• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.277-302
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• 2019

In this study, we identified the effects of Self-Reflective Note(SRN) strategy, which used on 'college mathematics' courses, operated as a liberal arts curriculum course in university. For this purpose, we used SRN strategy on 'college mathematics' 3 classes, 'college mathematicsII' 1 class enrolled 95 students, and then analyzed the data. For identifying a change of students' learning, we conducted surveys related to the affective domain, core competencies, satisfaction. From this, we identified the followings. First, the interest, self-confidence, future expectation of students who attended classes in which SRN strategy is used are positively changed. Second, core competencies(self-directed ability, communication ability) of students who attended classes in which SRN strategy is used are improved. Third, the students who attended classes in which SRN strategy is used evaluated such as mathematics learning using the strategy help their mathematics study. Fourth, the students who attended classes in which SRN strategy is used evaluated such as the strategy improved their learning habit, supplemented their weakness, and activate realistic communication between professor and them.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.427-450
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• 2012

Using representations is essential for students to organize their thinking, to solve problems and to communicate each other. Students express information or situations suggested by problems easily and organize and infer them systematically using representations. Also, teachers are able to comprehend students' levels of understanding and thinking process better through them, and influence their representations. This study was conducted to understand mathematical representations of students uprightly and to seek implications for proper teaching of representations, by analyzing representations of students in mathematical problem solving process and the transformation process of representation via interactions.

• The Mathematical Education
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• v.41 no.2
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• pp.157-172
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• 2002

The purpose of this study is to improve middle students'mathematical communication ability. We designed the mathematics instruction model based on Vygotsky's ZPD to develop the mathematical communication ability, and applied to 2nd grade students in Middle School. And we investigated the significant differences between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation in aspects of learning achievement, mathematical disposition, and mathematical communication abilities. The results of the study are as follows : 1. There is no significant difference in learning achievement within significance level .05 between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation by t-test. 2. There is a significant difference in reflection within significance level .01 and in self-confidence within significance level .10 by MANCOVA. 3. There is a significant difference in mathematical communication ability within significance level .01 between two groups by covariance analysis. In particular, there is a significant difference in reading within significance level .01 and in speaking within significance level .05 by t-test.

• Communications of Mathematical Education
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• v.31 no.4
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• pp.433-456
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• 2017

The purpose of this study is to suggest the directions for the development and improvement of mathematics textbooks in Korea by examining these characteristics of German textbooks. As a result, German mathematics textbooks were free for unit order and names of units. German mathematics textbooks defined a function for various real life and natural phenomena, relation after intuitively knowing the correspondence between two variables through a graph. In addition, it exercises interpreting the characteristics and information of the graph, guides the activity of graphing various functional situations, and contents to convert various expression methods such as graphs, tables, relational expressions, mathematical terms and sentences. In the German mathematics textbooks, mathematical expressions of the functional relations of the materials in various contexts of daily life, and the activities of predicting and predicting the future, were made to feel the usefulness of mathematics. It has raised functional thinking and provided problems related to other subjects, thus enhancing connectivity with other disciplines. It also included open issues and issues that required mathematical communication.

• Communications of Mathematical Education
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• v.28 no.4
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• pp.553-571
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• 2014

Mathematical process is an issue in current mathematics education. In this paper discuss how to assess the mathematical process using essay type questions. For this we first suggest the concept of Mathematical Process Oriented Question which is an essay type question and possible to assess mathematical processes, that is, the mathematical communication, reasoning, and problem solving as well as mathematics knowledge. And we develop a framework for developing the mathematical process oriented question and rubric, examples of assessment standards and those questions containing rubric for assessing mathematical processes. The results of this paper can serve as basic data and examples for follow up research about mathematical process assessment.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.407-433
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• 2018

In order to analyze textbooks from a discursive approach, the purpose of this study is to structuralize an analytic framework based on previous literature review and apply it to analyzing the meanings and their syntheses developed by words and visual mediators appeared in the definition of graph in first-year middle school textbooks. The discursive approach consists of the communicational approach developed by Sfard(2008) and the systemic functional linguistics developed by Halliday(1985/2004). In this study, ideational meta-functions for ideational meanings and interpersonal meta-functions for interpersonal meanings were employed to analyze the meanings produced by words and visual mediators in textbooks, whereas textual meta-functions for textual meanings were used for analyzing the synthesized relationships between words and visual mediators. Results show that first, density in mathematical discourse was very high and subjects in mathematical activities were ambiguous in the ideational meanings of words, and behavior aspect was more emphasized than thinking aspect in the interpersonal meanings of words which request student participations. In the case of ideational meanings of visual mediators, there was a lack of narrative diagrams, whereas there were qualitative differences in the case of offer. Second, there was a need for promoting a wide range of diverse synthetic relationships between words and visual mediators for developing enriched mathematical meanings through the varying uses like specification, explanation, similarity, and complement. These results are so important that they provide a new analytic framework from a discursive approach to textbook analysis because not only words, but also visual mediators are analyzed as tools for producing meanings in mathematics textbooks and their synthetic relationships are also examined.

• School Mathematics
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• v.15 no.2
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• pp.369-387
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• 2013

This research intends to give a practice of mathematics lesson-critique and some perspectives on a mathematics lesson in the elementary school level. We carried out a mathematics lesson-critique on a lesson chosen as a good lesson by a local educational district in Korea. The main themes of mathematics lesson-critique were the reconstruction of lesson models, the pursuit of relational understanding, the activation of mathematical communication, and the didactical transformation by a in-service teacher. Meanwhile we confirmed that we need to discuss the properness and adequateness of contents about division of natural numbers given in the elementary mathematics textbook and teachers' guide according to the revised 2007 mathematics curriculum.

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.207-221
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• 2001

The purpose of this study is to develop the assessment rubric of mathematical communication ability by each type: listening, speaking, reading, writing, and graphic. This rubric is qualified in the content-validity and reliability by professional educators' evaluation and correlation coefficient. 16 math educators judged that this involves the results of learning mathematical communication, the results of possible instruction, and the content of scoring mathematical communication by teachers. 170 middle school students were tested by the assessment task according to the types of mathematical communication. After two researchers and two teachers scored the tasks, correlation coefficient was calculated between evaluators. The coefficient is evaluated high in that it is more than 0.70.

• School Mathematics
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• v.4 no.1
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• pp.63-78
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• 2002

This research's purpose is to investigate follows. 1. How do middle school teachers recognize the mathematical communication globally? 2. If we classify the modes of mathematical communication as written, spoken, graphic and active ones, how much do teachers use them and how do the students' communication ability come as teachers judge? 3. What are teachers' thinking, the present condition and the future indication for the application of mathematical communication with computer? 4. Do teachers evaluate their students' communication ability? If then, what is the assessment rubric of student's communication ability? The results are analyzed by frequency analysis including percentile and free writings are arranged by similar responses. The result of this study is that global recognition for mathematical communication, current state for students' concrete performance of mathematical communication, and assessment of mathematical communication & proposals are very lacking.

• School Mathematics
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• v.4 no.2
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• pp.147-160
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• 2002

The purpose of this study is to examine the The correlation between information processing types and mathematical communication abilities / word problem solving abilities. The results obtained are as follows: 1 Simultaneous/continuous information process types showed statistically high correlation with mathematical communication abilities. However, the correlation between simultaneous information process and mathematical communication abilities is a little higher than the correlation between continuous information process and mathematical communication abilities. 2. There is a high correlation between mathematical communication abilities and word problem solving abilities. Especially, speaking ability is much more correlated with four factors of word problem solving than reading, writing and listening, Through this study, we can conclude that information process types should be consider ed in order to improve mathematical communication abilities and mathematical communication abilities is essential in word problem solving.