is always a hot topic for mathematics educators. Based on the theory study and practice in the project "Open-ended Questions in Mathematics" granted by Ministry of Basic Education Curriculum Study Center in China, the paper reported the effect of "Open-ended Questions in Mathematics" on the way to change the development of thinking ability, to inspire students to develop thinking flexibility, to expand their imagination, to stimulate their interest in learning, and to foster students' creativity.

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Classifications and analysis of articles in Journal series A of Korean Society of Mathematics Education (논문집 시리즈 A <수학교육>에 게재된 논문들의 분류와 분석 - 2000년부터 2008년까지 게재된 논문들을 중심으로 -)

  • Kim, Young-Rock;Kim, Su-Yon;Jang, Jae-Duck
    • Communications of Mathematical Education
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    • v.23 no.3
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    • pp.683-705
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    • 2009
  • In this study we classify and analyze 265 papers which had been published in the Journal Series A in Korean Society of Mathematics Education from year 2000 to year 2008. We have also studied all the papers in the Journal Series A in Korean Society of Mathematics Education last 46 years based on Professor Lee, Gang-sup's paper 'A Classification and Analysis of the Articles in -From issue 1 to issue 99-'.

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