• Journal of the Korean School Mathematics Society
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• v.25 no.2
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• pp.149-174
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• 2022

The purpose of this study is to explore the teaching and learning method using artificial intelligence (AI) in the mathematics classroom. To this end, to predict the direction of mathematics education using AI in the mathematics classroom, this study investigates the fields where AI is applied to education, and discuss issues to consider when introducing AI through scenario development using AI in middle school statistics. This study is meaningful in that it specifically considered how artificial intelligence can be grafted into the mathematics classroom through the development of scenarios that integrate and apply artificial intelligence that has been developed and used segmentally in the current middle school statistics. Afterwards, based on the contents of this study, implications for using AI in the math classroom were derived.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.371-402
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• 2016

The aim of this study is to compare mathematics curriculum among the United States, Singapore, England, Japan, Australia and Korea and offer suggestions to improve mathematics curriculum of Korea in the future. In order to attain these purposes, the analysis was conducted in many aspects including mathematics education system, mathematics courses, mathematics contents, assessment syllabus for university entrance examination and the construction principles of mathematics curriculum. In the light of the results of this study, our suggestions for improving mathematics curriculum of Korea are as follows: revising the contents of analysis, geometry, probability and statistics strands; organizing curriculum based on spiral construction principle; providing various opportunities to select mathematics courses according to students'career; reflecting the contents of their courses in university entrance examination.

• Communications of Mathematical Education
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• v.16
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• pp.181-190
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• 2003

본 논문은 제7차 교육과정에 의한 수학교과서에서 얼마나 참신한 소재를 가지고 독창적으로 구성하였는가를 고찰하였다.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.123-136
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• 2004

수학이라는 학문 자체가 몇 가지 정의와 공리로부터 논리 법칙을 이용하여 명제나 정의를 유도하고 확장하는 공리적인 성격을 지니고 있기 때문에 그러한 논리 전개의 진위 여부를 판별해주는 증명은 수학에서 아주 중요하다. 특히 중학교 2학년 학생들은 정의와 성질을 이용한 증명을 다루는데 정의와 성질의 역할을 제대로 구분하지 못할 경우 증명 자체가 어려워진다. 학생들을 가르치다 보면 정의와 성질을 구분하지 못하고 증명과정에서 정의와 성질이 어떤 역할을 하는지 제대로 알지 못하는 경우가 종종 있다. 본 연구에서는 정의와 성질의 구분 실태를 조사하고, 정의와 성질의 구분에 어려움이 있는 학생들을 대상으로 증명과정에서 정의와 성질의 역할에 대하여 학생들이 겪는 어려움과 처치과정의 사례 연구를 통하여 분석함으로써 증명 교육의 바람직한 방안을 모색하고자 한다.

• East Asian mathematical journal
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• v.35 no.4
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• pp.365-386
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• 2019

This study was based on the analysis of changes in curriculum of elementary mathematics curriculum, and changes in curriculum of middle school and high school mathematics curriculum. The purpose of this study is to analyze the movement of learning contents among the school levels based on the middle school mathematics curriculum and to summarize the influence on the curriculum of middle school mathematics according to the movement of learning contents. The research conducted according to the purpose of this study is as follows. First, we analyzed the trends of mathematical contents between elementary and middle schools after the movement of ten mathematics curriculums. Second, we analyzed trends of learning factors after mobility and mobility between middle school and high school. Third, the characteristics of 'the contents of mutual movement based on middle school' and 'the contents deleted from middle school' were analyzed. The results of this study are expected to reflect on current and past curriculum and to give meaningful implications to the composition of new curriculum.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.531-543
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• 2009

This study identified what cognitive attributes are required of eighth graders to solve geometrical problems such as 'Recall,' 'Analyze,' 'Justify,' 'Synthesize/Integrate,' and 'Solve Non-routine Problems' by using the cognitive diagnostic theory. The five attributes are proved as the skills for solving the geometric problems. Many students have not fully mastered the attributes of 'Justify' and 'Synthesize/Integrate'. There was high correlation between these attributes. 'Analyze' best predicted the changes in the geometric achievement. And while students with high levels of geometrical achievement have mastered all the five attributes, those in the mid- and low-level range of performance have mastered fewer attributes.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.117-133
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• 2013

Mathematical misconception is one of the big obstacles of the underachieving students to learn mathematics correctly. This study aims to develop the instruction materials for secondary school students who are underachieving in mathematics to reduce the occurrence of the misconception and to help them to build the correct concept in the mathematical learning. Before developing the material, we tried to collect the misconception cases occurring in common mathematics lesson. This materials tries to provide key educational contents for mathematics teachers who is responsible for teaching underachieving student and help them to creative interesting ideas for lessons. The materials could be used not only as an teaching materials for underachieving students or students with the misconceptions, but also could be used as training materials for mathematics teachers.

• School Mathematics
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• v.16 no.1
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• pp.135-155
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• 2014

In this paper, we adapted the frame by Lee et al (2013) to investigate to what extent the Korean mathematics textbooks for the 7th graders adapt the principles of Yungbokhap education. The analysis suggests that the textbooks mostly adapt the competence to use language, symbols and texts interactively, and to use knowledge and information interactively. Among the competencies for interacting in heterogeneous groups, the textbooks included the competences to related well to others and to cooperatively work in teams. The competence for acting autonomously was least adapted in the textbooks. The most tasks in the textbooks adapted the monodisciplinary integration and the personal contexts for integration. The results of this research show that Korean mathematics textbooks are limited in implementing the principal dimensions of Yungbokhap education. In the future development of mathematics textbooks, it is necessary to consider how to further reflect the various dimensions of Yungbokhap education to promote students' creativity and autonomy in mathematics class.

• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.389-406
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• 2013

The purpose of this study is to analyze eighth grade students' errors in the constructed-response items to improve teaching and learning of mathematics in schools. By analyzing 99 students' responses to nine constructed-response items, we found several types of students' errors in their responses to the assessment items involving with mathematical reasoning and representations, problems within realistic contexts, and mathematical connections. Not only a single error but also multiple errors (a combination of two or more types of errors) were discovered. In particular, high achieving students showed more simple errors than multiple errors while low achieving students had more multiple errors in various kinds.

• Communications of Mathematical Education
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• v.31 no.1
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• pp.125-147
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• 2017

The purpose of this study was to investigate the effects of mathematics-centered STEAM program which was operated in free semester system classes on middle school students' interest in science, technology/engineering, and mathematics(STEM) career and integrated problem solving ability. The study was conducted with 40 first graders in a middle school for 12 weeks using mathematics-centered STEAM program developed for the use of free semester system classes by the support of the Ministry of Education/KOFAC in 2016. According to the results of STEM career interest survey, mathematics-centered STEAM program was effective for improving middle school students' interest in STEM career. And it was also effective in the development of students' integrated problem solving ability.