• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.63-86
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• 2013

This study aimed to explore how middle school students perceive constructed-response items and how they solve those items and the patterns of the processes. For this purpose, data were collected from middle school students through survey, written responses on those items that were developed for this particular purpose, and interviews. The survey data were analyzed by using Excel and the written responses and interview data qualitatively. The findings about the students' perceptions about the constructed-response items suggested that the middle school students perceive the items primarily as involving writing solutions logically(17%) and being capable of explaining while solving them(7%). The most difficulties they encounter when solving the items were understanding(26%), applying(12%), mathematical writing(25%), computing(23%), and reasoning(14%). The findings about the students' mathematical proficiencies showed that they made an error most in reasoning (35%), then in understanding(31%), in applying(9%), and least in computing(3%).

• Communications of Mathematical Education
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• v.34 no.2
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• pp.135-160
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• 2020

The purpose of this study is to draw implications for improving the method of reflecting the competencies in Korea mathematics curriculum, by analyzing what competencies are reflected in foreign mathematics and curriculum. As a result of the study, foreign countries were reflecting their competencies in mathematics curriculum in various ways. In France mathematics curriculum, the achievement standards of learning competencies(compétences travaillées) that students should reach by cycle were presented, and the related common competencies(socle commun) were indicated. In Australia's mathematics curriculum, the general capabilities for achievement standards were identified, and the achievement criteria for proficiency strands to be reached by grade level were presented. British Columbia's mathematics curriculum actively reflected its competencies. In the mathematics curriculum, domains were reorganized based on the competencies, and achievement standards of the competencies were proposed. The results of this study will help in improving the ways in which were reflected competencies in mathematics curriculum.

• Research in Mathematical Education
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• v.17 no.3
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• pp.169-180
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• 2013

Communicating about mathematics is an essential component in learning mathematics and is a key standard for successful learning in a mathematics classroom using stories and storytelling as a catalyst to mathematics instruction. This, however, can make learning math for students with language deficiencies since they are working toward mastering both basic language proficiency as well as the specialized language needed for mathematics. This is a particular concern because the number of students of multicultural families is rapidly increasing. In this paper, we discuss the challenges and complexities of language-deficient students learning math in a classroom where communication is a key standard for successful learning, and suggest implications for teaching, by presenting an USA elementrny teacher's scaffolding to make reading and solving word problems less intimidating for her language learner students as well as native speaking students.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.317-332
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• 2023

Mathematical modeling activities hold the potential for diverse applications, involving the transformation of real-life situations into mathematical models to facilitate problem-solving. In order to assess the cognitive, affective, and social dimensions of students' engagement in mathematical modeling activities, this study conducted sessions with ten groups of fifth-grade elementary school students. The ensuing processes and outcomes were thoroughly analyzed. As a result, each group effectively applied mathematical concepts and principles in creating mathematical models and gathering essential information to address real-world tasks. This led to notable shifts in interest, enhanced mathematical proficiency, and altered attitudes towards mathematics, all while promoting increased collaboration and communication among group members. Based on these analytical findings, the study offers valuable pedagogical insights and practical guidance for effectively implementing mathematical modeling activities.

• Research in Mathematical Education
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• v.16 no.1
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• pp.31-50
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• 2012

The present study explored whether the implementation of focused activities (intervention programme) can enhance 22 pre-service mathematics teachers' proficiency in solid geometry thinking level as well as change for the better their feelings in this discipline. Over a period of 6 weeks the pre-service teachers participated in activities and diversified experiences with 3D shapes, using illustration aids and actual experience of building 3D shapes in relation to the various spatial thinking levels. The research objectives were to investigate whether the intervention programme, comprising task-oriented activities of solid geometry, enhance mathematics pre-service teachers' mastery of their geometric thinking levels as well as examine their feelings towards this discipline before and after the intervention programme. The findings illustrate that learners' levels of geometric thinking can be promoted, entailing control on higher thinking levels as well as a more positive attitude towards this field.

• The Mathematical Education
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• v.58 no.2
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• pp.161-185
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• 2019

This study aims to examine pre- and in-service mathematics teachers' reasoning and how they justify their reasoning. For this purpose, we developed a set of mathematical tasks that are based on mathematical contents for middle grade students and conducted the survey to pre- and in-service teachers in Korea. Twenty-five pre-service teachers and 8 in-service teachers participated in the survey. The findings from the data analysis suggested as follows: a) the pre- and in-service mathematics teachers seemed to be very dependent of the manipulation of algebraic expressions so that they attempt to justify only by means of procedures such as known algorithms, rules, facts, etc., rather than trying to find out a mathematical structure in the first instance, b) the proof that teachers produced did not satisfy the generality when they attempted to justify using by other ways than the algebraic manipulation, c) the teachers appeared to rely on using formulas for finding patters and justifying their reasoning, d) a considerable number of the teachers seemed to stay at level 2 in terms of the proof production level, and e) more than 3/4 of the participating teachers appeared to have difficulty in mathematical reasoning and proof production particularly when faced completely new mathematical tasks.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.349-368
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• 2023

The revised 2022 educational curriculum highlighted the significance of mathematical literacy as a foundational competency that can be cultivated through the learning of various subjects, along with language proficiency and digital literacy. However, due to the lack of a precise definition for mathematical literacy, there exists a challenge in systematically implementing it across all subjects in the educational curriculum. The aim of this study is to clarify the definition of mathematical literacy in the curriculum through a literature review and to analyze the application patterns of mathematical literacy in other subjects so that mathematical literacy can be systematically applied as a basic literacy in Korea's curriculum. To achieve this, the study first clarifies and categorizes the meaning of mathematical literacy through a comparative analysis of terms such as numeracy and mathematical competence via a literature review. Subsequently, the study compares the categories of mathematical literacy identified in both domestic and international educational curricula and analyzes the application of mathematical literacy in the education curriculum of New South Wales (NSW), Australia, where mathematical literacy is reflected in the achievement standards across various subjects. It is expected that understanding each property by subdividing the meaning of mathematical literacy and examining the application modality to the curriculum will help construct a curriculum that reflects mathematical literacy in subjects other than mathematics.

• School Mathematics
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• v.16 no.2
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• pp.237-257
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• 2014

The purpose of this study is to investigate the academic achievement characteristics in terms of proficiency levels through the in-depth analysis of mathematics test items and achievement standards of the National Assessment of Educational Achievement(NAEA) from 2010 to 2012, and to provide suggestions for teaching and assessing mathematics in middle schools. The results showed that 'Advanced level' students could fully understand the concept of mathematical terms and symbols as well as various mathematical properties presented in the national curriculum. However, 'Proficient level' students tended to feel difficult to apply linear function, properties of a plane figure, and a solid figure, while 'Basic level' students seemed to have trouble solving mathematical problems in almost all areas. Thus, it is necessary to identify the mathematical misconceptions that students have and to strengthen teaching, particularly, the areas of number and operation.

• The Mathematical Education
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• v.63 no.2
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• pp.295-318
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• 2024

This narrative review explores the transformative potential of immersive virtual reality (IVR) in enhancing high school students' mathematics competence, viewed through the lens of the technological, pedagogical, and content knowledge (TPACK) framework. This review comprehensively illustrates how IVR technologies have not only fostered a deeper understanding and engagement with mathematical concepts but have also enhanced the practical application of these skills. Through the careful examination of seminal papers, this study carefully explores the integration of IVR in high school mathematics education. It highlights significant contributions of IVR in improving students' computational proficiency, problem-solving skills, and spatial visualization abilities. These enhancements are crucial for developing a robust mathematical understanding and aptitude, positioning students for success in an increasingly technology-driven educational landscape. This review emphasizes the pivotal role of teachers in facilitating IVR-based learning experiences. It points to the necessity for comprehensive teacher training and professional development to fully harness the educational potential of IVR technologies. Equipping educators with the right tools and knowledge is essential for maximizing the effectiveness of this innovative teaching approach. The findings also indicate that while IVR holds promising prospects for enriching mathematics education, more research is needed to elaborate on instructional integration approaches that effectively overcome existing barriers. This includes technological limitations, access issues, and the need for curriculum adjustments to accommodate new teaching methods. In conclusion, this review calls for continued exploration into the effective use of IVR in educational settings, aiming to inform future practices and contribute to the evolving landscape of educational technology. The potential of IVR to transform educational experiences offers a compelling avenue for research and application in the field of mathematics education.

• Journal of Korea Society of Industrial Information Systems
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• v.24 no.6
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• pp.55-65
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• 2019

With the advent of the Fourth Industrial Revolution and changes in the educational environment, team-based assignments are increasing in university classes. Effective team formation in team-based class is an important issue that affects students' satisfaction and the effectiveness of education. However, previous studies mostly focused on post analysis on the results of team formation, which makes it difficult to use them in actual classes. In this paper, we present a mathematical model of how to create a balanced team that reflects students' abilities and other characteristics. Characteristic values for assignment may be scores, such as students' proficiency, binary values such as gender, and multi-values, such as grade or department. This problem is a type of equitable partitioning problem, which takes the form of 0-1 integer programming, and the objective function is linear or nonlinear, depending on how balance is achieved. The basic model or the extended model presented can be applied to the situation where teams are balanced in consideration of various factors in actual class.