• Title, Summary, Keyword: mathematics education

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International Perspectives of Assessment in Mathematics Education and Their Suggestions (수학교육에서의 평가에 대한 국제적 관점과 그 시사점)

  • 백석윤
    • Journal of Educational Research in Mathematics
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    • v.9 no.1
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    • pp.31-49
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    • 1999
  • In recent years assessment has attracted increased attention from the international mathematics education community including this Korean community also. There could be numerous reasons for this phenomena. During the last couple of decades the field of mathematics education has developed considerably in the area of goals, theories, and practices. Whereas these developments have not been matched by parallel development in assessment. Now the functions, roles, and effects of assessment in mathematics education should no longer be neglected, rather they should become objects of investigation and examination in the study of mathematics education. The purpose of this study is to explore selected international cases of assessment in mathematics education mainly depended on two studies resulting from ICMI Study Conference on Assessment in Mathematics Education and Its Effects; and then to draw out their suggestions needed for our study of assessments in mathematics education.

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A research on mathematics teachers' perceptions of mathematics education (수학교육에 대한 우리나라 수학교사의 인식조사 연구)

  • Kim, Somin;Kim, Hong-Kyeom
    • The Mathematical Education
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    • v.58 no.3
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    • pp.423-442
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    • 2019
  • Stepping into the beginning of the fourth industrial revolution, we need new mathematics education plans and policies to foster talent in people for future. Investigating the present condition and teachers' perceptions of mathematics education in schools is an essential process in making mathematics education plans and policies that reflect the periodical changes and social needs. Thus, we developed a survey to investigate teachers' perceptions and present condition of mathematics education, conducted the survey for teachers in elementary, middle, and high schools, and analyzed the results of the survey. In this study, focusing on the results of the survey, we interpreted the results and provided implications for mathematics educational policies. Through frequency analysis of individual questionnaires and crosstabulation analysis between questionnaires, we could provide mathematics teachers' overall perceptions of mathematics education and basic information on the conditions of mathematics education in the schools. In addition, the findings of this study suggest that policymakers should consider the followings when developing new mathematics education plans and policies: having the proper number of students per class, reducing non-teaching work, supporting teachers' expertise in evaluation, improving Internet access and technology equipment, supporting the school administrators' change of perceptions of mathematics education, retraining teachers in the active use of ICT or technological tools, and supporting students having difficulty learning mathematics.

A Text Mining Analysis for Research Trend about the Mathematics Education (텍스트 마이닝 분석을 통한 수학교육 연구 동향 분석)

  • Jin, Mireu;Ko, Ho Kyoung
    • East Asian mathematical journal
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    • v.35 no.4
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    • pp.489-508
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    • 2019
  • In this paper we used text mining method to analyze journals of mathematics education posterior to the year of 2016. To figure out trends of mathematics education research. we analyzed the key words largely mentioned in the recent mathematics education journals by Term Frequency and Term Frequency-Inverse Document Frequency method. We also looked at how these keywords match up with the key words that appear of education to prepare for future society. This result can infer the characteristics of mathematics education research in the aspect upcoming research topics.

A Study on Korean Early Childhood Mathematics History (우리나라 유아수학교육사 연구)

  • KYE, Young Hee;HA, Yeon Hee
    • Journal for History of Mathematics
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    • v.28 no.6
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    • pp.349-363
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    • 2015
  • In this paper, we explore about Korean early childhood mathematics education history. Actually, mathematics education history is mathematics education curriculum's history. Korean education curriculum has been influenced by the US and European prominent educators: Montessori, Piaget, Bruno, and Dewey, etc. We investigate how those philosophy and thoughts were adopted in Korean early childhood mathematics education curriculums from 1st to 2015 amended curriculum. Also, we can see that NCTM's content standards and Korean Nuri curriculum are the same in the basic concepts: number and operations, space and shapes, measurement, understanding of patterns and data collection.

An overview on humanistic imagination in mathematics education (수학교육에서 인문학적 상상력에 대한 소고)

  • Park, Mangoo
    • The Mathematical Education
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    • v.59 no.2
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    • pp.185-199
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    • 2020
  • The purpose of this study is to discuss what the incorporation of humanistic imagination into mathematics means to mathematics education and to suggest implications for mathematics education in school mathematics. Traditionally, mathematics has been perceived to be far from our life problems because it targets logical and pure abstract thinking. According to international mathematics and science studies such as TIMSS and PISA, Korean students have relatively high mathematics achievement in the international research, but their attitude toward mathematics is very negative and their awareness of why they are learning mathematics and their satisfaction with life is low. In mathematics education, linking mathematics with humanities imagination allows students to view problems of human life from a humanities perspective, and to have an understanding of others and reflect on themselves from a new perspective. The researcher introduces several examples of whether mathematics and humanistic imagination can be combined for mathematics education. In this study, the ultimate reason for learning mathematics is to achieve learners to realize the principles of life or Dharma, and to live a happier life. However, in order to expand its rich meaning by making these new attempts in mathematics education, the researcher argued that tolerance and patience are needed for many challenges and difficulties in improving the quality of mathematics content itself including applying humanistic imagination to mathematics properly.

On the Mathematics Curriculum of Korea and Outlook on the Mathematics Education (한국의 수학 교육과정과 수학교육관)

  • 김종명
    • Journal for History of Mathematics
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    • v.17 no.2
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    • pp.33-52
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    • 2004
  • The paper is analyzed the mathematics curriculum of Korea and the philosophy of the mathematics education in the history of mathematics education. We have found that the various philosophy of Western mathematics education have led us to various views of the mathematics curriculum of Korea. This change of the mathematics curriculum in Korea have important implications to the didactics of mathematics. This study tried to find out the direction of outlook on the mathematics education in the future.

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초등학교 교사들의 수학 수업에 대한 불안 요인과 수학에 대한 태도 조사

  • Bae, Min-Ok;Kim, Sang-Lyong
    • East Asian mathematical journal
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    • v.28 no.4
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    • pp.363-381
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    • 2012
  • The purpose of this study to analyze correlation for the tendency of mathematics anxiety, traits according to the factors of mathematics anxiety and mathematics attitude depending on the teacher variable through a survey of mathematics anxiety and attitude toward mathematics on teaching mathematics of elementary school teachers. To solve the questions above, sampled 250 elementary school teachers in Daegu province. As a result of the study, mathematics anxiety on teaching is not actually formed a lot. However, the more training experience with mathematics, previous academic career, education career were, the lower mathematics anxiety was. The results showed that mathematics anxiety is affected by previous academic career, training experience with mathematics in particular. In addition, we found that mathematics anxiety is affected by mathematics anxiety in their school, recognition of the ability to explain mathematics contents and attitudes toward mathematics.

A New Start into Mathematics: A Project Concerning the Education of Mathematics Teachers for Primary Schools in Germany

  • Albers, Reimund;Peitgen, Heinz-Otto
    • Research in Mathematical Education
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    • v.14 no.2
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    • pp.115-122
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    • 2010
  • The education of teachers in mathematics consists of two parts: enhancing the math-skills of the students and education in didactics. Mainly the math is taught in lessons for 50 to 100 students or even more. This has wrong influence to the teaching style and the attitude towards mathematics. This paper reports about a project, where active schoolteachers are involved in teaching the mathematics content. This is done in workshops, where the teaching can be a model for teaching a class. In addition there is the chance to inspire the students for mathematics.

Impact of Entry-Level Mathematics Subject-matter Knowledge on Student Teachers' Mathematics Pedagogical Content Knowledge Development and their Mathematics Teaching Practice Performance

  • Wong, Tak-Wah;Lai, Yiu-Chi
    • Research in Mathematical Education
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    • v.16 no.1
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    • pp.51-66
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    • 2012
  • This study investigated the impact of entry level of mathematics subject knowledge on student teachers' mathematics pedagogical content knowledge development and performance in mathematics teaching practice. The sample consisted of 24 mathematics student teachers, 12 of whom passed A-Level mathematics and 12 of whom only passed O-level mathematics. They were all studying in a 4-year bachelor of education (Honours/Primary) programme; they were either majoring or minoring in mathematics. Results showed that student teachers' entry-level mathematics subject knowledge is not related to their mathematics pedagogical content knowledge development or their mathematics teaching performance. These findings may lead society to consider whether student teachers who have passed O-level mathematics are already eligible to be trained as professional primary mathematics teachers. As a consequence, this study raises the issues of how to develop student teachers' mathematics pedagogical content knowledge and whether we need to restructure our bachelor of education (Primary) programmes' curriculum in teacher professionalism.

Searching for the Directions of Open Mathematics Education (열린수학교육의 방향 탐색)

  • 정영옥
    • Journal of Educational Research in Mathematics
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    • v.8 no.2
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    • pp.405-423
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    • 1998
  • This study aims to reflect the origin and the meaning of open education and to derive pedagogical principles for open mathematics education. Open education originates from Socrates who was the founder of discovery learning and has been developed by Locke, Rousseau, Froebel, Montessori, Dewey, Piaget, and so on. Thus open education is based on Humanism and Piaget's psychology. The aim of open education consists in developing potentials of children. The characteristics of open education can be summarized as follows: open curriculum, individualized instruction, diverse group organization and various instruction models, rich educational environment, and cooperative interaction based on open human relations. After considering the aims and the characteristics of open education, this study tries to suggest the aims and the directions for open mathematics education according to the philosophy of open education. The aim of open mathematics education is to develop mathematical potentials of children and to foster their mathematical appreciative view. In order to realize the aim, this study suggests five pedagogical principles. Firstly, the mathematical knowledge of children should be integrated by structurizing. Secondly, exploration activities for all kinds of real and concrete situations should be starting points of mathematics learning for the children. Thirdly, open-ended problem approach can facilitate children's diverse ways of thinking. Fourthly, the mathematics educators should emphasize the social interaction through small-group cooperation. Finally, rich educational environment should be provided by offering concrete and diverse material. In order to make open mathematics education effective, some considerations are required in terms of open mathematics curriculum, integrated construction of textbooks, autonomy of teachers and inquiry into children's mathematical capability.

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