• Journal of the Korean School Mathematics Society
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• v.19 no.1
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• pp.43-61
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• 2016

This qualitative study investigates how qualitative research methods are applied into educational journals, especially focusing on research articles in the field of mathematics education. Since the mid 90s, there has been growing interest in qualitative research in Korea. As a result, qualitative research methods are becoming one of the main research methods in education, quite different from before the mid 90s that quantitative research methods themselves alone were undispute d research methods. However, such change in research methods also lead to a matter of concern, the rigor and quality of qualitative research. In order to identify how qualitative research methods are applied, this study carefully selects an d analyzes 5 article that used qualitative methods and were published by Education of Primary School Mathematics Journal in 2012. Several leading scholars' ideas and theories of qualitative research are used in the analytical process, with careful attention paid to every detailed element of 5 selected articles. In sum, this study concludes with practical implications for qualitative researchers and discusses future directions for improving qualitative research practice.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.163-186
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• 2017

The purpose of this paper is to propose the policy change of teachers education in Korea with an analysis of America statistical literacy education. we found the difference of statistical literacy education between Korea and America with each nation's social and educational environment. We can get the need of new change for statistic teacher's education in Korea. We think of Mathematics teachers should know about the difference between statistics and mathematics at school mathematics. And they should know the new change thinking about teaching method and process assesment methods. Second, Teachers should focused on teaching of problem solving and statistical thinking ability based on data analysis than the teaching of probability and mathematical theory.

• Education of Primary School Mathematics
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• v.16 no.1
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• pp.21-33
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• 2013

In this study, We analyzed the mathematical thinking of sixth grade students showed mathematics lessons through the application of Lakatos' methodology and search for the role of their teachers in this lessons. We supposed to find the solution to the way of teaching-learning regarding the Lakatos' methodology for the elementary school level. According to the stages of presenting a problem situation, suggesting an initial conjecture, examining the conjecture, and improving the conjecture, we had lessons 8 times that are applied to Lakato's methodology. We gathered and analyzed data from lessons and interviews recording videotapes, documents for this study. The participants showed a lot of mathematical thinking. They understood the problem situation with the skill of fundamental thinking and suggested the initial conjecture by the skill of developmental thinking and they found a counter-example to be able to rebut the initial conjecture by critical thinking. Correcting the conjecture not to have counter-example, they drew developmental thinking and made their thinking generalize.

• Communications of Mathematical Education
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• v.16
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• pp.331-344
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• 2003

본 연구의 목적은 예비 초등교사의 덧셈과 뺄셈에 대한 교과 지식과 교수학적 지식이 어떠한가를 알아보는 것이었다. 29명의 예비 초등교사가 연구에 참여하였으며 자료는 개방형 답을 하는 질문지를 사용하여 수집하였다. 분석결과 예비 초등교사들은 문장제에서 의미론적 구성과 합병과 구차의 상황에 대한 이해에 어려움을 가지고 있는 것으로 나타났다. 교수학적 방법에서는 알고리즘에 의한 설명 방법을 주로 사용하였으며 뺄셈을 설명하는데 몇 가지 오개념을 보였다. 이 결과는 앞으로 초등교사양성대학의 프로그램 개발과 운영에 기초가 될 것이다.

• Journal for History of Mathematics
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• v.18 no.2
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• pp.95-106
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• 2005

This paper is investigated conception and methodology of data selection, cleaning, integration, transformation, reduction, selection and application of data mining techniques, and model evaluation during procedure of the knowledge discovery in database (KDD) based on Mathematics. Statistical role and methodology in KDD is studied as branch of Mathematics. Also, we investigate the history, mathematical background, important modeling techniques using statistics and information, practical applied field and entire examples of data mining. Also we study the differences between data mining and statistics.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.399-424
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• 2014

Although teacher preparation programs are important for prospective teachers to build a foundation of teaching expertise, there has been lack of research in this area. This paper analyzed in what ways prospective teachers' ability in describing and commenting on elementary mathematics instruction has been changed while they were taking in the course of teaching elementary school mathematics. The results of this study showed that in late description the teachers tended to notice the core flow of a lesson and the use of instructional strategies appropriate to the mathematical content to be taught. They also tended to comment on instructional strategies and mathematical discourse from the teacher's perspective and evaluated them without alternative approaches. A noticeable change occurred in late comments wherein prospective teachers considered both the teacher and students, supported their comments by theories they had learned through the course, and interpreted the classroom events they had noticed. Building on these results, this paper closes with implications of teacher education programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.

• Journal of the KSME
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• v.26 no.5
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• pp.398-404
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• 1986

열전달에는 많은 개념과 방법론이 포함되므로 그 범위에 있어서, 적어도 다른 어떤 열과학보다도 광범위하다. 이 제목의 첫 과목을 가르치는데 있어, 교수는 토픽의 내용, 수학의 정도, 컴퓨터 사용 및 실험 등에 있어 많은 선택에 직면하게 된다. 이 선택은 학생개발목표는 물론 기자재 및 시간제한 등에 기반을 두어 이루어져야 한다. 열전달 첫 과목의 주된 목적은 학생이 열시스템 설계와 성능에 관계되는 문제를 합리적으로 취급할 수 있도록 준비시키는 것이어야 한다. 따 라서 전달, 대류 및 복사의 기본원리와 열시스템 해석의 방법론에 중점을 두어야 한다.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.153-171
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• 2013

The purpose of this study is to investigate characteristics of students' problem solving processes based on their mathematical thinking styles and thus to provide implications for teachers regarding how to employ multiple representations. In order to analyze these characteristics, 202 university freshmen were recruited for a paper-and-pencil survey. The participants were divided into four groups on a mathematical-thinking-style basis. There were two students in each group with a total of eight students being interviewed. Results show that mathematical thinking styles are related to defining a mathematical concept, problem solving in relation to representation, and translating between mathematical representations. These results imply methods of utilizing multiple representations in learning and teaching mathematics by embodying Dienes' perceptual variability principle.

• Journal of Korea Game Society
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• v.13 no.6
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• pp.95-110
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• 2013

Current up-to-date courses of study put emphasis on raising creative students. However, the cramming methods of teaching mathematics in the school seems far from the creativity and the number of students who feels mathematics difficult is increasing. To overcome this situation, the government proposed 'the mathematics education using storytelling', which leads to lots of developments of mathematics using serious game in many areas. However most of the current serious games couldn't do away with the deductive framework of mathematics, which makes it impossible to achieve the purpose of raising creative students. This is because existing mathematics serious games have not deeply contemplated many aspects such as the purpose and theories of teaching and teaching mathematics. Therefore, in order to overcome the limitations of cramming methods in existing mathematics educations, this research proposes the new method of developing serious game contents for elementary geometry that is useful to improve mathematical intuition, based on RME, the theory of teaching/learning mathematics.

• School Mathematics
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• v.14 no.4
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• pp.469-493
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• 2012

The purpose of this study is find the relation between students' concept and types of proof construction. For this, four undergraduate students majored in mathematics education were evaluated to examine how they understand mathematical concepts and apply their concepts to their proving. Investigating students' proof with their concepts would be important to find implications for how students have to understand formal concepts to success in proving. The participants' proof productions were classified into syntactic proof productions and semantic proof productions. By comparing syntactic provers and semantic provers, we could reveal that the approaches to find idea for proof were different for two groups. The syntactic provers utilized procedural knowledges which had been accumulated from their proving experiences. On the other hand, the semantic provers made use of their concept images to understand why the given statements were true and to get a key idea for proof during this process. The distinctions of approaches to proving between two groups were related to students' concepts. Both two types of provers had accurate formal concepts. But the syntactic provers also knew how they applied formal concepts in proving. On the other hand, the semantic provers had concept images which contained the details and meaning of formal concept well. So they were able to use their concept images to get an idea of proving and to express their idea in formal mathematical language. This study leads us to two suggestions for helping students prove. First, undergraduate students should develop their concept images which contain meanings and details of formal concepts in order to produce a meaningful proof. Second, formal concepts with procedural knowledge could be essential to develop informal reasoning into mathematical proof.