• Title, Summary, Keyword: mathematics

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Co-existence of History of Mathematics and Modern Mathematics

  • Banihashemi, Saied Seyed Agha
    • Proceedings of the Korea Society of Mathematical Education Conference
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    • pp.261-267
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    • 2010
  • Both history of mathematics and education of mathematics is old subject. The question arises wether can these two important subjects can help each other or not. Unfortunately this idea made mathematics society into two groups; one has idea that history of mathematics can help education of mathematics and other group has idea that not only history of mathematics can not help education of mathematics but also it makes some confusion. In this article the author is going to do some comparison and take some conclusion that history of mathematics can make education of mathematics so active and interesting.

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Research on the Relationships between Students' Beliefs about Mathematics Teaching-Learning and Mathematics Classroom Culture

  • Xiaogui, Zhang
    • Research in Mathematical Education
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    • v.12 no.3
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    • pp.167-177
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    • 2008
  • The students' beliefs about mathematics teaching-learning come from the social activities in mathematics classrooms; and the mathematics classroom culture to a large extent decides the social activities in mathematics classrooms. So, the students' beliefs about mathematics teaching-learning are decided indirectly by the mathematics classroom culture mainly. The students' beliefs about mathematics teaching-learning react to the social activities in mathematics classrooms, and the social activities in mathematics classrooms react to the mathematics classroom culture. Therefore, the students' beliefs about mathematics teaching-learning react indirectly to the mathematics classroom culture. So, the relationships between the students' beliefs about mathematics teaching-learning and the mathematics classroom culture are dialectic, and the social activities in mathematics classrooms are the medium. In addition, the relationships have some inspirations to the current mathematics curriculum reform in the mainland China.

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Chinese Mathematics in Chosun (조선(朝鮮)과 중국수학(中國數學))

  • Lee, Chang Koo;Hong, Sung Sa
    • Journal for History of Mathematics
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    • v.26 no.1
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    • pp.1-9
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    • 2013
  • It is well known that the development of mathematics in eastern Asia was based on Chinese mathematics. Investigating Chinese mathematics books that were brought into Chosun, we study how Chinese mathematics influenced Chosun mathematics. Chinese mathematics books were brought into Chosun in three stages, namely basic mathematics books in the era of King SeJong(1397-1450), Chinese mathematics books influenced by western mathematics in the 17th century and finally those with commentaries on mathematics of Song-Yuan era in the 19th century. We also study the process of their importations.

What Feminist Mathematics Education tells to South Korea?

  • Kim, Rina
    • Research in Mathematical Education
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    • v.22 no.4
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    • pp.245-259
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    • 2019
  • I examine the discussions of studies related to feminist mathematics education and the implications of mathematics education in South Korea. In particular, I attempt to answer the following questions through literature reviews on feminist mathematics: What is the epistemological background of feminist mathematics education? How is feminist mathematics education defined and implemented? What does feminist mathematics education suggest in South Korea's mathematics curriculum? From the analysis of the literatures, I found that feminist mathematics education reflects not just the rights of female's rights but also a paradigm shift in epistemology of mathematics and philosophy of mathematics education. In this regard, feminist mathematics questions the existing mathematics education related to the female students who were marginalized in the composition and delivery of mathematics. Feminist mathematics education points out that in the course of the transfer of mathematical knowledge in schools, female students understand unilateral information procedurally without understanding the concept. Mathematics educators should consider alternative curricula that reflect the views of female students regarding the nature of mathematics. Students should be able to receive equal mathematics education in a school regardless of their gender. In this case, equal mathematics education refers to education methods that are suitable for both male and female students. The existing mathematics content and its teaching methods were designed based on the learning experiences of male students, which made them relatively difficult for female students to understand.

A Study on the Coping Behavior of Mathematics Anxiety Depending on the Grade, Sex, Mathematics Achievement, and Mathematics Anxiety in Elementary School Students (학년, 성별, 수학성취도, 그리고 수학불안 정도에 따른 초등학생의 수학불안 대처행동)

  • Lee, Sae-Na
    • Korean Journal of Human Ecology
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    • v.19 no.1
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    • pp.27-38
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    • 2010
  • The purposes of this study were to find out coping behavior to mathematics anxiety depending on grade, sex, mathematics achievement, and mathematics anxiety in elementary school students and to find out the variables influencing coping behavior to mathematics anxiety. 991 students (grade: 4, 5, 6) completed questionnaires about mathematics anxiety and coping behavior to mathematics anxiety. Their home room teachers completed scores of the mathematics achievement test of their students. Data were analyzed by F-test, t-test, correlation and step wise multiple regression. The results of this study were as follows. First, there were statistically significant differences in coping behavior to mathematics depending on grade, mathematics achievement and level of mathematics anxiety except for sex. Second, the level of mathematics anxiety was the most important factor in coping behavior to 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.

Mathematics Education Reform Movements and Korean Mathematics Curriculum (수학교육 개혁 운동과 우리나라 수학 교육과정)

  • 한태식
    • Journal of Educational Research in Mathematics
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    • v.9 no.1
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    • pp.15-29
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    • 1999
  • The purpose of this study is to investigate various mathematics education improvement or reform movements of Western Europe countries (United Kingdom, Germany, etc.) and the United States of America, to see the effects of those movements on Korean mathematics education circle, and to find a direction of Korean mathematics curriculum design. The third Korean mathematics curriculum was most affected by the new mathematics movement of the United States of America. This movement was emphasizing abstract structure, logical rigorousness and discovery learning of mathematics, which was fired from late fifties. Korean mathematics education circle imported the new mathematics early seventies from USA, but serious problems had been found at that time in USA. This study has pointed out that new math oriented Korean mathematics curriculum was not proper and the new mathematics itself was disastrous for most Korean students' learning. The study also points out that they hurried too much introducing the new mathematics and publishing new mathematics oriented textbooks but they had not sufficient teacher training programs. In our future mathematics curriculum reform, we have to remember such a historical lesson.

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The Case Study of Using GrafEq, by Pre-service Mathematics Teachers for Exploring Secondary School Mathematics (중등수학 탐구를 위한 예비수학교사의 수학프로그램(GrafEq.) 활용 사례)

  • Kim Nam Dee
    • The Mathematical Education
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    • v.43 no.4
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    • pp.405-417
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    • 2004
  • This study is on the use of mathematics program for School Mathematics Education. According to the ‘technology principle’ by NCTM and teaching-learning methods by the 7th curriculum, we developed mathematics learning activities with mathematics program. This activity is to construct designs with graphs by using mathematics program(GrafEq.). In this study, we practiced these learning activities with pre-service mathematics teachers. The mathematics educational effects of these learning activities in this study are analyzed as follows; active & spontaneous search for mathematical knowledge, the experience of problem solving, affirmative view-point of mathematics, understanding of practical use of mathematics, acquisition an interest & motivation of learning mathematics etc. When students learn graphs of function, the concept of inequality in secondary school mathematics class., mathematics teachers can make a good use of constructing designs by mathematics program(GrafEq.). This will help to practice of teaching-learning methods by the 7th curriculum.

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Using History of Mathematics for Prospective Mathematics Teachers (예비수학교사를 위한 수학사 활용 방안)

  • Jung, Hae-Nam
    • Journal for History of Mathematics
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    • v.25 no.3
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    • pp.141-157
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    • 2012
  • There is enthusiasm among many mathematics educators to seek to understand how history of mathematics can be employed to emphasize the usefulness of mathematics and to make it even more useful. We investigate theoretical backgrounds of using history of mathematics for secondary students and prospective mathematics teachers. On the basis of historico-genetic principle and mathematics teachers' professional knowledge, we go into curriculum of prospective mathematics teachers. This study focussed on developing pedagogical approach using history of mathematics for prospective mathematics teachers.

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.