• The Mathematical Education
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• v.60 no.2
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• pp.209-228
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• 2021

The purpose of this study is developed the Item Feature Analysis (IFA) frameworks for curriculum-based assessments, focusing on Math competency and representation in secondary schools and implemented the IFA in National Assessment of Educational Achievement. To conduct the study, previous studies were analyzed, and feasibility studies were conducted twice. As a result of the study, we structured the IFA framework based on the 2015 revised mathematics curriculum in Korea and developed a method to analyze the characteristics of the math items. The results of structuring the framework for math included two categories: math competency in the content aspects, and representation type in the formal aspects. Specifically, 12 features of math competency and 8 features of representation type were identified, and an item feature analysis framework composed of these features was developed. The math competency was developed based on the subject competency of 2015 national curriculum. Math assessments in high schools, which have been changed to the competency-based assessments, had more frequency of the feature of math competency compared to middle schools. In this study, implemented the IFA in National Assessment of Educational Achievement and explored the way of ensuring the validity. These have been proved as critical applications for ensuring the validity of curriculum-based student assessment as well as building a tool for assessment.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.511-533
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• 2022

The purpose of this study is to develop a learning coaching model suitable for the mathematics subject by reflecting the characteristics of the mathematics subject and the mathematics teaching/learning process in the CARE learning coaching model that supports students' self-directed learning. The mathematics learning coaching model developed in this study is a 'step' and 'element' to apply coaching, and a 'strategy' for carrying out it. Mathematics learning coaching model evaluated rapport, trust, state management, and math pre-test as elements of 'creating a comfortable atmosphere', and problem recognition, hypercognition, restructuring, initiative, and math learning ability as elements of 'improving perception'. Self-efficacy, learning readiness, confirmation (feedback) as elements of the 'reawakening of learning immersion' stage, voluntary motivation and success experiences as elements of the 'empowerment' stage, and various math learning strategies to perform each element presented. The math learning coaching model can be used to help math teachers motivate students to learn and help students solve their own problems.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.311-318
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• 2010

In this paper, we proposed the integrated education program of informatics and math for solving problem using EPL. We applied a integrated math curriculum with EPL and analyzed mathematical thinking and attitude to the 3rd and 5th students. We used mathematical thinking test, mathematical attitude test and interview through student review. We also analyzed data of observers who are elementary school teachers. The results of test are as follows; First, we found effective points of meta-cognition and visualization of thought in solving the mathematical problem using Scratch. Second, mathematical thinking and attitude showed the result that 3rd grade students are more increased than 5th grade students in pre and post t-test of the mathematical. Consequently, we expect that the integrated education program of informatics and math using EPL can be applied to solve problem in math effectively.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.509-522
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• 2009

This study aims to identify the effects of math education for the aged as part of active measures to the aging society with its growing elderly population which is one of the greatest changes in our society. Developing and disseminating materials of silver math with a role as a program for intelligent needs and physical and spiritual health of the aged presents evidence for development of more systemic and scientific method at this point of time when the importance of education of the aged increases to help the old enjoy qualitatively successful lives in later years in the perspective of lifelong education. The effectiveness of 'Silver Math' are explored by applying developed materials to the aged. Also, the influence of mathematical activities of learners capable of computing basic numbers on improvement of cognitive power are identified. Finally, the impact of 'Silver Math' on interaction with younger generations or communications is raised and the influence on brain activities is analyzed through examination of brain waves.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.465-484
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• 2020

The purpose of this study was to prove the effect of Mathematics field experience trip program on students' attitude in learning Mathematics. For this we developed Jejumok-Gwanna Math-Tour program in 2019 for students which would make them to walk and experience mathematics in the field. In that program, we suggested several Mathematics examples about natural objects and artifacts in Jejumok-Gwanna. After that, we let A middle school students within Jeju to experience this program in order to see the effect of this program. We asked participants to write pre- and past- questionnaire, have an interview, and write review. After analyzing those, this study concluded that the effect of Jejumok-Gwanna Math-Tour on student's attitude in learning mathematics was statically significant. The result of this study suggested that Mathematics Field Experience Study Program could be useful to improve student's attitude in learning mathematics.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.461-486
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• 2010

By learning math, constructing math problems helps us to improve analytical thinking ability and have a positive attitude and competency towards math leaning. Especially, gifted students should create math problems under certain circumstances beyond the level of solving given math problems. In this study, I examined the math problems made by the gifted students after the process of raising questions and discussing them for themselves by doing origami. I intended to get suggestions by analyzing of problem posing strategy and method facilitating the thinking of mathematics gifted students in an origami program.

• The Pure and Applied Mathematics
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• v.8 no.2
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• pp.145-152
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• 2001

Posner [Proc. Amer. Math. Soc. 8 (1957), 1093-1100] defined a derivation on prime rings and Herstein [Canad, Math. Bull. 21 (1978), 369-370] derived commutative property of prime ring with derivations. Recently, Bergen [Canad. Math. Bull. 26 (1983), 267-227], Bell and Daif [Acta. Math. Hunger. 66 (1995), 337-343] studied derivations in primes and semiprime rings. Also, in near-ring theory, Bell and Mason [Near-Rungs and Near-Fields (pp. 31-35), Proceedings of the conference held at the University of Tubingen, 1985. Noth-Holland, Amsterdam, 1987; Math. J. Okayama Univ. 34 (1992), 135-144] and Cho [Pusan Kyongnam Math. J. 12 (1996), no. 1, 63-69] researched derivations in prime and semiprime near-rings. In this paper, Posner, Bell and Mason＇s results are extended in prime near-rings with some conditions.

• The Mathematical Education
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• v.39 no.2
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• pp.101-125
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• 2000

Since the 1980\`s metacognition has been one of the core subjects in the studies on mathematical education, the purpose of this study is to examine and analyze the mathematical creativity, problem-solving ability, and beliefs of math of middle school using the metacognition learning method. The results of this study is as follows; the first, we found that the metacognition learning methods were more effective method than classic method to improve the creativity and the problem-solving ability in math.

• The Mathematical Education
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• v.43 no.1
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• pp.1-12
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• 2004

We have studied the issues of the current math war in America. Traditionalists and the reformers have been arguing about the curriculums, teaching methods, use of calculators, basic skills, and assessment methods in K-12 mathematics. They both have strengths and weaknesses depending on the situation have contributed for the development of mathematics education. Instead of choosing between traditionalists and the reformist sides, we suggest to adopt an eclectic view point i.e., rigor and creativity, memorization and understanding that may seem at odds with each other are quite compatible and mutually reinforcing. Also teacher's deep knowledge in mathematics is extremely important as his/her knowledge in pedagogy.

• Education of Primary School Mathematics
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• v.9 no.1 s.17
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• pp.59-64
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• 2005

The purpose of this study is to find out how to use dynamic geometry software such as the Geometer's Sketchpad in elementary math classroom. Fist of all, I reviewed dynamic geometry software's property. Then I considered methods to improve geometry education using this software. Some researchers proposed three types of using the software. But I think using the software and developing instructional materials is different. So, I proposed two types of developing instructional materials using the software and two representative examples.