• School Mathematics
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• v.6 no.3
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• pp.235-249
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• 2004

The purpose of this study was to analyze the error patterns and sentence types in word problems with respect to 1$\frac{3}{4}$$\div$$\frac{1}{2}$ which were made by the pre-service elementary teachers, and to suggest the clues to the education in pre-service. Korean elementary teachers in pre-service misunderstood 'divide with $\frac{1}{2}$' to 'divide to 2' by the Korean linguistic structure. And they showed a new error type of 1$\frac{3}{4}$$\times$2 by the result of calculation. Although they are familiar to 'inclusive algorithm' they are not good at dealing with the fractional divisor. And they are very poor at the 'decision the unit proportion' and the 'inverse of multiplication'. So, it is necessary to teach the meaning of the fractional division as 'decision the unit proportion' and 'inverse of multiplication' and to give several examples with respect to the actual situation and context.

• Journal of Engineering Education Research
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• v.5 no.1
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• pp.68-76
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• 2002

It is proposed to raise the debate on Engineering and Technical Education at the global economic level and to examine some of the issues facing developing and poorer countries in managing and improving the quality of engineering education in their countries, especially in the context of internet and IT culture After the fall of the Berlin Wall, the world is now divided in two realigned blocks: one of developed(rich or advanced) countries which have a social security safety net for their population and another of developing(or poor) countries which have no such luxuries for their population. For the general public in the developing countries, any engineering or technical degree/diploma is a passport to lifelong wellbeing of an individual and his/her extended family. Therefore, the demand for such qualifications is very high and it is almost a rat race amongst school leavers to get into engineering/technical colleges. In view of this booming demand, there are hundreds of privately funded engineering/technical colleges in countries like Philippines, India, Thailand, etc., besides state funded ones. It is extremely difficult to ensure good quality in this mushrooming scenario. There are also many very small poorly resourced developing countries where there is only one engineering school and/or two-three technical colleges. Products of these schools/colleges work only in their own country and education globalization have little or no meaning for them. Besides highlighting the aforementioned general issues, the Paper also presents a few case studies on problems of accreditation and quality assessment in larger developing countries like India and the Philippines. The Paper also discusses the effects of commercialization on the quality of education and social impacts of IT revolution on educational processes.

• School Mathematics
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• v.8 no.4
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• pp.417-439
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• 2006

Many studies indicate the emerging crisis of education of calculus even though the emphasis of calculus have been widely recognized. In our classrooms, the education of calculus also has been faced with its bounds. Most instructions of calculus is too much emphasis on the algebraic approach, thus students solve mathematical problems without truly understanding the underlying concept. The purpose of this study is to develop mathematization teaching and learning materials and methods in caculus based on the mathematization teaching and learning theories by Freudenthal and the variability principles of conceptual learning by Dienes, In order to this purpose, first, we analyzed the high school mathematics II textbook of 7th curriculum in Korea. Second, we developed mathematization teaching and learning materials and methods in highschool calculus. Consequently, the following conclusions have been drawn: we have reorganized and reconstructed the context problem in calculus based on concepts of tangent line and instantaneous rate of change.

• School Mathematics
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• v.5 no.4
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• pp.477-506
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• 2003

In this paper, we analyze nine-grade students' conceptions of parameters, their relation to unknowns and variables and the process of understanding of letters in problem solving of equations and functions. The roles of letters become different according to the letters-used contexts and the meaning of letters Is changed in the process of being used. But, students do not understand the meaning of letters correctly, especially that of parameter. As a result, students operate letters in algebraic expressions according to the syntax without understanding the distinction between the roles. Therefore, the parameter of learning should focus on the dynamic change of roles and the flexible thinking of using letters. We develop a self-regulation model based on the monitoring working question in teaching-learning situations. We expect that this model helps students understand concepts of letters that enable to construct meaning in a concrete context.

• School Mathematics
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• v.18 no.1
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• pp.193-214
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• 2016

Teachers' questioning plays an important role in mathematics teaching and learning by asking students to react or to participate in mathematical discourse. Previous studies on teachers' questioning have not focused on how to questioning to formulate an effective mathematical discourse which is contributed by students because studies mostly analyzed and categorized teachers' questions according to cognitive levels of questions without consideration of context. Therefore, this study explored characteristics of teachers' questioning to formulate an effective characteristics of teachers' questioning to formulate an effective mathematical discourse in mathematics classrooms. By reviewing and analyzing mathematics discourse and studies on teachers' questioning theoretically, we presented openness, sharedness, and productivity as characteristics of teachers' questioning. Through a middle school mathematics teacher's case, we examined three characteristics were necessary to formulate an effective mathematical discourse. Based on results from theoretical analysis and case analysis, we discussed that openness, sharedness, and productivity would be useful as a framework to analyze teachers' questioning.

• School Mathematics
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• v.11 no.4
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• pp.583-605
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• 2009

This research aims to examine the characteristics and main subjects of the mathematics class-criticism by elementary' teachers. In this aim, we analyzed the mathematics class-criticism by the 11 elementary teachers. As the results of this research, the elementary teachers criticized the mathematics class while understanding and describing the class as it is. And mathematics class-criticism by elementary teachers showed contextual and situational characteristics. Furthermore, the main subjects of mathematics class-criticism by elementary teachers were identified as mathematical communication, teacher's question to foster the students' mathematical thinking, appropriateness of task, motivation for students, concrete operational activity, appropriateness on teacher's mathematical behavior and teacher's use of mathematical term, experience of inductive reasoning. While, we identified the significance of mathematics class-criticism for elementary teachers. The elementary teachers pointed out the necessity and importance of the mathematics class-criticism on the mathematics class in usual context.

• School Mathematics
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• v.12 no.4
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• pp.605-617
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• 2010

This study explores the characteristics and roles of non-textual elements in secondary mathematics textbooks in the United States and South Korea, using a conceptual framework that I have developed: variety, contextuality, and connectivity. Analyzing five U.S. standards-based textbooks and 13 Korean textbooks, this study shows that although non-textual elements in mathematics textbooks are free of literal language, they exhibit different emphases and reflect assumptions about what is important in learning mathematics and how it can be taught and learned in a particular societal context (Mishra, 1999; Zazkis & Gadowsky, 2001). While there are similar patterns in the use of different types of non-textual elements in textbooks from both countries, different opportunities are provided for students to learn mathematics between the two countries.

• Journal of Digital Convergence
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• v.14 no.1
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• pp.479-489
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• 2016

This study examines how disability pride of people having acquired visual impairment can be constructed. The theme is explored with the Japanese TV drama "Challenged". The paradigms regarding construction of disability pride and acceptance of disability are fundamentally different. In this context it can be said that a criticism of disability acceptance theory has something with a criticism of medical model of disability. It is main character Hanawa and chairman of teachers, and principal who were noticeable specifically at the point of forming disability pride, and these characters show a common feature that social idealism is embodied in their awareness. Other characters of the drama show a change of their consciousness to social idealism. As a conclusion this study suggests importances of humanistic and social scientific analysis as well as of educational effects achieved by means of drama.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.621-647
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• 2010

The purpose of this study was to develop and validate of the K-SRBCSS (Korean Version of Scales for Rating the Behavioral Characteristics of Superior Students), considering educational-social context and linguistic differences. The developed K-SRBCSS includes 58 items, which are consisted of 55 items from translation of original SRBCSS into Korean and three newly developed items that reflect Korean situation. Teachers and parents rated students' behavioral characteristics about 58 items in 6 scales. The results of this study were as follows. K-SRBCSS is valid and reliable scale. The differences of the rating of characteristics between gifted students and general students if significant. Gifted students got higher scores on every scales than general students. It means K-SRBCSS is useful to discriminate the gifted. The differences of the rating between parents and teachers showed insignificant results, which mean that teachers and parents rate students's characteristics similarly. K-SRBCSS will be a very useful scale that could find some hidden talents if this scales would use complementarily with other sophistication methods in identifying the gifted.

• The Journal of Korean Association of Computer Education
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• v.15 no.6
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• pp.65-74
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• 2012

Wiki is an online-based collaborative tool, and has been frequently used more recently as it realizes the paradigm of web 2.0 in educational context. Especially, wiki promotes collaborative knowledge building which is the major interest of this study. The purpose of this research is to investigate the relationships among academic self-efficacy, self-efficacy for group work, wiki anxiety, participation in wiki activity, and learning achievement. Fifty nine college students participated in the wiki activity, and the data from fifty three were used for the multiple regression and path analysis. The results reported that academic self-efficacy and wiki anxiety affected participation in wiki activity, and these two variables also had indirect effects on learning achievement, mediated by participation.