• 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.10 no.2
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• pp.279-296
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• 2008

This research aims to compare and identify the prospective elementary teachers' perspectives on mathematics class. In this aim, we analyzed the comments on the mathematics class by the prospective elementary teachers (senior students and junior students) who are differ in the time of study in the University of Education. As the results of this research, the senior students commented the mathematics class by applying the theories in mathematics education, but the junior students did not. Furthermore, the senior students had the more rigid perspectives on mathematics class and commented in more depth on mathematics class in comparison with the junior students. While, the senior students showed a weak point that they overextended and over-applied the some mathematics education theories in the comments on mathematics class.

• Journal for History of Mathematics
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• v.32 no.4
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• pp.195-213
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• 2019

This study sampled 6,535 grade 11 or 12 students in South Korea using a stratified random sampling method in order to identify the differences in the perception of students on what a good mathematics class is by school class and region. The results showed that four elements of a good mathematics class were significantly different among school classes and regions.

• Korean Journal of Mathematics
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• v.18 no.4
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• pp.409-424
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• 2010

We observed the symptoms that occur to students who dislike mathematics when they study mathematics and the data that mathematics is related to foreign language. This study investigated the relation between mathematics and foreign language. Continuous immersion aids not only in acquiring language but also in learning mathematics. For continuous immersion, it is essential to organize small class. We organized small class and compared large class with small class about how the relation between mathematics and language appears in achievement, rate of presence, rate of submission of report, and attitude and enthusiasm. Based on the result, we try to find out the way to increase understanding mathematics and level up the achievements.

• Journal of the Korean Mathematical Society
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• v.56 no.2
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• pp.559-578
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• 2019

We list all subfields of cyclotomic function fields over rational function fields with class number three. We also determine all the imaginary abelian extensions with relative class number three, explicitly.

• Journal of Educational Research in Mathematics
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• v.10 no.2
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• pp.229-246
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• 2000

The purpose of this paper is to compare and analyze the two different teaching methods of elementary mathematics in the traditional method and in the constructive view. To do so, the actual class in the constructive view has been made for about four months using a class of 45 students in the second grade of an elementary school. After the class was finished, we collected diverse data from the class, such as the responses from the children(self-evaluation, mathematics diary, observation by the investigator, daily report), class evaluation report by other teacher and so on. The results of this research are as follows: First, the traditional class reaches at the goal of learning in a unit time because the class is guided by the teacher but the class in the constructive view is a little flexible because it is contextual. Second, in the constructive process of mathematical knowledge we knew that small group activities or discussion without intervention of teacher was often ended in exhaustive argument without arriving at valid social consensus. Third, the attitude in mathematics was changed from the passive one to the self-regulated ones. Fourth, the class in the constructive view could extend not only the ability of mathematical communication but also the ability of self-directed learning of children. Fifth, it was a considerable change the role of teacher, that is, guide of instruction instead of unique specialist in the classroom. Sixth, finally, the evaluation was made after finishing a unit class in the traditional instruction but it was integrated in a class in a constructive view.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.297-311
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• 2013

The mainstream approaches to understand the characteristics of North Korean mathematics education focus on the comparative studies between South and North Korean mathematics curriculum and textbooks through literature analysis. These approaches make it possible to understand what is taught in mathematics class of North Korean school. But it is hard to find any information on how teachers teach mathematics and how students learn it. This study searches North Korean class environment, preparation for class, teaching and learning methods to understand mathematics class in North Korea as they really are. It is extremely difficult to make first-hand observations on North Korean class. Instead, this paper adopted interviews with teachers who have experience of teaching in North Korean school and now live in South Korea. By doing this, it is possible to get some understanding, although somewhat limited, the real aspects of North Korean mathematics class. As a result, there are distinct differences in the characteristics of North Korean mathematics class environment, preparation for class, teaching and learning methods, compared with South Korean.

• Bulletin of the Korean Mathematical Society
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• v.57 no.3
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• pp.781-802
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• 2020

For a fixed semi-Wakamatsu-tilting module _AT, we generalize the concepts of Auslander class, Bass class, and investigate many homological properties of such classes. Moreover, we establish an equivalence between the class of ∞-T-cotorsionfree modules and a subclass of the class of T-adstatic modules. Finally, a similar version of Auslander-Bridger approximation theorem and a nice property of relative cotranspose are obtained.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.1
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• pp.151-160
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• 2009

The purpose of this study is to investigate the effect of Special Supplementary Mathematics Class on self-efficiency and fear of mathematics in middle school. For this study, the students involved in Special Supplementary Mathematics Classes in middle school took a pre-test and an post-test. According to the results, First, the students showed increased self-efficacy in mathematics after the Special Supplementary Mathematics Class. Second, the students showed a decreased fear of mathematics after the Special Supplementary Mathematics Class. Third, there were no significant differences between boys and girls in the effect of Special Supplementary Mathematics Classes on self-efficacy and fear of mathematics. Fourth, there were significant differences between Grade 2 and Grade 3, and between Grade 1 and Grade 2 in the effect of Special Supplementary Mathematics Classes on self-efficacy in Mathematics.

• Bulletin of the Korean Mathematical Society
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• v.46 no.3
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• pp.535-543
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• 2009

In this paper we study some properties of the Helton class of an operator. In particular, we show that the Helton class preserves the quasinilpotent property and Dunford's boundedness condition (B). As corollaries, we get that the Helton class of some quadratically hyponormal operators or decomposable subnormal operators satisfies Dunford's boundedness condition (B).