• The Mathematical Education
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• v.61 no.3
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• pp.477-497
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• 2022

The rapidly changing world calls for reform in mathematics education from lifelong learning perspectives. This study examines adults' perception of mathematics by reflecting on their experiences of mathematics in and out of school in order to understand what the current needs of adults are. With the two questions: "what experiences do participants have during their learning of mathematics in schools?" and "how do they perceive mathematics in their current life?", we analyzed the semi-structured interviews with 10 adults who have different sociocultural backgrounds using narrative inquiry methodology. As a result, participants tended to accept school mathematics as simply a technique for solving computational problems, and when they had not known the usefulness of mathematical knowledge, they experienced frustration with mathematics in the process of learning mathematics. After formal education, participants recognized mathematics as the basic computation skill inherent in everyday life, the furniture of their mind, and the ability to efficiently express, think, and judge various situations and solve problems. Results show that adults internalized school education to clearly understand the role of mathematics in their lives, and they were using mathematics efficiently in their lives. Accordingly, there was a need to see school education and adult education on a continuum, and the need to conceptualize the mathematical abilities required for adults as mathematical literacy.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.321-350
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• 2013

The purpose of this study to analysis of problem posing in 5th and 6th grade mathematics textbooks and to comprehend errors in the problem posing activity of 6th graders in elementary school. For solving the research problems, problem posing contents were extracted from mathematics textbooks and practice books for the 5th and 6th grade of elementary school in the 2007 revised national curriculum, and they were analyzed, according to each grade, domain and type. Based on the analysis results, 10 problem posing questions which were extracted and developed, were modified and supplemented through a pre-examination, and a questionnaire that problem posing questions are evenly distributed, according to each grade, domain and type, was produced. This examination was conducted with 129 6th graders, and types of error in problem posing were analyzed using collected data. The implications from the research results are as follows. First, it was found that there was a big numerical difference of problem posing questions in the 5th and 6th grade, and problem posing questions weren't properly suggested in even some domains and types, because the serious concentration in each grade, type and domain. Therefore, textbooks to be developed in the future would need to suggest more various and systematic of problem posing teaching learning activity for each domain and type. Second, the 'error resulting from the lack of information' occurred the most in the problems that 6th graders posed, followed by the 'error in the understanding of problems', 'technical errors', 'logical errors' and 'others'. This implies that a majority of students missed conditions necessary for problem solving, because they have been used to finding answers to given questions only. For such reason, there should be an environment in which students can pose problems by themselves, breaking from the way of learning to only solve given problems.

• Korean Journal of Soil Science and Fertilizer
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• v.7 no.3
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• pp.177-184
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• 1974

An attempt was made to determine simple and the most reasonable fertilizer recommendation for barley utilizing the present knowledge about the effect of soil and climatic factors on barley response to NPK fertilizer in Korea and establishing the critical contents of available nutrients in soils. The results were summarized as follows. 1. The relationships between relative yields or fertilizers rates for maximum yields from quadratic response curves and contents of organic matter, available $P_2O_5$, exchangeable K in soils were examined. The trend was more prospective with relative yields because of smaller variation than with fertilizer rates. 2. Since the relationship between N relative yields and organic matter contents in soils was almost linear over the practical range, it was difficult to determine the critical content for nitrogen response by quadrant methods. However, 2.6%, country average of organic matter content in upland soils was recommended as the critical point. 3. There showed a trend that average optimum nitrogen rater was higher in heavy texture soils, colder regions. 4. The critical $P_2O_5$ contents in soil were 96 or 118 ppm in two different years, which were very close to the country average, 114 ppm of $P_2O_5$ contents in upland soils. The critical K content in soil was 0.32 me/100g, which was exactly coincident to the country average of exchangeable K in upland soils. 5. According to the contents of avaiiable $P_2O_5$ and exchangeable K, several ranges were established for the purpose of convenience in fertilizer recommendation, that is, very low, Low, Medium, High and very High. 6. More phosphate was recommended in the northern region, clayey soils, and paddy soils, whereas less in the southern region and sandy soils. More potash was recommended in the northern region and sandy soils, whereas less in the southern region and clayey soils. 7. The lower the PH, the more fertilizers were recommended. However, liming was considered to be more effective than increas in amount of fertilizers.