• Communications of Mathematical Education
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• v.32 no.4
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• pp.537-554
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• 2018

The era of the Fourth Industrial Revolution calls for creativity - convergence talent. In addition to having mathematical knowledge, they can create new technologies by linking them to other fields. This social trend is also reflected in the 2015 revised curriculum, and plans to further expand the STEAM education emphasized since 2011. Many teachers who had previous experience with STEAM training were satisfied with the STEAM teaching effectiveness. However, the reality is that the lack of expertise in other subjects is causing a burden on the ongoing implementation of convergence education. One way to alleviate these teachers' burden is to find the STEAM elements and then apply. Since the convergence education is required continuously, it is necessary to analyze the textbook according to the 2015 curriculum. In this study, we examined how the elements of the STEAM were apply in 7th grade textbooks. Based on the classification framework proposed by Yakman (2008), a new classification framework was devised and applied to the analysis.

• Journal of the Korean School Mathematics Society
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• v.25 no.2
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• pp.175-194
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• 2022

This study intends to suggest implications by comparing the high school mathematics curricula between Korea and the UK ahead of the 2022 revision of the mathematics curriculum. The UK has revised assessments to emphasize mathematics after age 16 since 2017. Thus, in this study, the contents of Key Stage 4, Core Maths and A-level, which correspond to the UK high school mathematics curriculum, were examined and compared with Korean high school math subjects. In the UK, mathematics education is more emphasized at the high school level. The national curriculum emphasized 'numeracy and mathematics', and students' selection for mathematics courses were expanded. In order to prepare for the future society, new mathematics subjects and evaluations were developed and implemented, and the A-level mathematics was improved. In addition, the subject-centered content was developed and continuously handled from Key Stage 3 to the high school stage. It was structured to facilitate mathematics' internal and external connection by linking it with the subjects of other areas.

• The Mathematical Education
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• v.41 no.1
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• pp.19-34
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• 2002

The 7th national mathematics curriculum lays emphasis on an interrelation of several subjects and a connection between mathematics and real life. In this reason, this study focuses on the enhancement of sound understanding nuclear energy which is one of important factor(concepts or contents) dealt with in the other subjects such as science, environment, social studies, etc.. Recently, even though it is insistent that nuclear energy be so important and request in the future society, there are still strong pro and cons regarding the use of it. In this study, teaching-and-learning materials were developed dealing with using nuclear energy, and consequently they might be used in math class for the purpose of enhancement of mathematical learning ability and of recognition on nuclear energy. In this study, Material 1 included a matter of the necessity for nuclear power plants using the ratio concept, and Material 2 did on a matter of the efficiency of nuclear energy and the unclear of nuclear power plants using ratio-graph, in the elementary and upper school mathematics. Material 3 focused on a matter of the principles of nuclear power plants using the properties of exponential law in high school mathematics. Ultimately, it is hoped in the study that more diverse instructional materials dealing with diverse situations inside and outside mathematics would be developed.

• The Mathematical Education
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• v.58 no.3
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• pp.383-401
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• 2019

This study started with the idea that it is necessary to focus on common concepts and ideas among the subjects when conducting integrated education in high school. This is a preliminary study for developing materials that can be taught in mathematics in the context of already learning scientific concepts in high school. For this purpose, Mendel 's law of genetics was studied among the contents of biological subjects which are known to have relatively little connection with mathematics. The more common links between the two subjects are, the better, in order to integrate math and other subjects and develop materials for teaching. Therefore, in this study, we investigated not only the probability domain but also the concept of statistical domain. We have been wondering if there is a more abundant idea to connect between 'Mendel's law' and 'probability and statistics'. Through these anxieties, we could find that concepts such as 'likely equality' and 'permutation and combination' including 'a large number of laws' can be a link between two subjects. Based on this, we were able to develop class materials that correspond to classes. This study is expected to help with research related to development of integrated education support materials, focusing on mathematics.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.75-96
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• 2021

This study aims to drive the implications for the structure of mathematics curriculum documents in Korea, exploring the coherence in the documental structure of the IB DP mathematics curriculum, which is gaining international attention. The documents of the IB DP mathematics curriculum were analyzed based on the coherence of external and internal structures. First, the curriculum was consistently described by subject and topic, presenting the table of contents and structure of the documents in the same format. Second, the descriptions of the curriculum between subjects and within the subjects were consistent through the same composition of the subject and assessment methods, the presentation of big ideas, and 'Guidance, clarification and syllabus links'. Third, in 'Connections', the curriculum documents were described with coherence through linking with other subjects by describing the connection plan with the real-world contexts, other subjects, and the 'Theory of Knowledge' in the IB curriculum. Based on these findings and implications for the concreteness and consistency of the components in mathematics curriculum documents, we propose the coherence between the presentation of subject areas and assessment methods of the revised curriculum, and the implementation of coherence in documental structure through links with other subjects.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.361-379
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• 2011

The purposes of this research are to develop Engineering Mathematics materials using the relations between Engineering Mathematics contents and not only pre-study contents but also major contents and to find the effect of the mathematics study which is applying them for students majoring in electronics. To accomplish the goals, I made list of Engineering Mathematics contents which is necessary to study electronics. Based on the list, I researched relations between Engineering Mathematics contents and not only pre-study contents but also major contents. After research, I selected some subjects which are related each other, developed study materials and examined responses to the materials. Then I analysed the effects on study attitude after used developed materials in my class. As a result, the major contents which was described in the introduction of the materials helped students to be motivated to study Engineering Mathematics and Pre-study contents described before Engineering Mathematics contents helped them to concentrate on studying Engineering Mathematics. Also it showed that developed study materials were effective in increasing self-confidence which is one attitude in the subcategories for Mathematics study.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.131-155
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• 2015

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.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.213-235
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• 2013

The purpose of this study is to analyze how the teaching activities which used EXCEL influence the specialized high school underachieved students. They have difficulties in making use of various representations for better understanding of function. EXCEL is helpful for learning function because it enables the students to use real life materials in math learning as well as formulates Tabular, Algebraic and Graphical which represent function. Furthermore, the students in specialized high school also have the experience of using EXCEL while studying other subjects. For that reason they have no burdens and fears on using EXCEL in learning activities. Utilizing EXCEL in the classroom gives an expectation that it helps to have interests on studying function and prepare for the next learning in the end. Research classes were conducted in a group of five students who have different hopes of career and a variety of mathematical interests. Though the students couldn't transfer Algebraic to Graphical in the diagnostic evaluation, they could resolve the problem of connections between Graphical, Tabular and Algebraic in the process perspectives, and could also express graphical representation by linking object perspectives with process perspectives. Therefore, they solved the connection problem of Tabular, Algebraic and Graphical in the object perspectives. As a result, the students could make transitions between Algebraic and Graphical in object perspectives through the classes applying EXCEL. Consequently, teaching the students with underachievement utilizing EXCEL enables them to recover their interests on math and it helps them to complete their following curriculum.

• Journal of the Korean Society of School Health
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• v.1 no.2
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• pp.118-135
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• 1988

This study is designed to analyze the problems of health education in schools and explore the ways of enhancing health education from a historical perspective. It also shed light on the managerial aspect of health education (including medical-check-up for students disease management. school feeding and the health education law and its organization) as well as its educational aspect (including curriculum, teaching & learning, and wishes of teachers). At the same time it attempted to present the ways of resolving the problems in health education as identified her. Its major findings are as follows; I. Colculsion and Summary 1. Despite the importance of health education, the area remains relatively undeveloped. Students spend a greater part of their time in schools. Hence the government should develop a keener awareness of the importance of health education and invest more in it to ensure a healthy, comfortable life for students. 2. At the moment the outcomes of medical-check-up for students, which constitutes the mainstay of health education, are used only as statistical data to report to the relevant authorities. Needless to say they should be used to help improve the wellbeing of students. Specifically, nurse-teachers and home-room teachers should share the outcomes of medical-check-up to help the students wit shortcomings in growth or development or other physical handicaps more clearly recognize their problems and correct them if possible. 3. In the area of disease management, 62.6, 30.3 and 23.0 percent of primary, middle, and highschool students, respectively, were found to suffer from dental ailments. By contrast 2.2, 7.8, and 11.5 percent of primary, middle and highschool students suffered from visual disorders. The incidence of dental ailments decreases while that of visual impairments increases as students grow up. This signifies that students are under tremendous physical strain in their efforts to be admitted by schools of higher grade. Accordingly the relevant authorities should revise the current admission system as well as improve lighting system in classrooms. 4. Budget restraints have often been cited as a major bottleneck to the expansion of school feeding. Nevertheless it should be extended at least, to all primary schools even at the expense of parents to ensure the sound growth of children by improving their diet. 5. The existing health education law should be revised in such a way as to better meet the needs of schools. Also the manpower for health education should be strengthened. 6. Proper curriculum is essential to the effective implementation of health education. Hence it is necessary to remove those parts in the current health education curriculum that overlaps with other subjects. It is also necessary to make health education a compulsory course in teachers' college at the same time the teachers in charge of health education should be given an in-service training. 7. Currently health education is being taught as part of physical education, science, home economics or other courses. However these subjects tend to be overshadowed by English, mathematics, and other subjects which carry heavier weight in admission test. It is necessary among other things, to develop an educational plan specifying the course hours and teaching materials. 8. Health education is carried out by nurse-teachers or home-room teachers. In connection with health education, they expressed the hope that health education will be normalized with newly-developed teaching material, expanded opportunity for in-service training and increased budget, facilities and supply of manpower. These are the mainpoints that the decision-makers should take into account in the formation of future policy for health education. II. Recommendations for the Improvement of Health Education 1. Regular medical check-up for students, which now is the mainstay of health education, should be used as educational data in an appropriate manner. For instance the records of medical check-up could be transferred between schools. 2. School feeding should be expanded at least in primary schools at the expense of the government or even parents. It will help improve the physical wellbeing of youths and the diet for the people. 3. At the moment the health education law is only nominal. Hence the law should be revised in such a way as to ensure the physical wellbeing of students and faculty. 4. Health education should be made a compulsory course in teachers' college. Also the teachers in service should be offered training in health education. 5. The curriculum of health education should be revised. Also the course hours should be extended or readjusted to better meet the needs of students. 6. In the meantime the course hours should be strictly observed, while educational materials should be revised in no time. 7. The government should expand its investment in facilities, budget and personnel for health education in schools at all levels.