• The Pure and Applied Mathematics
• /
• v.23 no.2
• /
• pp.203-203
• /
• 2016

• Research in Mathematical Education
• /
• v.24 no.1
• /
• pp.29-47
• /
• 2021

The purpose of this study was to examine what factors affect the construction of preservice white mathematics teachers' racial identities and the relationship between their racial identities and Culturally Relevant Teaching (CRT) practices. We examined five white female preservice teachers who enrolled in an elementary mathematics methods course at a private university in the US. We collected data consisting of lesson plans, semi-structured interviews, and reflection of a taught lesson in the 2018 fall term and examined them using qualitative research methods. We found that preservice teachers' racial identities were affected by their backgrounds, K-12 school experiences, and practicum school environment. We also found a relationship between teachers' sensitivity to racial issues and their endorsement of CRT strategies. The findings also revealed that the relationships were mediated by practicum school contexts. Based on the findings, we provided practical implications for the teacher education programs.

• The Mathematical Education
• /
• v.46 no.1 s.116
• /
• pp.53-67
• /
• 2007

During the recent years at a middle level Engineering School located at the local areas in Korea, more than 20 percent of freshmen had failed at their first College Mathematics. In consequence, many of them had hard time to survive at their major curriculums. The purpose of this study is to look for the main reasons of their failure and suggest an alternation of the present curriculum. Using the responses to the questionnaires and placement test scores, we studied the characteristics of the students' Mathematical abilities and analyzed how they were related to their grades of the First College Mathematics at the end of the first semester. The mathematical ability of the students at the middle level Engineering School turned out to range from bottom to top even though most of them revealed their interests towards Mathematics. The students with low scores at the placement test were more likely to fail at their first College Mathematics. Thus we suggest that the school should open a new preparation course ahead of the First College Mathematics for those who achieve low scores at the placement test and also professors should write proper books and develop ways of teaching.

• School Mathematics
• /
• v.5 no.1
• /
• pp.27-42
• /
• 2003

The current 7th National Mathematics Curriculum had been developed as a learner-centered curriculum and begun to apply to high school since 2002. This paper discusses issues related to the high school mathematics curriculum application into high school. The mathematics curriculum for grades 11 and 12 was developed primarily as a learner-centered one to provide five elective courses according to the needs of students based on their future occupation and attitudes. Discussion starts with the differences of the five elective courses: the three of them have dependent and sequential structure and the two are totally different with regards to their levels of difficulty and the content they span. It is claimed that the frameworks of the 2005 National Ability Test for the College Entrance and the minimal enrollment requirements of several influential colleges' admission policy make the high school mathematics education very rigid, unflexible, and anti-educational. Several suggestions to recover and imp-rove the high school mathematics education and the spirit of the 7th curriculum are presented.

• The Pure and Applied Mathematics
• /
• v.13 no.2 s.32
• /
• pp.157-165
• /
• 2006

The notion of regularity in near-ring was generalized by the concept of b-regular and some characterizations of the same was obtained through the substructures viz bi-ideals in near-rings. In this paper, we generalize further and introduce tile notion of weakly b-regular near-rings and obtain a characterization of tile same.

• The Pure and Applied Mathematics
• /
• v.16 no.1
• /
• pp.47-57
• /
• 2009

In this paper, we give some results which are in connection to the parallelogram law in G-inner product spaces and also prove some results related to Bohr's inequality in G-inner product spaces.

• The Mathematical Education
• /
• v.42 no.4
• /
• pp.481-501
• /
• 2003

The main purpose of this work is to propose programs of algebra courses for the department of mathematics education of teacher training universities. Set Theory, Linear Algebra, Number Theory, Abstract Algebra I, Abstract Algebra II, and Philosophy of Mathematics for School Teachers are discussed in this article.

• The Mathematical Education
• /
• v.42 no.4
• /
• pp.431-452
• /
• 2003

In this paper we briefly survey recent works on training of mathematics teacher at universities of some countries. The main purpose of this work is to propose a desirable direction of curriculum and teaching/learning paradigm for training mathematics teachers at universities.

• Communications of Mathematical Education
• /
• v.20 no.1 s.25
• /
• pp.1-8
• /
• 2006

In this article, the importance of creative product fur the gifted and talented is discussed. It is shown that Mathematics competition contest should replaced by creative product to enhance the creativity of the gifted and talented.

• The Pure and Applied Mathematics
• /
• v.10 no.3
• /
• pp.193-198
• /
• 2003

Let X and Y be n-dimensional Euclidean spaces with $n\;{\geq}\;3$. In this paper, we generalize a classical theorem of Bookman and Quarles by proving that if a mapping, from a half space of X into Y, preserves a distance $\rho$, then the restriction of f to a subset of the half space is an isometry.