• Communications of Mathematical Education
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• v.33 no.3
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• pp.355-376
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• 2019

Since the second comprehensive mathematics education plan was announced in 2012, many policies have been implemented based on it. However, due to many changes in various social situations and revision of the curriculum, new plans and policy proposals for mathematics education are strongly required. But, we need to recognize what the changes in the current social and educational situation ask for education in order to make meaningful policy. Therefore, in this study, we intend to develop an appropriate questionnaire to investigate mathematics teachers' perceptions and educational status of mathematics by analyzing former domestic and international studies on the related field and reflecting the educational situation in Korea. When developing questions, experts' opinions were consulted and preliminary on-site survey studies were conducted to maintain the suitability and reliability of the questions. Through these procedure, 33 questions were developed in three areas: teachers' recognition on mathematics education, educational status of mathematics education, and ICT utilization. It will be used as a tool to investigate math teachers' perception and current status of mathematics education and the results from this survey will be useful for developing mathematics education policies for the future.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.319-345
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• 2009

Nowadays the researches on the reading materials about Mathematics are emphasized and quitely active. But most researches have just proposed the lists of books or materials of the reading activities in Mathematics. Therefore we choose the subject for this study as the analysis of the characteristic attitudes about Mathematics for 3-leveled (high, middle, low) high-school students who have studied Mathematics using the reading activities. After the applications of reading activities for leveled students, we have the following results. For the low-leveled students, the high-leveled(=difficult to understand) reading materials may loose the confidence and interest about Mathematics. The appropriate reading materials for leveled students will increase the interest and change the attitude about Mathematics. We expect that the reading activities in Mathematics extend the logical and rational thinking power that our society has required.

• Education of Primary School Mathematics
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• v.18 no.1
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• pp.31-44
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• 2015

This study aims to test effect of transfer learning program rather than students' transfer ability. For these purpose, firstly this study design transfer learning program to apply from 'rate concept' in learning math class to 'velocity concept' in science class. Subsequently, this study is to analyze whether this program affect on 'the rate concept understanding' and 'the mathematics learning attitude'. Followings are the findings from this study. First, transfer learning program affect on improving students' rate concept understanding. Moreover, 17 among 35 students' who stay in 'ratio level' move to 'internalized ratio level'. Second, besides transfer learning program is not only cause to change students' learning attitude, this program impact on changing their learning attitude positively. The study has an important implications in that it designed new learning program that students experience transfer and test its effect.

• Journal for History of Mathematics
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• v.23 no.4
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• pp.47-58
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• 2010

This study suggests new interpretation about ancient mathematician Archimedes' 'method'. For this, we examined the core issue related to the interpretation of the 'method' and identified the unclear relation between the principle of the lever and the indivisibles, both of which have consisted of the main point of arguments. And by having conducted the exploratory historical guesswork about Archimedes' careful use of indivisibles, we make a hypothesis that the role of the principle of the lever in Archimedes' 'method' should be the control of ratio of change.

• School Mathematics
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• v.18 no.1
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• pp.143-157
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• 2016

North Korea had been reorganized its educational curriculum and new contexts were authored in 2013. In this study, mathematics contexts of North Korean secondary school's first grade in 2009 and 2013 were investigated. And the changes of content structure, content development, and content composition were analyzed. Results were as follows: First, with respect to the content structure, 1 chapter decreased, while lesson number was intact and 4 subunits increased. Second, with respect to the content development, considerable changes were presented. The tendencies that encouraged student and pursued a student friendly form were investigated. Third, with respect to the content composition, obvious changes were presented. It was investigated that the ratio of numbers and number operations, letters and expressions decreased nearly half. And new contents were supplemented in the areas of patterns, geometry, functions, probability and statics, equation of figures, set and statement. This changes suggests that differences between contexts of South and North Korea is narrowing compared to the past. In conclusion, the direction of North Korean mathematical education is changing for the general direction of South Korean mathematical education.

• Journal of the Korean School Mathematics Society
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• v.7 no.1
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• pp.1-18
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• 2004

In the seventh educational curriculum of stage and level education course, the goal of this survey is to analyse the participators' behavior trait changes at the special supplementary course. In order to realize the goal of this survey, I set up the following survey contents. First, to check the responses of participators about the special supplementary course. Second, to analyse the participators' behavior trait changes such as self-consciousness, achievement motivation, learning habit at the special supplementary course.

• Proceedings of the Korean Society of Computer Information Conference
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• 2011.06a
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• pp.183-184
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• 2011

본 논문에서는 양항비를 이용하여 스키점프 시각화 도구를 구현하였다. 스키점프는 점프대에서 도약시의 가속도와 맞바람을 통한 양력을 이용하여 활공하는 스포츠이다. 다양한 영향 요소 중에서도 점프의 거리가 가장 중요한데 이는 받음각에 따른 양력과 항력의 비인 양항비에 의해 결정된다. 기존 연구에서 최적의 양항비를 계산하여 이미 표준적인 받음각과 스키의 벌림각, 구부린 각 등은 잘 알려져 있다. 그러나 이러한 영향 인자의 변화에 따른 시각화 도구는 미흡한 실정이다. 본 논문에서는 양항비를 이용하여 사용자에게 직관적인 자세 시각화 도구를 제공한다. 구현을 위하여 OpenGL을 이용하여 그래픽을 표현하고 기존의 수학적 모델을 이용하여 사용자가 요구하는 인자의 변화에 따른 자세변화를 보인다. 본 논문의 결과물은 더 나은 스키점프을 위한 참고자료로 활용될 수 있을 것이다.

• Journal of the Korean School Mathematics Society
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• v.19 no.3
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• pp.261-275
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• 2016

Many students have dualistic beliefs about mathematics and its learning- for example, there is always just one right answer in mathematics and their role in the classroom is receiving and absorbing knowledge from teacher and textbook. This article investigated some epistemic implications and limitations of common mathematics teaching practices, which often present mathematical facts(or procedures) and treat students' errors in a certain and absolute way. Langer and Piper's (1987) experiment and Oliveira et al.'s (2012) study suggested that presenting knowledge in conditional language which allows uncertainty can foster students' productive epistemological beliefs. Changing the focus and patterns of classroom communication about students' errors could help students to overcome their dualistic beliefs. This discussion will contribute to analyze the implicit epistemic messages conveyed by mathematics instructions and to investigate teaching strategies for stimulating students' epistemic development in mathematics.

• Journal of the Korean School Mathematics Society
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• v.22 no.1
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• pp.81-94
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• 2019

The purpose of this study is to investigate the meaning of CAS(Computer Algebra System) using in mathematics teaching and learning, and the change of the theory of mathematics teaching and learning caused by introduction of CAS. Especially, when CAS was introduced, some categories of assessment items were examined, and alternative assessment directions were presented and the implications of them were discussed.

• School Mathematics
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• v.10 no.1
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• pp.79-103
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• 2008

The purpose of this study is for developing and using project tasks which can be used to connect schooling and home education for the other days of 5days-schooling; to promote students' mathematical ability and to let students have positive cognitions toward mathematics and self-controled learning attitudes. For this study, two classes of 4th graders(56 students) were sampled from a school in D city. Half of them were assigned to the experiment group(EG) and the other to comparison group(CG). In the experiment group, students completed 16 project tasks and we investigated whether there is an effect on students' academic achievement and mathematical disposition. Two kinds of test instruments, pre-test and post-test were used. The pre-test scores guaranteed that both groups were homogeneous. Post-test scores were used to identify three effects and the post-test scores were analyzed by t-test. The result of this study is as follows: (1) There was significant difference between EG and CG in academic achievement (p=0.010). (2) There was significant difference between EG and CG in mathematical disposition(p=0.007). (3) There was no significant difference between EG's pre-test and post-test in mathematical disposition at the 5% significant level. But the average score of mathematical disposition improved from 3.3333 to 3.5375. Mathematical disposition was composed of 6 factors. One of them was mathematical value and there was significant difference between EG's pre-test and post-test at the 5% significance level(p=0.030). But other factors were not. The average scores of mathematical reflection improved a little. So we can say that the activities with project tasks brought an positive influence on students' mathematical disposition.