• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.185-187
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• 2022

Because of the rapid change in the educational paradigm in the Fourth Industrial Revolution Era, Artificial Intelligence (AI) Education is becoming increasingly important today. The 2022 Revised Curriculum focuses on AI Education that can cultivate the fundamental skills and competencies needed in the future society. The following are the directions presented in this study for improving computational thinking and mathematical thinking in AI Education in elementary and secondary schools. First, studying teaching principles that allow students to understand AI concepts and principles and develop their ability to solve real-life problems is necessary in terms of computational thinking skills education. Second, an educational program is required for students to acquire algorithms using formulas and learn principles in the process of computers thinking like humans as part of their mathematical thinking ability to understand AI. A study on expectations through the analysis of competent learning effects that may arise from the relationship between instructors and learners was proposed as a future research project.

• The Mathematical Education
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• v.62 no.3
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• pp.381-400
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• 2023

As the era of solving various and complex problems in the real world using artificial intelligence and big data appears, problem-solving competencies that can solve realistic problems through a mathematical approach are required. In fact, the 2015 revised mathematics curriculum and the 2022 revised mathematics curriculum emphasize mathematical modeling as an activity and competency to solve real-world problems. However, the real-world problems presented in domestic and international textbooks have a high proportion of artificial problems that rarely occur in real-world. Accordingly, domestic and international countries are paying attention to the reality of mathematical modeling tasks and suggesting the need for authentic tasks that reflect students' daily lives. However, not only did previous studies focus on theoretical proposals for reality, but studies analyzing teachers' perceptions of reality and their competency to reflect reality in the task are insufficient. Accordingly, this study aims to analyze in-service mathematics teachers' perception of reality among the characteristics of tasks for mathematical modeling and the in-service mathematics teachers' competency for designing the mathematical modeling tasks. First of all, five criteria for satisfying the reality were established by analyzing literatures. Afterward, teacher training was conducted under the theme of mathematical modeling. Pre- and post-surveys for 41 in-service mathematics teachers who participated in the teacher training was conducted to confirm changes in perception of reality. The pre- and post- surveys provided a task that did not reflect reality, and in-service mathematics teachers determined whether the task given in surveys reflected reality and selected one reason for the judgment among five criteria for reality. Afterwards, frequency analysis was conducted by coding the results of the survey answered by in-service mathematics teachers in the pre- and post- survey, and frequencies were compared to confirm in-service mathematics teachers' perception changes on reality. In addition, the mathematical modeling tasks designed by in-service teachers were evaluated with the criteria for reality to confirm the teachers' competency for designing mathematical modeling tasks reflecting the reality. As a result, it was shown that in-service mathematics teachers changed from insufficient perception that only considers fragmentary criterion for reality to perceptions that consider all the five criteria of reality. In particular, as a result of analyzing the basis for judgment among in-service mathematics teachers whose judgment on reality was reversed in the pre- and post-survey, changes in the perception of in-service mathematics teachers was confirmed, who did not consider certain criteria as a criterion for reality in the pre-survey, but considered them as a criterion for reality in the post-survey. In addition, as a result of evaluating the tasks designed by in-service mathematics teachers for mathematical modeling, in-service mathematics teachers showed the competency to reflect reality in their tasks. However, among the five criteria for reality, the criterion for "situations that can occur in students' daily lives," "need to solve the task," and "require conclusions in a real-world situation" were relatively less reflected. In addition, it was found that the proportion of teachers with low task development competencies was higher in the teacher group who could not make the right judgment than in the teacher group who could make the right judgment on the reality of the task. Based on the results of these studies, this study provides implications for teacher education to enable mathematics teachers to apply mathematical modeling lesson in their classes.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.625-642
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• 2015

The purpose of this study was to develop and verify the feedback-enhanced performance assessment model through a variety of assessment strategies focused on the development of students. In order to achieve the purpose of this study, we analyzed the achievements of the sixth grade curriculum standards and set the central achievement standards in core competencies. We then established an evaluation plan to take advantage of a variety of methods and develop an assessment tool for process-based evaluation during lessons. We applied this assessment model to 6th grade students while teaching and learning mathematics in the classroom. The result of applying the performance evaluation model showed the improvement of students' reflective thinking ability. Also, some students who was not achieved at the level of 'N' could develop to the level of 'N + 1'. A long term research using various assessment strategies should be continued for effective help of students' mathematical development.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.591-614
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• 2023

For a long time, mathematics education institutions such as NCTM(National Council of Teachers of Mathematics) have emphasized the essential role of writing, and recent surveys by the Ministry of Education report a decline in foundational academic skills in the post-COVID19 period. The purpose of this study is to redefine the significance of mathematics writing in mathematics education, focusing on competencies highlighted in the field, particularly in the areas of problem-solving, communication, and reasoning. The research findings indicate that writing in problem-solving enhances cognitive organization, fostering the ability to grasp concepts and methods. Writing in communication builds confidence through the meta-cognitive process, and writing in inference allows self-awareness of step-by-step identification of areas lacking understanding. Particularly in the future society where artificial intelligence(AI) is utilized, changes in the learning environment necessitate research for the establishment of authenticity judgment through writing and the cultivation of a proper writing culture.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.87-98
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• 2023

In this study, we investigated the change in science core competency perception of high school students and the reason for change when science inquiry classes were conducted using eight 'skills' of the 2015 revised science curriculum. Fifteen first-year high school students in Jeollanam-do participated in the science inquiry class of this study, and the class was conducted for 20 hours (5 hours a day for four days). The inquiry activities used in the class consisted of four activity stages (research problems, research methods, research results, and conclusions) and each stage was constructed to include at least one 'skill (Problem Recognition, Model Development and Use, Inquiry Design and Performance, Data Collection, Analysis and Interpretation, Mathematical Thinking and Computer Application, Conclusion and Evaluation, Evidence-based Discussion and Demonstration, and Communication)'. As a result of the study, students' perception of the five science core competencies increased statistically significantly at the significance level of 0.01 through inquiry classes and more than 93% of students recognized that their science core competencies improved through the classes. However, since the class of this study was conducted for a small number of students, it is difficult to generalize the effect of the class, and so it is necessary to conduct a quantitative study for many students.

• Journal of Engineering Education Research
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• v.20 no.4
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• pp.12-20
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• 2017

This study aims to suggest implications on develop and operate NCS curriculum by analyzing of differences in perception and educational needs of university students, graduates, human resource managers(HR managers) on NCS basic job skill. The respondents of survey are composed of 533 university students in K university, 730 graduates and 106 HR managers. The major findings are as follows: first, the results showed that the importances of all competencies recognized by HR managers was higher than those of university students and graduates. And graduates perceived their level of competencies as higher than those of university students. Second, the needs for self-development skill, technical skill, and problem-solving skill was the highest within the students and graduates, meanwhile, the needs for the mathematical skill, resource management skill, and the organization understanding skill were low. In contrast, the results of this study showed that the HR managers has the high needs for self-development skill, communication skill and problem-solving skill. Also, HR managers has the low needs for mathematical skill, resource management skill, information skill, technical skill, organizational understanding skill, and job ethics. Based on the above results, we proposed the necessity to develop and apply the NCS curriculum considering the education needs recognized by current students, graduates, and HR managers.

• Communications of Mathematical Education
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• v.35 no.2
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• pp.153-172
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• 2021

Various competencies such as critical thinking, systems thinking, problem solving competence, communication skill, and data literacy are likely to be required in the 4th industrial revolution. The competency regarding data literacy is one of those competencies. To nurture citizens who will live in the future, it is timely to consider research on teacher education for supporting teachers' development of statistical thinking as well as statistical knowledge. Therefore, in this study we developed and implemented a data analysis project for pre-service teachers to understand their changes in statistical knowledge in addition to their experiences of data-driven decision making process that required them utilizing their statistical thinking. We used a mixed method (i.e., sequential explanatory design) research to analyze the quantitative and qualitative data collected. The findings indicated that pre-service teachers have low knowledge level of their understanding on the relationship between population means and sample means, and estimation of the population mean and its interpretation. When it comes to the data-driven decision making process, we found that the pre-service teachers' experiences varied even when they worked as a small group for the project. We end this paper by presenting implications of the study for the fields of teacher education and statistics education.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.409-434
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• 2013

The mathematical ability is an essential element for achieving professional competencies and for enhancing application ability in a vocational world and exploring its experiences. In this aspect, for vocational high school students, it is an important and urgent issue to develop remedial learning programs for developing mathematical basic and application ability. In particular, the program is developed based on the individual achievement level, focused on a mathematical basic ability to be applied efficiently in a vocational world. Because of this reason, in this study, the program is comprised of two phases; one is diagnosis test and the other is remedial teaching and learning materials. Then, diagnosis test includes three test; I) level testing evaluation for selecting the subject of remedial learning, ii) pre-test for deciding on which area and level of the materials when students begin to study, and iii) post-test for confirming the learning status is satisfied and the possibility of next step(level) or the other area of the materials. To accomplish this, this study tried to devise an efficient remedial learning system. Based on the system, this study developed remedial learning programs on the four areas of number and quantity, change and relation, uncertain thing, and figure and shape in the middle school level. In particular, this program is comprised of two types of knowledge. One is K-knowledge which is an essential knowledge to achieve a basic mathematical ability. The other is C-knowledge which is the advanced knowledge required to apply efficiently in a vocational world. This paper deals with the content mentioned above, but examples of the materials is shown focused on the area of change and relation.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.353-374
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• 2016

Communication is one of 6 core competencies suggested newly in mathematics curriculum revised in 2015 in Korea. Also, it's importance has been emphasized through NCTM and CCSSI. By the subject of Mathematics in Context(MiC) textbook, this study planned to explore the communication elements according to the types of communication such as discourse, representation, operation. Namely, this study dealt with 316 questions in a total of 34 tasks relevant to function content in the MiC textbook, and this study explored the communication elements on the questions of each task. To accomplish this, this study first of all was to reconstruct and establish an analytic framework, on the basis of 'D.R.O.C type' of communication developed by Kim & Pang in 2010. In addition, based on the achievement standards of function domain in mathematics curriculum revised in 2015 in Korea, this study basically compared with the function content included in MiC textbook and Korean mathematics curriculum document. Also, it tried to explore the distribution of communication elements according to the types of communication.

• School Mathematics
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• v.15 no.1
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• pp.159-177
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• 2013

This study is a case study of STEAM education. We have developed teaching and learning materials, suggested teaching method, and analysed the result for exploring the potential and effect of STEAM. The content of this study is based on the history of mathematics. Science (S) is related to the 24 divisions of the year, the height of the sun, the movement of heavenly bodies. Technology (T) is related to the exploration with graphic calculators. Engineering (E) is related to design sundial and research on the design principles. Art (A) is related to literature review about mathematical history, the understanding of the value of the mathematics. Mathematics (M) is related to the trigonometric functions. We have considered that Project-Based Learning is proper teaching and learning for STEAM education, we have designed the STEAM PBL and analysed the results focused on the developing integrative knowledge, mathematical attitude including mathematical value, the competencies of 21 century. The result of this study is as follows. We find that STEAM education activates students' collaboration, communication skills and improves representation and critical thinking skills. Also STEAM education makes positive changes of students' mathematical attitudes including the values of the mathematics.