• Journal of Elementary Mathematics Education in Korea
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• 제23권2호
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• pp.247-272
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• 2019

The purpose of this study is to analyze the teaching of statistical graphs according to elementary mathematics curriculum. To do this, we set up three research questions as follows. First, what is the change in achievement standards related to the teaching of statistical graphs in elementary mathematics curriculum? Second, what is the change in the teaching of the drawing of statistical graphs in elementary mathematics curriculum? Third, what is the change in the teaching of understanding of statistical graphs in elementary mathematics curriculum? For the first research question, we analyzed the achievement standards related to the teaching of the statistics of the 2015 revised curriculum from the first curriculum. For the second research question, we analyzed how to provide students with the opportunity to draw graphs(number of drawings) and whether to present the basic frame of the graphs(frame provided). For the third research question, we analyzed questions in the textbooks based on the graph understanding; 'reading data', 'finding the relation between data', 'interpreting data', 'understanding the situation'. As a result of the analysis, the achievement standard in the curriculum has changed in the direction of fostering statistical thinking, and it has been changed to emphasize the interpretation of the graph so as to make the graph drawing easy. However, 'interpreting data' and 'understanding the situation' were still lacking.

• School Mathematics
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• 제7권1호
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• pp.77-101
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• 2005

This study is a discussion of the teaching and learning of discrete mathematics in school mathematics. In this study, we summarized the importance of discrete mathematics m school mathematics. And we examined instruction methods of discrete mathematics expressed in the 7th mathematics curriculum. On the basis of analysis for teaching cases in previous studies, we proposed four suggestions to organize discrete mathematics classroom. That is as follows. First, discrete mathematics needs to be introduced as a mathematical modeling of real-world problem. Second, algorithm learning in discrete mathematics have to be accomplished with computer experiments. Third, when we solve a problem with discrete data, we need to consider discrete property of given data. Forth, discrete mathematics class must be full of investigation and discussion among students. In each suggestion, we dealt with detailed examples including educational ideas in order to helping mathematics teacher orgainzing discrete mathematics classroom.

• School Mathematics
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• 제8권1호
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• pp.27-43
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• 2006

The objective of this paper is to design teaching units to foster secondary pre-service teachers' mathematising abilities. In these teaching units we focus on generalizing area of a 2-dimensional triangle and volume of a 3-dimensional tetrahedron to n-volume of n-simplex In this process of generalizing, principle of the permanence of equivalent forms and Cavalieri's principle are applied. To find n-volume of n-simplex, we define n-orthogonal triangular prism, and inquire into n-volume of it. And we find n-volume of n-simplex by using vectors and determinants. Through these teaching units, secondary pre-service teachers can understand and inquire into n-simplex which is generalized from a triangle and a tetrahedron, and n-volume of n-simplex which is generalized from area of a triangle and volume of a tetrahedron. They can also promote natural connection between school mathematics and academic mathematics.

• Journal for History of Mathematics
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• 제25권3호
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• pp.77-95
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• 2012

The purpose of this study is to draw implication for the teacher education program in association with creativity through analysing teaching behavior for fostering creativity of the mathematics teachers at the primary and secondary schools. In order to do so, a survey was performed by sampling primary, middle, and high school teachers. According to the results, there is significant difference in teachers' behavior for fostering creativity in the perspective of school classification (primary and secondary school), but not gender, region, and career of teachers. In other words, there is significant difference in teaching behaviors for fostering creativity between primary and secondary school teachers, herein the score of teaching behavior of former is higher than latter. Furthermore, the result of teachers' recognition survey on the possibility of fostering students' creativity via education shows that the teachers of primary schools are more relatively positive than those of secondary schools on the matter.

• Journal of the Korean School Mathematics Society
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• 제23권3호
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• pp.259-276
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• 2020

The purpose of this study was to identify how didactic transposition (teaching and learning methods) has occurred and developed in the teaching of graphs in elementary school mathematics textbooks for third and fourth graders according to the previous and current curricula. In this study, we analyzed the lesson units on bar graphs and line graphs in mathematics textbooks for each curriculum, from the fifth curriculum to the 2015 revised curriculum. We also investigated the implication of statistics education deriving from didactic transposition (teaching and learning methods). We found that the timing of teaching bar and line graphs was rarely changed as the curriculum has changed. In addition, the use of technology was not actively implemented in school statistics, although the curriculum emphasized the use of technology in statistical education. Lastly, the textbooks did not address the variability and distribution of data and the sample or sampling process, which are significant statistical concepts. Based on the findings of this study, we suggest how to teach statistical graphs and what to consider for the next mathematics textbook.

• Journal of Elementary Mathematics Education in Korea
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• 제9권2호
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• pp.161-180
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• 2005

The purpose of this study is to delve into how elementary mathematics textbooks deal with the areas of triangles and quadrilaterals from a viewpoint of the Didactic Transposition Theory. The following conclusion was derived about the teaching of the area concept: The area concept started to be taught perfectly in the 7th curricular textbook, and the focus of area teaching was placed on the area concept, since learners were gradually given opportunities to compare and measure areas. As to the area formulae of triangles and quadrilaterals, the following conclusions were made: First, the 1st curricular, the 2nd curricular and the 3rd curricular textbooks placed emphasis on transposition by textbooks, and the 4th curricular, the 5th curricular and the 6th curricular textbooks accentuated transposition by teachers. The 7th curricular textbooks put stress on knowledge construction by learners; Second, the focus of teaching shifted from a measurement of area to inducing learners to make area formula. Namely, the utilization of area formula itself was accentuated, while algorithm was emphasized in the past; Third, the way to encourage learners to produce area formula changed according to the curricula and in light of learners' level, but a wide range of teaching devices related to the area formulae were removed, which resulted in offering less learning chances to students; Fourth, what to teach about the areas of triangles and quadrilaterals was gradually polished up, and the 7th curricular textbooks removed one of the overlapped area formula of triangle.

• Research in Mathematical Education
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• 제17권1호
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• pp.63-78
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• 2013

Trigonometric ratios are difficult concepts to teach and learn in middle school. One of the reasons is that the mathematical terms (sine, cosine, tangent) don't convey the idea literally. This paper deals with the understanding of a concept from the learner's standpoint, and searches the orientation of teaching that make students to have full understanding of trigonometric ratios. Such full understanding contains at least five constructs as follows: skill-algorithm, property-proof, use-application, representation-metaphor, history-culture understanding [Usiskin, Z. (2012). What does it mean to understand some mathematics? In: Proceedings of ICME12, COEX, Seoul Korea; July 8-15,2012 (pp. 502-521). Seoul, Korea: ICME-12]. Despite multi-aspects of understanding, especially, the history-culture aspect is not yet a part of the mathematics class on the trigonometric ratios. In this respect this study investigated the effect of history approach on students' understanding when the history approach focused on the mathematical terms is used to teach the concept of trigonometric ratios in Grade 9 mathematics class. As results, the experimental group obtained help in more full understanding on the trigonometric ratios through such teaching than the control group. This implies that the historical derivation of mathematical terms as well as the context of mathematical concepts should be dealt in the math class for the more full understanding of some mathematical concepts.

• Education of Primary School Mathematics
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• 제7권1호
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• pp.31-41
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• 2003

Representation has been main topic in teaching and learning mathematics for a long time. Moreover, teachers' deficiency of representation about fraction results in teaching algorithms without conceptual understanding. So, this paper was conducted to investigate and analysize the elementary preservice mathematics teachers' representation about fraction. 38 elementary preservice mathematics teachers participated in this study. This study results showed that, the only model of a fraction that was familiar to the preservice teachers was the part of whole one. And research showed that, they solved the problems about fraction well using algorithms but seldom express the sentence which illustrates the meaning of the operation by a fraction. Specially, the division aspect of a fraction was not familiar nor readily accepted. It menas that preservice teachers are used to using algorithms without a conceptual understanding of the meaning of the operation by a fraction. This results give us some implications. Most of all, teaching programs in preservice mathematics teachers education have to devise to form a network among the concepts in relation to fraction. And we must emphasize how to teach and what to teach in preservice mathematics teachers education course. Finally, we have to invent the various materials which can be used to educate both preservice teachers and elementary school students. If we want to improve the mathematical ability of students, we will concentrate preservice teachers education.

• Communications of Mathematical Education
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• 제25권1호
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• pp.221-243
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• 2011

The purpose of this study is to investigate activities of sharing learning objectives in mathematics lesson and by doing that, to draw some conclusions on sharing learning objectives in elementary school mathematics lessons. To gather data, 82 pre-service teachers who participated in 4-week teaching practicum were asked to record their mathematics lesson and to transcribe their teaching activities. Specifically by analyzing the data, suggestions on how to share the learning objectives in elementary school mathematics were drawn.

• Journal of Educational Research in Mathematics
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• 제13권1호
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• pp.77-94
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• 2003

This study attempts to compare the topic "approximate value" in mathematics text-books of the 2nd year of South Korean junior high schools and that of the 3rd year of North Korean high schools. In addition, a survey questionnaire was distributed to junior and senior high school students as well as to mathematics teachers in South Korea. Based on the results of the survey, this study attempts to uncover the issues within the current teaching methods of "approximate value" and proposes the directions in which the teaching of approximate value should go in order to enhance mathematical thinking power and creativity of the students. First, it Is necessary to teach students how an error applies to the real world. To accomplish this end, it may be worthwhile to consider introducing the relative errors with more seriousness. Second, it is more important to teach the way of thinking which is concealed in the background of the calculation methods of approximate values than to simply teach mere calculation methods. Third, it is necessary to teach the calculation of approximate value with more realistic examples. Fourth, It is needed to teach students what the differences are when the terminology of "approximately" and "about" is used in real life and in mathematics.