• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.249-263
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• 2006

The purpose of this study is to investigate the characteristics of 'best practire' in mathematics and suggest some solutions to several problems emerging in mathematics classes of secondary schools. The study was carried out by using qualitative research methods such as class observations and in-depth interviews with six teachers. Based on the collected data, we could sort out the major patterns which characterize 'the good mathematics teaching' at schools in Korea. The common characteristics of best practice in mathematics are drawn out from the six cases. The common characteristics include revising the curriculum and text books, realistic mathematics education, using ICT and meta-cognition, introduction with motivation and interest, performance assessment and managing differentiated small group. Results implied that six teachers used a variety of instructional methods and strategies which is related with the common characteristics of good mathematics teaching. Also these teachers not only improved their own classroom practices but also participated in various professional community of mathematics education and shared their practical knowledge. In conclusion assorted efforts from the government and the school principals as well as the teachers are prerequisite for practicing and spreading good mathematics teaching across the classrooms.

• School Mathematics
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• v.17 no.4
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• pp.633-652
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• 2015

The purpose of the present study is twofold: one is to understand secondary mathematics teachers' capacity to sort out given tasks based on Stein & Smith(1998)'s Cognitive Demands of Mathematical Task Framework; the second is to examine how the teachers assess the levels of cognitive demand indicated in students' reponses and how they modify the tasks to elicit the students' higher levels of cognitive activity. The analysis of 45 teachers' responses to the survey indicates that the teachers, in general, could select appropriate tasks for the given goal of the lessons but some made the decision merely by their appearances. Even though the teachers chose a particular level with different reasons amongst each other, most teachers could correctly evaluate the levels of cognitive demand of the students' responses. Finally, teachers could pose cognitively demanding tasks using various methods, but a number of them felt challenged in creating word problems that were realistic and aligned with curriculum.

• The Journal of the Korea Contents Association
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• v.14 no.7
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• pp.93-102
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• 2014

Recently, various types of dramas have been broadcasted in Korea. Especially, historical dramas having backgrounds about historical events or characters have been recorded high ratings of the viewing audience, as well as a lot of influence on many parts of Korean society. Besides, the historical drama like raised a craze for popular Korean cultures in many Asian countries. The subjects and characters of historical drama are diversifying in recent years. For example, is a royal cook, is a story about running away slaves and their chaser, is a story about a very well-known painter of the Joseon Dynasty era, and is a veterinarian. At this point, in celebration of the officially appointed "year of mathematics", it is very meaningful to demonstrate the importance of mathematics with a historical drama about mathematics and mathematicians of the Joseon Dynasty. In this article, the reasons for production of historical dramas about mathematics and mathematicians in the Joseon Dynasty was presented in two ways. First, modern mathematics has high level of abstractness as its nature, and therefore many students and the public can not understand what except for some areas. Second, it is possible the easier and various approaches can be used to deal with contents about real-life in the view of popularization of mathematics. Also, this article would aim to explore the main character and episodes about mathematics and mathematicians in Joseon Dynasty. For example, the anecdote of Hong Jung Ha, the works of mathematics in the King Sejong's periods, the study of Hong Gil Ju, the joint researches between Nam Byung Gil and Lee Sang Hyuk, the story of Lee Seung Hun, and the mathematics study of middle class people.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.449-472
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• 2013

Instructional materials including problem situations or problems or tasks on real-life situations are considered as an important and significant factor to lead a successful math instruction. MiC Textbook is a representative one showing good examples and tasks including fluent realistic situations on the basis of the background of the Freudenthal's theory. This study explores concretely and in detail the type of level of mathematical tasks, by the subject of MiC Textbook. To accomplish this, this study reconstructs and establishes an elaborated analysis framework using 'the cognitive demand level' suggested by Stein, et, al. The cognitive demand level is comprized of four elements such as Memorization Tasks, Procedures Without Connections Tasks, Procedures With Connections Tasks, and Doing Mathematics Tasks. Memorization Tasks and Procedures Without Connections Tasks are considered as low level tasks, and Procedures With Connections Tasks and Doing Mathematics Tasks are as high level tasks. MiC Textbook is comprized of the four areas of 'number', 'algebra', 'geometry and measurement', and 'data analysis and statistics'. This study deals with the tasks relevant to Function content dealt with in MiC 3 level Textbook, and explore the level of cognitive demands on each task.

• Journal of the Korean School Mathematics Society
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• v.12 no.2
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• pp.309-325
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• 2009

The purpose of the study was to investigate the differences between Korean mathematics textbooks and CPMP textbooks in the view of conceptual network, structure of mathematical contents, instructional design, and teaching and learning environment to explore the implications for mathematics education in Korea. According to the results, Korean textbooks emphasized the mathematical structures and conceptual network, on the other hand, CPMP textbooks focused on making connections between mathematical concepts and corresponding real life situations as well as mathematical structures. And generalizing mathematical concepts at the symbolic level was very important objective in Korean textbooks, but in the CPMP textbooks, investigating mathematical ideas and solving problems in diverse contexts including real- life situations were considered very important. Teachers using Korean textbooks preferred an explanatory teaching method with the use of concrete manipulatives and student worksheet, however, teachers using CPMP textbooks emphasized collaborative group activities to communicate mathematical ideas and encouraged students to use graphing calculators when they explore mathematical concepts and solve problems.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.153-176
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• 2010

The purpose of this study is to rethink the importance of manipulative materials and to extract of manipulative materials program and its application methods. Activity, construction, and operation is stressed in the elementary mathematics. For this, various technological tools and manipulative materials is emphasized in mathematics teaching-learning methods. Applications of manipulative materials in the elementary mathematics is gradually increased together with curriculum revisions and textbook developments. As a result, tangram, geo-board etc., many tools ate introduces to school mathematics. This study is executed in this contexts. To achieve this, We introduce Australian 'Maths With Attitude' program. This program is composed of the primary level and secondary level. Each level consists of four domains - Number & Computation, Space & Logic, Chance & Measurement, Pattern & Algebra -, and each domains is made up of 20 tasks(i.e. manipulative materials) and programs. This study takes the focus to 5-6 grades programs in the mid of the primary level. First, We introduce 'Monkeys & Bananas'(Number & Computation) and 'Triangles & Colours' (Pattern & Algebra) tasks, and investigate the examples of lessons using these tasks. Second, We think the probability of these tasks' application and draw examples in the elementary mathematic textbooks. Through this works, We respect teaching-learning methods is rich and various in the elementary mathematics lessons.

• Journal of the Korean Chemical Society
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• v.64 no.5
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• pp.277-290
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• 2020

In this study, four gifted students in the second year of middle school at Gifted Education Center of the National University in Jeollanam-do were surveyed students' perceptions of the effectiveness of science class using science writing heuristic in terms of metacognition and the goals of the 2015 revised science curriculum. Through questionnaires and interviews with gifted science students, science gifted students recognized that the science class using science writing heuristic had a positive effect on the four subdomains (planning, monitoring, control, and evaluation) of metacognition. For this reason, the science gifted students presented self-directed experience in designing experiments, continually checking the collected experimental data, feedback process, and reflecting experience in preparing conclusions. Science gifted students recognized that science class using science writing heuristic had a positive effect on the goals of the 2015 revised science curriculum(attitudes, inquiry, knowledge, Science·Technology·Society(STS), and the enjoyment and usefulness of science learning) that correspond to through inquiry science writing lessons. For this reason, the science gifted students presented self-directed inquiry experiences, continual inquiry experiences on the same subject, thinking process at each stage of inquiry, learning experiences through inquiry, experience of the whole inquiry process, and inquiry of phenomena closely related to real life. Therefore, for the effective science class, it is necessary to apply the characteristics of science class using science writing heuristic which is responded by science gifted students to general science class as well as science gifted class later.

• Communications of Mathematical Education
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• v.31 no.1
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• pp.103-123
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• 2017

Mathematical tasks in general introduce and deal with real-life situations, and they derive to students' thinking fluently in solving the given tasks. The tasks might be considered as an important and significant factor to lead a successful mathematical teaching and learning situation. MiC Textbook is a representative one showing such good examples and tasks. This study explores concretely and in detail the cognitive demand level of mathematical tasks, by the subject of MiC Textbook. To accomplish this, this study is to reconstruct more elaborately the analysis framework developed by Hwang and Park in 2013. The framework basically was set up utilizing 'the cognitive demand level' suggested by Stein, et, al. The cognitive demand level is divided into two levels such as low level and high level. The low level is comprized of two elements such as Memorization Tasks(MT), Procedures Without Connections Tasks(PNCT), and high level is Procedures With Connections Tasks(PWCT), and Doing Mathematics Tasks(DMT). This study deals with the tasks on the area of 'data analysis and statistics' in MiC 1, 2, 3 level Textbook. As a result, mathematical tasks of MiC Textbook led learners to deal with and understand mathematical content for themselves, and furthermore to do leading roles for checking and reinforcing the content. Also, mathematical tasks of MiC Textbook are comprized of the tasks suitable to enhance mathematical thinking ability through communication. In addition, mathematical tasks of MiC Textbook tend to offer more learning opportunity to learners' themselves while the level of MiC Textbook is going up.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.865-874
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• 2018

The purpose of this study is to explore the process of inquiry problem finding in high school students' small group free-inquiry. For this purpose, 91 second grade high school students took part in small group free-inquiry. We conducted interviews with students (48 students in 15 groups) who were relatively successful in the inquiry performed for one semester (about 4 months). Based on the results of the interviews, we analyzed the characteristics of the inquiry problem finding through the steps and strategies in the inquiry problem finding process. The main results are as follows: First, in the inquiry problem finding process, steps such as selecting keyword, presenting an inconvenience, presenting a question, and finding an inquiry problem were found, and in particular, the process of selecting the keyword that correspond to the subject of inquiry, such as the material and situation of inquiry, is very important step in inquiry problem finding. Second, the strategies that students used in the process of finding inquiry problem included searching information, review of prior research, sharing of knowledge and experience, linking and extension of knowledge and experience, environmental awareness, expert consultation, discussion of suitability, elaboration, etc. Third, finding an inquiry problem was relatively easy in the inquiry for finding out problems (i.e. inconvenience) in everyday life and investigating ways to solve them. Fourth, the review of prior researches through the internet was useful in the process of selecting keyword and elaboration. Fifth, the factors that students consider when selecting one of several candidate inquiry problems are feasibility, real-life applicability, and economic condition. Sixth, the current affairs had a positive impact on the inquiry problem finding. Based on the above results, we discussed some ways to increase students' inquiry problem finding ability.

• Journal of Science Education
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• v.44 no.3
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• pp.331-344
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• 2020

This study aims to find meaningful implications for the development of Korean elementary school math education courses and textbooks by comparing and analyzing the number and arithmetic areas of Korean and Canadian math textbooks in fifth and sixth grades. To this end, the textbook composition system of Korean and Canadian elementary schools was compared and analyzed, and the number and timing of introduction of math textbooks and math textbooks by grade, and the number in fifth and sixth grade and the learning contents of math textbooks were compared and analyzed. The following conclusions were obtained from this study: First, it is necessary to organize a textbook that can solve the problem in an integrated way by introducing the learned mathematical concepts and computations naturally in the context of problems closely related to real life, regardless of the type of private calculation or mathematics area. Second, it is necessary to organize questions using materials such as real photography and mathematics, science, technology, engineering, art, etc. and to organize textbooks that make people feel the necessity and usefulness of mathematics. Third, sufficient learning of the principles of mathematics through the use of various actual teaching aids and mathematical models, and the construction of textbooks focusing on problem-solving strategies using engineering tools are needed. Fourth, in-depth discussions are needed on the timing of learning guidance for fractions and minority learning or how to organize and develop learning content.