• School Mathematics
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• v.13 no.2
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• pp.345-362
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• 2011

This paper addresses mathematics content knowledge required for teaching in secondary school. Three components of mathematical knowledge are needed for teaching: (i) knowing school mathematics, (ii) knowing process of school mathematics, (iii) making connections between school mathematics and advanced mathematics. We investigated mathematics content knowledge of secondary teachers. We found that secondary mathematics teachers have a lack of understanding in solving realistic problem, reasoning and proof, and making connections between school mathematics and advanced mathematics.

• Journal of Educational Research in Mathematics
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• v.17 no.2
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• pp.91-109
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• 2007

This study deals with the problem of transition from arithmetic to algebra and the relationship between elementary and secondary school mathematics for systems of linear equations. In elementary school, activity for solving word problems related to systems of linear equations in two variables falls broadly into using two strategies: Guess and check and making a table. In secondary school, those problems are solved algebraically, for example, by solving systems of equations using the technique of elimination. The analysis of mathematics textbooks shows that there is no link between strategies of elementary school mathematics and secondary school mathematics. We devised an alternative way to reinforce link between elementary and secondary school mathematics for systems of linear equations. Drawing a diagram can be introduced as a strategy solving word problems related to systems of linear equations in two variables in elementary school. Moreover it is closely related to the idea of the technique of elimination of secondary school mathematics. It may be a critical juncture of elementary-secondary school mathematics in the case of systems of linear equations in two variables.

• Research in Mathematical Education
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• v.17 no.2
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• pp.79-97
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• 2013

This paper reports findings from a survey of senior secondary school students' epistemological conceptions of mathematics with the adaption of the instrument of the "Conceptions of Mathematics" - Inventory in China. The survey included a sample of 414 Grade 10 students, 441 Grade 11 students, and 400 Grade 12 students from three provinces. Descriptive statistics, one-way ANOVA, and T-test were employed to analyze data in this study. It was found that senior secondary school students mainly focused on objectivity and reality of mathematics, without highlighting the characteristics of sociality, subjectivity, and creativity of mathematics. In addition, besides gender differences, differences were identified among students from different grades, different areas, taught by teachers with different teaching experience and experience in using reformed curriculum.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.47-57
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• 2000

The purpose of this study is to investigate the degree of anxiety factors for learning mathematics and look into the reason of anxiety of mathematics and show the method of eliminating negative and anxious factors in elementary school, secondary school and high school. To have learner take an interest in learning mathematics, develop the positive attitude about learning mathematics and maximize the effect of learning of mathematics, three kinds of hypotheses are established as follows: 1. There would be difference in anxiety factor of learning mathematics according to elementary school, secondary school and high school. 2. There would be difference in anxiety factor of learning mathematics according to sex. 3. There be difference in anxiety factor of learning mathematics according to the level of achievement. The results of this study are as follows: 1. Hypotheses I was testified. The anxiety factor between mathematics learning and mathematics teacher was significant difference according to elementary school, secondary school and high school. 2. Hypotheses II was testified. The result of hypotheses II was significant difference only in high school. The anxiety factor of mathematics teacher was significant difference according to boy student and girl student. 3. Hypotheses III was testified. The anxiety factor of mathematics, teacher and test was significant difference only in elementary school and high school.

• The Mathematical Education
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• v.43 no.4
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• pp.405-417
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• 2004

This study is on the use of mathematics program for School Mathematics Education. According to the ‘technology principle’ by NCTM and teaching-learning methods by the 7th curriculum, we developed mathematics learning activities with mathematics program. This activity is to construct designs with graphs by using mathematics program(GrafEq.). In this study, we practiced these learning activities with pre-service mathematics teachers. The mathematics educational effects of these learning activities in this study are analyzed as follows; active & spontaneous search for mathematical knowledge, the experience of problem solving, affirmative view-point of mathematics, understanding of practical use of mathematics, acquisition an interest & motivation of learning mathematics etc. When students learn graphs of function, the concept of inequality in secondary school mathematics class., mathematics teachers can make a good use of constructing designs by mathematics program(GrafEq.). This will help to practice of teaching-learning methods by the 7th curriculum.

• Communications of Mathematical Education
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• v.29 no.2
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• pp.157-196
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• 2015

The purpose of this article is to discuss some of the most commonly repeated misconceptions on the history of mathematics described in the secondary school mathematics textbooks, and recommend that we should include mathematical transculture in the secondary school mathematics. School mathematical history described in the texts reflects the axial age, and deals with mathematical transculture from the ancient Greek into Europe excluding the ancient Egypt, Old Babylonia, and Islamic mathematics. We discuss about them through out the secondary school textbooks and give some alternatives for the historical problems.

• The Mathematical Education
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• v.53 no.1
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• pp.41-55
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• 2014

In recent years, there has been increasing interest in the pedagogical importance of counter-examples that contradict statements about mathematics education research and the curriculum revision process for high school mathematics courses. Using a literature research method, this study analyzed views about counter-examples according to a method of approach to statements and the classification of counter-examples and their criteria. The study also described the learnability of the content of counter-examples presented in Korean secondary school mathematics textbooks. The results showed that generating many counter-examples enables learners to understand mathematical concepts exactly, construct links between mathematical contents, and have flexible thoughts about mathematical objects. Considering the learnability of counter-examples, the contents of counter-examples in school mathematics textbooks are needed for mathematics teachers and students to generate numerous counter-examples and verify the justification of generating counter-examples in various manners.

• School Mathematics
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• v.3 no.2
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• pp.401-421
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• 2001

This paper describes the teaching of mathematics in France at the elementary and secondary levels. It consists of four parts: the structure of the french education system and the status of mathematics within it, the evolution of mathematics teaching in France from 1968 to nowadays, the teacher training in France, the mathematical contents in the elementary school curriculum and the mathematics curriculum in the lower secondary school. From this review, we can extract some characteristics of the teaching of mathematics in France.

• The Mathematical Education
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• v.51 no.4
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• pp.415-427
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• 2012

This study investigated the perception and utilization about computer of beginning secondary mathematics teachers by utilization frequency of computer. To increase utilization frequency of computer in school mathematics, our finding shows that beginning secondary mathematics teachers should have an interest in computer utilization and perceive computers as an important tool for mathematics learning. In addition, they are likely to use more frequently computer under the condition that computers have sufficient class materials and supplement their shortcomings that have derived less usage in math classes. Therefore, future studies have to investigate not only how to develope textbooks and run after-school classes but also how to make creative discretional activities by computer, which makes computers more useful for teacher training. In sum, the results of case studies for computer usability should be released to motivate computer utilization and increase mathematical thinking ability.

• Research in Mathematical Education
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• v.15 no.2
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• pp.105-114
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• 2011

During the 20th century, the secondary school mathematics teaching in China had been developing from the an old-style private school form with individual instruction to classroom teaching with Chinese characteristics, which experienced three stages of development; the stage for the formation of modern teaching system (1902-1949), the stage for development (1950-1976), and the stage for innovation (1977-2000). The characteristics and journey for the transformation will exert great for reference and effects for the reform of secondary school mathematics teaching nowadays.