• Communications of Mathematical Education
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• v.29 no.1
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• pp.19-33
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• 2015

Recently in major industrial areas, there has been a rapidly increasing demand for 'Computational Thinking', which is integrated with a computer's ability to think as a human world. Developed countries in the last 20 years naturally have been improving students' computational thinking as a way to solve math problems with CAS in the areas of mathematical reasoning, problem solving and communication. Also, textbooks reflected in the 2009 curriculum contain the applications of various CAS tools and focus on the improvement of 'Computational Thinking'. In this paper, we analyze the cases of mathematics education based on 'Computational Thinking' and discuss the mathematical content that uses the CAS tools including Sage for improving 'Computational Thinking'. Also, we show examples of programs based on 'Computational Thinking' for teaching Calculus in university.

• Education of Primary School Mathematics
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• v.24 no.1
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• pp.1-20
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• 2021

Factors influencing mathematics academic achievement are constantly changing and have direct and indirect effects on mathematics achievement, so longitudinal studies that can predict and analyze their growth are needed. This study uses longitudinal data on students from 2011 (5th grade of elementary school) to 2015 (2nd grade of middle school) of the Seoul Education Longitudinal Study, and divides them into groups with similar longitudinal changes in mathematics academic achievement. The direct and indirect effects of learning attitudes and achievement goals were examined. As a result of the study, it was found that learning effort and learning attitude had a direct effect on mathematics achievement in 1 group (2277 students, 67.7%), and learning attitude had a direct effect on mathematics achievement in 3 groups (958 students, 28.5%). And it was found that learning effort h ad an indirect effect. In addition, it was found that both learning attitudes, learning efforts, and achievement goals had no effect on the academic achievement of mathematics in the second group (127 students, 3.8%).

• Journal of the Korean School Mathematics Society
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• v.9 no.4
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• pp.539-556
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• 2006

Tessellations are the pattern of iterations of geometric transformation. We can find them in the works of Escher, the famous Dutch artist. Also, We can find the beauty of tessellations in traditional Korean house doors, old Korean architecture, palace walls, and so forth. In this article, the figures of patterns we present are a pig, a frog, Tchiucheonwhang (the mascot of Korean football supporters), and figures by Escher, using the computer geometric program, GSP (Geometer's Sketchpad). We wanted to investigate the gender differences on students' achievement and disposition toward mathematics in constructing tessellations. The results indicated that if students were supported with well prepared instructional materials which helped students make their own figures, female students in particular would be more interested in learning geometric transformation.

• Education of Primary School Mathematics
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• v.13 no.2
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• pp.55-66
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• 2010

The basic direction of mathematical education for the 21st century is focused on helping student to understand mathematics and developing their problem solving abilities, mathematical disposition and mathematical thinking. Elementary mathematics teachers should help students make sense of mathematics, confident of their ability, and make learning environment comfortable for students to participate in. Through making activities 1 to 100 with digits 1,9,9,6, students improved the interest and preference of students about mathematics. This game is useful to foster students' mathematical thinking(concepts of exponential number expression, roots concept(${\sqrt}$), gauss function([])) and mathematical disposition. If students are helped to be interested in mathematics through mathematical games, they regard mathematics as interesting and challengeable subject to let themselves think many ways.

• Journal of Educational Research in Mathematics
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• v.15 no.4
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• pp.505-522
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• 2005

In this article we studied the role of spreadsheet in teaching function and modeling activity by some examples and students' activity performed by the six 10th graders. We especially focused the role of spreadsheet in understanding of various kinds of functions and the families of functions, and in the explanation of the given modeling problem situations. The functions of automatic copy, graphic and the cell reference of spreadsheet can be used to make students observe the causes and effects of changes of the various kind of mathematical representations of functions such as algebraic formulas, tables and graphs. Especially those functions give students a chance to identify family of functions by changing the parameters and this may lead them to the discovery of mathematical facts. In modeling activities they play a key role in the stages of the analysis of the model, explanation of the results of model and conjecture of the real world situations. As well as they make students find the rules underlying in the real world by making spreadsheet as simulation environments, which are almost impossible to make in paper and pencil environments, and give them a chance to justify their findings using mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.441-463
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• 2010

This study purposes to examine the learning achievements, attitude and reactions of elementary school students in fifth grade in mathematics after inducing to use of learning-notebook on mathematics. To achieve the purpose, this study focuses on the following matters. First, we develop the ways to write thoughts and activities in solving problems on learning-notebook for elementary school student in fifth grade. Second, we analyze the effects of the students' learning achievements after applying the ways to them in every mathematics learning activities at home and in school, etc. Third, this study examine the attitudes and reactions of the students toward mathematics after observing the learning activities and interviewing them. The results are summarized as follows. First, using learning-notebook helps to improve the performance of students. The average point of the final examination went up to 90.67 while the average of the first level test was 70.75. And almost each student's result have improved. Second, the interviews with the students show that they feel sense of accomplishment, their mathematical attitude has changed to be positive, and they've actively participated in class by using the learning-notebook. The students felt confidence and achievement and they were more interested in studying mathematics when they use the learning-notebook. Further, the students used the notes in doing their homework and at home studying. Finally, the learning-notebook had a good influence on the relationships between students and teachers. Moreover, learning-notebook serves as a medium that connects teacher and student's work.

• Education of Primary School Mathematics
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• v.15 no.2
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• pp.59-75
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• 2012

This study aims to find whether the solutions for well-structured problems learned in school can be transferred to the moderately-structured problem and ill-structured problem. For these purpose, research questions were set up as follows: First, what are the patterns of changes in strategies used in solving the mathematics problems with different level of structuredness? Second, From the group using and not using proportion algorithm strategy in solving moderately-structured problem and ill-structured problem, what features were observed when they were solving that problems? Followings are the findings from this study. First, for the lower level of structuredness, the frequency of using multiplicative strategy was increased and frequency of proportion algorithm strategy use was decreased. Second, the students who used multiplicative strategies and proportion algorithm strategies to solve structured and ill-structured problems exhibited qualitative differences in the degree of understanding concept of ratio and proportion. This study has an important meaning in that it provided new direction for transfer and analogical problem solving study in mathematics education.

• School Mathematics
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• v.19 no.4
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• pp.713-729
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• 2017

It is the 6th curriculum that first officially mentioned the use of calculators in elementary mathematics education in Korea. Since then, the curriculum has been more widely used than in the beginning. However, in actual textbooks, it is still not enough to see the utilization situation, and guidance in this textbook is very scarce. In particular, there is no relevant study that meets the standards of achievement of the curriculum. The purpose of this study is to investigate the contents of the research on the use of the calculator in the course of the curriculum change after the 6th curriculum, and to present the complex calculation, mathematical concept, mathematical principles and rules, mathematical problem solving. In addition, the course is presented in the textbooks that are appropriate for the achievement criteria and the application process for each topic.

• School Mathematics
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• v.16 no.3
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• pp.409-444
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• 2014

There have been many discussions of teaching and learning mathematics through modeling activities in mathematics education research community. Although there has been some agreement regarding modeling activity as an alternative way to support mathematics teaching and learning, there is still no clear consensus on these issues. This paper reports a case study which aims to identify ways to design modeling tasks and instruction to foster meta-level learning, and investigate how modeling activities can facilitate meta-level learning. From the results of teaching experiment, this study examines the potential of modeling activities in mathematics teaching and learning.

• School Mathematics
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• v.11 no.3
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• pp.415-429
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• 2009

In this study, in order to use history of mathematics in mathematical learning effectively, we investigate application of history of mathematics shown textbooks in simultaneous equations. History of Mathematics can be used in order to enhance comprehension and increase interest in an introduction to the simultaneous equations. It also can be used to help motivate middle school students to solve the simultaneous equations with much interest during the development phase, and develope open thinking and reflective thinking in the enrichment learning.