• 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.

• Journal for History of Mathematics
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• v.28 no.1
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• pp.15-29
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• 2015

This study aims to analyze how the history of mathematics is used in Chinese mathematics textbooks. As a framework for analysis, we categorized nine types of using the history of mathematics in textbooks. We analyzed 18 mathematics textbooks for Chinese elementary and middle schools. As a result, we found that various types of using the history of mathematics were adopted in Chinese textbooks except for explorations of mathematical errors in history. We also noticed three characteristics: preference to using for motivation and reading matters in elementary school levels, high frequencies of using problems from traditional mathematical books and origins of mathematical concepts or symbols, and emphasis on ethnic superiority through the Chinese traditional mathematics. Based on the results of analysis, we discussed and induced some implications for using the history in our mathematics textbooks.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.225-241
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• 2001

This study examines the effect that mathematics teaching efficacy has on teacher's mathematics education practices. Data was obtained from 220 kindergarten teachers who responded to the questionnaire, the mathematics teaching efficacy belief instrument (developed by Enochs). Among these 220 teachers, upper and lower 5 % of the teachers on mathematics teaching efficacy belief were chosen to identify the influence of mathematics teaching efficacy on mathematics activity style, teaching strategy, and teacher-child interaction. The results indicated that teacher's interest in math, previous participation in mathematics teaching method course mainly influenced mathematics teaching self-efficacy. Teachers with high mathematics teaching efficacy belief preferred providing mathematical learning activity than providing other learning areas. They employed effective mathematics teaching strategy such as high and medium cognitive distancing strategy and established positive teacher-child relationship. Implications for teacher education and professional development activities were discussed.

• The Mathematical Education
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• v.52 no.3
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• pp.319-334
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• 2013

This study is a literature research on critical mathematics education. In this study, we analyzed the literature about critical theory and critical education, especially focused on Freire's educational works. And also, we reviewed studies and lesson examples about critical mathematics education. The purpose of this research is to improve understanding about critical mathematics education. We found the connection between the goals, teaching methods and contents of critical mathematics education and Freire's theory of critical pedagogy. Critical mathematics lessons stimulated student's sense of social agency and induced student's inquiry. Critical mathematics education has a merit on aspect of mathematical connection and communication by adopting social issues and student's discussion in mathematics lessons. Although there are many obstacles to overcome, critical mathematics education is one of the educational direction to seek.

• School Mathematics
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• v.11 no.3
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• pp.335-349
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• 2009

The purpose of this study is to explore how a mathematics teacher's beliefs about mathematics and teaching and learning and mathematics and how such beliefs are related to her knowledge manifested in her mathematics instruction. The study illustrates images of teaching practice of an American mathematics teacher in middle grades mathematics classrooms. Results suggest that the teacher seems consistent in teaching in terms of her beliefs about mathematics and learning and teaching mathematics in some degrees. In particular, the teacher's beliefs affected the ways in which mathematics teacher organized and structured her lessons.

• Journal for History of Mathematics
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• v.30 no.6
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• pp.327-339
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• 2017

Recently industry goes through enormous revolution. Related to this, major changes in applied mathematics are occurring while coping with the new trends like machine learning and data analysis. The last two decades have shown practical applicability of the long-developed mathematical theories, especially some advanced mathematics which had not been introduced to applied mathematics. In this concern some countries like the U.S. or Australia have studied the changing environments related to mathematics and its applications and deduce strategies for mathematics research and education. In this paper we review some of their studies and discuss possible relations with the history of mathematics.

• Journal for History of Mathematics
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• v.20 no.2
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• pp.47-58
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• 2007

In this paper, we shall try to give a comparative study of mathematics developments in ancient Greece and ancient Oriental mathematics. We have found that the Oriental Mathematics. is quantitative, computational and algorithmetic, but the ancient Greece is axiomatic and deductive mathematics in character. The two region mathematics should be unified to give impetus to further development of mathematics in future times.

• The Mathematical Education
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• v.40 no.1
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• pp.125-137
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• 2001

We review the mathematics education in Korea just after the 1595 Liberation and the first, second curriculum announced in 1955 and 1963, respectively. The 3rd curriculum announced in 1973 is influenced by “New Mathematics” in America. There were theoretical research about “New Mathematics”, but no experimental research about it in the school. So, there was not much effect of “New Mathematics” in mathematics education. After that we have the 4th, 5th and 6th curriculum which is improved by the result of experience in teaching. The 7th curriculum announced in 1997 emphasized practical mathematics. In this paper, we review the mathematics education and consider some problems in the 7th curriculum. We also consider some problems in mathematics textbook authorization under the 7th curriculum. To solve these problems, we suggest some facts. Especially, we need the philosophy about mathematics education and the enough knowledge about “Mathematics for Mathematics Teachers”.

• Research in Mathematical Education
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• v.26 no.3
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• pp.147-166
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• 2023

Mathematics is a science of pattern. Mathematics is a subject of inquiring which aims at discovering the models hidden behind the world. Pattern is abstraction and generalization of the model. Mathematical pattern is a higher level of mathematical model. Mathematics patterns are often hidden in pattern similarity. Creation of mathematics lies largely in discovering the pattern similarity among the various components of mathematics. Inquiring is the core and soul of mathematics teaching. It is very important for students to study mathematics like mathematicians' exploring and discovering mathematics based on pattern similarity. The author describes an example about how to guide students to carry out mathematics inquiring based on pattern similarity in classroom.

• Journal of The Korean Association For Science Education
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• v.31 no.3
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• pp.475-489
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• 2011

The purposes of this study were to inform the exemplary models of integrated science and mathematics and to analyze and discuss their similarities and differences of the models. There were two steps to select the exemplary models of integrated science and mathematics. First, the second volume (Berlin & Lee, 2003) of the bibliography of integrated science and mathematics was analyzed to identify the models. As a second step, we selected the models that are dealt with in the School Science Mathematics journal and were cited more than three times. The findings showed that the following four exemplary theoretical models were identified and published in the SSM journal: the Berlin-White Integrated Science and Mathematics (BWISM) Model, the Mathematics/Science Continuum Model, the Continuum Model of Integration, and the Five Types of Science and Mathematics Integration. The Berlin-White Integrated Science and Mathematics (BWISM) Model focused an interpretive or framework theory for integrated science and mathematics teaching and learning. BWISM focused on a conceptual base and a common language for integrated science and mathematics teaching and learning. The Mathematics/Science Continuum Model provided five categories and ways to clarify the extent of overlap or coordination between science and mathematics during instructional practice. The Continuum Model of Integration included five categories and clarified the nature of the relationship between the mathematics and science being taught and the curricular goals for the disciplines. These five types of science and mathematics integrations described the method, type, and instructional implications of five different approaches to integration. The five categories focused on clarifying various forms of integrated science and mathematics education. Several differences and similarities among the models were identified on the basis of the analysis of the content and characteristics of the models. Theoretically, there is strong support for the integration of science and mathematics education as a way to enhance science and mathematics learning experiences. It is expected that these instructional models for integration of science and mathematics could be used to develop and evaluate integration programs and to disseminate integration approaches to curriculum and instruction.