• School Mathematics
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• v.17 no.3
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• pp.493-513
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• 2015

This study is based on the perspective that tasks in local and global contexts are important to raise students' ability to mathematically analyze and solve diverse phenomena and social issues as members of future civil society. Therefore, this study analyzes 880 real world tasks from 13 types of 7th grade textbook based on 2009 revised Curriculum. As a result of analyzing tasks by using 3 types of context category and 9 types of ways as analysis framework and allowing repetitive coding, personal context was most frequent in the context of Younbokhap. In level of Integrated ways of Yungbokhap, sequential model in which other subjects' topics were not directly related to mathematics problem or presented in simple description is most frequent. The result shows that the textbooks are too limited to develop learner's competencies. Through such analysis result, we discuss about the necessity and methods of developing tasks which allow learners to study further in future society and global context and which connect other subjects' knowledge and social issue with mathematics in deeper level.

• Education of Primary School Mathematics
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• v.24 no.4
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• pp.247-264
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• 2021

The area of a trapezoid is an important concept to develop mathematical thinking and competency, but many students tend to understand the formula for the area of a trapezoid instrumentally. A clue to solving these problems could be found in Dienes' theory of learning mathematics and Watson and Mason' concept of example spaces. The purpose of this study is to obtain implications for the teaching and learning of the area of the trapezoid. This study analyzed the example spaces constructed by students in learning the area of a trapezoid based on Dienes' theory of learning mathematics. As a result of the analysis, the example spaces for each stage of math learning constructed by the students were a trapezoidal variation example spaces in the play stage, a common representation example spaces in the comparison-representation stage, and a trapezoidal area formula example spaces in the symbolization-formalization stage. The type, generation, extent, and relevance of examples constituting example spaces were analyzed, and the structure of the example spaces was presented as a map. This study also analyzed general examples, special examples, conventional examples of example spaces, and discussed how to utilize examples and example spaces in teaching and learning the area of a trapezoid. Through this study, it was found that it is appropriate to apply Dienes' theory of learning mathematics to learning the are of a trapezoid, and this study can be a model for learning the area of the trapezoid.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.87-98
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• 2023

In this study, we investigated the change in science core competency perception of high school students and the reason for change when science inquiry classes were conducted using eight 'skills' of the 2015 revised science curriculum. Fifteen first-year high school students in Jeollanam-do participated in the science inquiry class of this study, and the class was conducted for 20 hours (5 hours a day for four days). The inquiry activities used in the class consisted of four activity stages (research problems, research methods, research results, and conclusions) and each stage was constructed to include at least one 'skill (Problem Recognition, Model Development and Use, Inquiry Design and Performance, Data Collection, Analysis and Interpretation, Mathematical Thinking and Computer Application, Conclusion and Evaluation, Evidence-based Discussion and Demonstration, and Communication)'. As a result of the study, students' perception of the five science core competencies increased statistically significantly at the significance level of 0.01 through inquiry classes and more than 93% of students recognized that their science core competencies improved through the classes. However, since the class of this study was conducted for a small number of students, it is difficult to generalize the effect of the class, and so it is necessary to conduct a quantitative study for many students.

• Communications of Mathematical Education
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• v.31 no.4
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• pp.389-407
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• 2017

Many researches related to STEAM education have been actively conducted for developing elementary and secondary school students' comprehensive and logical thinking ability in relation to creativity education in Korea. Each sub factor of STEAM education requires creative thinking with the ability to be merged together to solve problems as integrated or combined forms in the fields of Science, Technology, Engineering, Arts, and Mathematics. Also, these STEAM activities and experiences should be carried out at various places outside the classroom in school. Although various educational programs to enhance mathematical creativity have been emphasized for elementary and secondary school students, recent tendency to focus on classroom learning in the school makes it difficult to develop creative thinking ability of students. This research is mainly based on the result of the project "Development and Administration of STEAM Outreach Program in 2016" supported by KOFAC(Korea Foundation for the Achievement of Science & Creativity). The purpose of this research is to develop a STEAM outreach program including students' activity books, teachers' manuals and administration manual that can maximize STEAM-related interest of students, and to provide a chance for elementary and secondary school students to experience creative thinking based on sub factors of STEAM. The STEAM competency total score and the perception of convergence education were significantly increased for all students participating this program, but some sub factors showed different result by school levels. The STEAM outreach program developed by this study is designed to emphasize STEAM education especially 'based on' mathematics in order to provide students with the opportunity to experience more interest in the field of mathematics and will be able to provide an interesting creative STEAM outreach program that utilizes a variety of activities which, we expect, would help students to consider their career in the future.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.235-256
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• 2020

The purpose of this study was to investigate the experience of pre-service mathematics teachers who attended at a university course combined with teaching practicum based on design thinking process to identify the change of their awareness of its activities. For the research, 8 pre-service mathematics teachers participated in a mathematics major course, consisting of 5 phases of design thinking formed by Stanford d.school. In the end of the course, qualitative data were collected through individual and focus group interviews and the course activities. By data analysis, the results of this study were as follows. Firstly, the participants' perspectives of design thinking activities were changed from the difficulty and ambiguity of its activity in the beginning of the process to positiveness with competence of solving authentic problem in terms of teaching practicum over time. Secondly, the participating pre-service teachers emphasized that design thinking activities helped them prepare well teaching practicum and raise understanding of students they met in the school fields. Thirdly, some research participants went through the difficulty in utilizing their products drawn from 4th phase (prototyping) of design thinking process depending on the acceptance of their guidance teachers. Fourthly, the research participants also pointed out that the design thinking was a significant activity in that they learned how to understand and communicate with their students and how to collaborate with team members and it gave an insight about the preparation for a class. Through these results, this study identified the possibility of using the design thinking process for pre-service mathematics teachers' teaching practicum. In addition, the research put forward some implications for better use of design thinking in teacher education.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.5
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• pp.147-157
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• 2019

In this study, mathematics education program was developed for the foreign students who entered the science and engineering college of Korea in order to improve their basic competency and to prevent dropouts. It is applied to 5 Chinese students, 4 male students and 1 female student. Three students are majoring in engineering college and two students are majoring in natural science college. Before applying the mathematics education program to foreign students, most students did not draw a graph of the 'irrational function' and the 'exponential function' and did not understand the concept of the 'limit' at all. However, after applying the mathematics program, all foreign students were able to draw graphs of the various function and the limit values were calculated accurately. Through the results of this study, the researcher proposes some of the following. When developing mathematics education programs for foreign students, it is very important to develop teaching materials suitable for their level. Textbook developers need to select and organize contents that are essential for learning in university mathematics and to present mathematical concepts and examples considering the Korean language level of foreign students. Moreover, it will be necessary to try to present mathematical terms commonly used in Korea in their native language or English.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.139-166
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• 2014

The purpose of the study is to enhance the teaching competence for pre-service elementary teacher by using DGE in order to enhance SMK and PCK for them. To do this, we investigated the initial SMK and PCK for 23 pre-service elementary teachers, the reality of implementation activity of DGE and the change of SMK and PCK after quest activity by DGE. As results, 3 pre-service elementary teachers made errors which are misunderstanding a general angle as special angle, an excessive jump of logic and a circulation logic in the aspect of an initial SMK. In the aspect of contents of PCK, most of pre-service elementary teachers proposed teaching focused on the character using in the problem solving. And most of pre-service elementary teachers proposed teaching methods which are based on explanation, measurement and material manipulation. The reality of implementation activity of DGE was classified 4 cases which are a difficulty in understanding the concept of dynamics and embodying in DGE, an obsession about construction of $75^{\circ}$ and generalization, a difficulty in interpreting 'folding activity' mathematically and a good implementation activity. After quest activity by DGE, the case which is misunderstanding a general angle as special angle could be improved, but the others are not. And after quest activity by DGE, most of pre-service elementary teachers still proposed teaching focused on the character using in the problem solving in the aspect of contents of PCK, and some of pre-service elementary teachers added only teaching methods which are involving visual confirmation by GSP. From these results, we could extract some pedagogical implications helping pre-service teachers to reinforce SMK and PCK by DGE.

• The Mathematical Education
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• v.61 no.4
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• pp.597-612
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• 2022

Recently, large-scale mathematics assessments are shifting from traditional paper-based tests to computer-based tests, nationally and internationally. This study explored the mode effect (the difference in student achievement by the change of test mode) according to the types of test items, the technological function reflected in the items, the characteristics of students' computer use, and the computer-based test environment. To this end, we analyzed the results of the 2020 national assessment of educational achievement of high school mathematics conducted on a paper and computer basis. As a result, firstly, the mode effect induced by the mode transition was generally insignificant, but the mode effect was larger in the extended response type than other types. Secondly, there were differences in the mode effect according to the transition to test with computer mode where innovative items were added. Thirdly, the difference between mode effects was statistically significant according to the student's sense of efficacy in computer use. The results of this study suggest that innovative items should be introduced deliberately according to the targeted content and competency in evaluation, and that assessment design and environment preparation need to be carefully developed so that nonessential abilities other than students' mathematical ability or incidental situation do not distort the assessment results.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.1-21
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• 2022

The purpose of this study is to analyze the current situation of EduTech, which is proposed as a way to build a flexible learning environment regardless of time and place according to the use of digital technology in mathematics subjects. The process of designing classes to use the EduTech platform, which is still in the development introduction stage, in public education is still difficult, and research to observe its effects and characteristics is also in its early stages. However, in the stage of preparing for future education, it is a meaningful process to grasp the current situation and point out the direction in preparation for the future in which EduTech will be actively applied to education. Accordingly, the current situation and utilization trends of EduTech at home and abroad were confirmed, and the functions and roles of EduTech platforms used in mathematics were analyzed. As a result of the analysis, the EduTech platform was pursuing learners' self-directed learning by constructing its functions so that they could be useful for individual learning of learners in hierarchical mathematics education. In addition, we have confirmed that the platform is evolving to be useful for teachers' work reduction, suitable activities, and evaluations learning management. Therefore, it is necessary to implement instructional design and individual customized learning support measures for students that can efficiently utilize these platforms in the future.

• East Asian mathematical journal
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• v.36 no.4
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• pp.475-492
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• 2020

This study is to establish the items on class critiques based on the mathematical competencies according to the mathematics curriculum revised in 2015. Namely, this study deals with the items on how pre-service or in-service teachers understand and comment on mathematics instruction on their own instruction or peers' instruction. To accomplish this, first of all the draft items on instructional reviews was developed by researchers of this study on the basis of the previous study(Hwang, 2018). In order to revise and develop the draft items, the experimental study was executed. The experimental study was done by the subject of 11 groups who are undergraduate students in the educational college of C University. The subject was supposed to watch an in-service middle school mathematics teacher's excellent instruction(study) video and to comment the instruction video on the draft items on class critiques. While analyzing the comments of the subject, the revised items on the class critiques were to be develop. Based on this study, from now on, the final and ideal items on the class critiques would be establish to reflect and comment teachers' instruction.