• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.701-722
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• 2010

Students have to investigate, experiment and inquire using the manipulative materials and real-world thing for studying Geometry. Manipulative materials activities encourage to understand mathematical concept and connection of symbol. Experiment activities using the computer focused the student's intuitive and inquisitive activities because of visualization of an abstract mathematics concept. This study developed a workbook through the use of manipulative materials and computer for operating and experimenting, and suggested a method for inquiry of geometrical properties and proved an effect. Manipulative materials-experiment activities was proven effective to middle level and lower level students in understanding the geometrical properties, and was proven effective to high level and lower level students when it comes to mathematical communication ability. When students operate, at first, they have to know about the feature and information of the materials, and the teacher has to make an elaborate plan and encourages the students to discuss about this.

• Journal of Educational Research in Mathematics
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• v.13 no.4
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• pp.463-483
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• 2003

In the learning of mathematics, students experience the semiotic activities of representing and interpreting mathematical signs. We called these activities as the representing and interpreting of mathematical signs. On the foundation of Peirce's three elements of the sign, we analysed that students constructed the representamen to interpret the concept of correlation as for the object, "as one is taller, one's size of foot is larger" 4 middle school students who participated the gifted center in Seoul, arranged the statistical data, constructed their own representamen, and then learned the conventional signs as a result of the whole class discussion. In the process, students performed the detailed representing and interpreting of signs, depended on the templates of the known signs, and interpreted the process voluntarily. As the semiotic activities were taken place in this way, it was needed that mathematics teacher guided the representing and interpreting of mathematical signs so that the representation and the meaning of the sign were constructed each other, and that students endeavored to get the negotiation of the interpretants and the representamens, and to reach the conventional representing.

• The Mathematical Education
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• v.51 no.1
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• pp.77-88
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• 2012

This qualitative research provides a situation model, which is designed for promoting learning of eigenvalue and eigenvector. This study also demonstrates the usefulness of the model through a small groups discussion. Particularly, participants of the discussion were asked to decide the numbers of milk cows in order to make constant amounts of cheese production. Through such discussions, subjects understood the notion of eigenvalue and eigenvector. This study has following implications. First of all, the present research finds significance of situation model. A situation model is useful to promote learning of mathematical notions. Subjects learn the notion of eigenvalue and eigenvector through the situation model without difficulty. In addition, this research demonstrates potentials of small groups discussion. Learners participate in discussion more actively under small group debates. Such active interaction is necessary for situation model. Moreover, this study emphasizes the role of teachers by showing that patience and encouragement of teachers promote students' feeling of achievement. The role of teachers are also important in conveying a meaning of eigenvalue and eigenvector. Therefore, this study concludes that experience of learning the notion of eigenvalue and eigenvector thorough situation model is important for teachers in future.

• Communications of Mathematical Education
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• v.21 no.4
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• pp.575-596
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• 2007

This study investigates preservice teachers' development of subject-matter knowledge and pedagogical content knowledge in teaching function concept. This development takes place in the pedagogical mathematics courses in which the theory of constructivism and cooperative learning theory are aligned. Pre and post courses test were administered to examine the development and the follow-up interviews were conducted to gain more details. Analysis of the written questionnaire results and interview transcripts reveal that their limited concept image can be extended and developed in depth through pedagogical mathematics courses that apply reformed teaching methods.

• School Mathematics
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• v.15 no.3
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• pp.619-632
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• 2013

One area where research is especially needed is their elaboration process and how they elaborate their idea as a group in a mathematical board game re-creation project. In this research, this process was named 'Mathematical Elaboration Process'. The purpose of this research is to understand how the gifted children elaborate their idea in a small group, and which idea can be chosen for a new board game when they are exposed to a project for making new mathematical board games using the what-if-not strategy. One of the gifted children's classes was chosen in which there were twenty students, and the class was composed of four groups in an elementary school in Korea. The researcher presented a series of re-creation game projects to them during the course of five weeks. To interpret their process of elaborating, the communication of the gifted students was recorded and transcribed. Students' elaboration processes were constructed through the interaction of both the mathematical route and the non-mathematical route. In the mathematical route, there were three routes; favorable thoughts, unfavorable thoughts and a neutral route. Favorable thoughts was concluded as 'Accepting', unfavorable thoughts resulted in 'Rejecting', and finally, the neutral route lead to a 'non-mathematical route'. Mainly, in a mathematical route, the reason of accepting the rule was mathematical thinking and logical reasons. The gifted children also show four categorized non-mathematical reactions when they re-created a mathematical board game; Inconsistency, Liking, Social Proof and Authority.

• Education of Primary School Mathematics
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• v.17 no.3
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• pp.265-276
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• 2014

In this study, we aim to search the utilization plan of primary 3-4 mathematics textbooks for 'Flipped Classroom' practice. In the flipped classroom, students are required to manipulate more rigorous concepts, deal with realistic problems and various activities, and discussions. Researcher analyzed the new mathematics textbooks of primary 3-4 grade that is applied 2014. The criteria of analysis was made of the instructional model for 'Flipped Classroom' that was set up by previous researcher. To practice the flipped classroom, teachers need to design their classes carefully for using selectively many materials of the textbooks to make students participate discussion in the classroom actively and to consider their interests and levels.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.73-88
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• 2022

Mathematics is a way of thinking. To do mathematics means to think mathematically. In other words, mathematics education and mathematics literacy are related. In elementary and secondary school mathematics education in many countries, teaching of mathematics using textbooks is conducted mostly in their native language. So mathematics education takes place while reading, writing, listening, and speaking mathematics. Analysis of mathematics textbooks for the lower grades of undergraduate mathematics shows that most advanced countries in mathematics use excellent undergraduate mathematics textbooks written in their native language. However, the ratio of using imported textbooks from foreign countries is particularly high in the case of textbooks for mathematics majors at Korean universities. In this article, the effect of language used in university mathematics education is analized. In particular, the importance of high-quality leading-edge university mathematics textbooks in native language is introduced by analyzing the case of Bourbaki in France and 'War of language' at the Israel Institute of Technology. The innovation of French university mathematics education in the 20th century began with Bourbaki's 'Fundamentals of Mathematics', a French textbook written in his native language. Israel's Technion and the Hebrew University of Jerusalem continue to teach all subjects in their mother tongue. This has led to produce many Nobel Prize and Fields medal winners in these two countries. This study shows that textbooks and languages used in university mathematics education has affected mathematical literacy.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.1-17
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• 2003

In this paper, we study the methods of improving an ability of a creative solving mathematical problem belonging to an educational system which every province office of education has adopted for the mathematically talented students. Especially, we give an attention on a preferential reaction in teaching styles according to student's LQ., the relationship between student's LQ. and an ability of creative solving mathematical problems, and seeking for an appropriative teaching methods of the improvement ability of a creative solving problem. As results, we have the followings; 1. The group having excellent students who have a higher intelligential ability prefers inquiry learning which is composed of several sub-groups to a teacher-centered instruction. 2. The correlation coefficient between student's LQ. and an ability creative solving of mathematical is not high. 3. Although the contents and the model of thematic inquiry learning don't have a great influence on the divergent thinking (ex. fluency, flexibility, originality), they affect greatly the convergent thinking - a creative mathematical - problem solving ability. Accordingly, our results show that we should use a variety of mathematical teaching materials apart from our regular textbooks used in schools to improve a creative mathematical problem solving ability in the process of thematic inquiry learning. Also we can see that an inquiry learning which stimulates student's participation and discussion can be a desirable model in the thematic mathematical classroom activities.

• Journal of The Korean Association of Information Education
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• v.7 no.1
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• pp.11-26
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• 2003

Although many mathematical teaching/learning materials are already developed in the web, diverse utilization of this materials such as calculation, searching, or reusing of expressions are limited since the expression is actually a figure. To cope with this, MathML which describing mathematical notation was developed. In the paper, we proposed the methods of developing teaching materials using MathML, making learning assistance tools which utilize MathML, and applying MathML to information exchange community for Mathematics courses in ICT environment. Using MathML to develop a teaching material makes easy to correct and reuse the mathematical notations conveniently. Furthermore, learning assistance tools made by placing MathML help teachers reorganize and utilize these materials in the classroom as well as enhancing the connection between mathematical notations and concepts. The web-board that can make a use the mathematical notations using MathML enables the teachers and students to exchange information actively. It also helps to fulfill different types of teaching using ICT such as "discussion on the web".

• Communications of Mathematical Education
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• v.29 no.1
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• pp.91-110
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• 2015

The purpose of this study is to investigate the understanding of pi of elementary gifted students and explore improvement direction of teaching pi. The results of this study are as follows. First, students understood insufficiently the property of approximation, constancy and infinity of pi from the fixation on 'pi = 3.14'. They mixed pi up with the approximation of pi as well. Second, they had a inclination to understand pi as algebraic formula, circumference by diameter. Third, few students understood the property of constancy and infinity of pi deeply. Lastly, the discussion activity provided the chance of finding the idea of the property of approximation of pi. In conclusion, we proposed several methods which improve the teaching of pi at elementary school.