• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.159-178
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• 2015

This study discusses on aims for affective development in national curriculum of mathematics. Firstly, affective characteristics of school mathematics studied in Korea are investigated. Secondly, aims for affective development in the Korean national curriculum of mathematics from the 1st curriculum to the current one are inspected. Thirdly, aims for affective development in national curriculum of Hong Kong, Singapore and Finland are researched. From the result, suggestions on the statement about aims for affective development are proposed.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.405-423
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• 1998

This study aims to reflect the origin and the meaning of open education and to derive pedagogical principles for open mathematics education. Open education originates from Socrates who was the founder of discovery learning and has been developed by Locke, Rousseau, Froebel, Montessori, Dewey, Piaget, and so on. Thus open education is based on Humanism and Piaget's psychology. The aim of open education consists in developing potentials of children. The characteristics of open education can be summarized as follows: open curriculum, individualized instruction, diverse group organization and various instruction models, rich educational environment, and cooperative interaction based on open human relations. After considering the aims and the characteristics of open education, this study tries to suggest the aims and the directions for open mathematics education according to the philosophy of open education. The aim of open mathematics education is to develop mathematical potentials of children and to foster their mathematical appreciative view. In order to realize the aim, this study suggests five pedagogical principles. Firstly, the mathematical knowledge of children should be integrated by structurizing. Secondly, exploration activities for all kinds of real and concrete situations should be starting points of mathematics learning for the children. Thirdly, open-ended problem approach can facilitate children's diverse ways of thinking. Fourthly, the mathematics educators should emphasize the social interaction through small-group cooperation. Finally, rich educational environment should be provided by offering concrete and diverse material. In order to make open mathematics education effective, some considerations are required in terms of open mathematics curriculum, integrated construction of textbooks, autonomy of teachers and inquiry into children's mathematical capability.

• Research in Mathematical Education
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• v.27 no.2
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• pp.211-221
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• 2024

What is the aim of mathematics education? Current aims of mathematics education often lack the multidimensionality needed to account for a successful experience in mathematics. In this short paper, we argue for a multidimensional aim of mathematics education via the construct of flourishing. Flourishing is derived from the notion of eudaimonia, which broadly refers to achieving the "highest good," or living a well-lived life. Building on prior research, we operationalize flourishing as an aggregate of several positive affective, behavioral, cognitive, and social traits, all of which contribute to students' propensities to achieve the "highest good" in mathematics. In particular, we propose five traits which contribute to students' propensities to achieve the "highest good" (i.e., flourish) in mathematics: (1) positive emotions toward mathematics; (2) engagement in mathematics; (3) community in mathematics; (4) meaning in mathematics; (5) perceived competence in mathematics. Thus, we argue that one productive aim of mathematics education is to support students in fulfilling each of these traits, which ultimately leads to flourishing in mathematics. To supplement our theoretical stance, we offer suggestions for measuring flourishing as an aim. We close this short paper by describing the implications that such an aim might suggest for pedagogy, policy, and research.

• Research in Mathematical Education
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• v.8 no.2
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• pp.59-67
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• 2004

In this paper, I would like to introduce some ideas and problems in mathematics teachers' education. The aims and content of teachers' professional education are discussed with an oriental perspective. What are mathematics teachers' needs in their professional development\ulcorner What contradictions do they meet in mathematics instruction\ulcorner The problems are described with the result of my survey.

• Research in Mathematical Education
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• v.26 no.1
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• pp.31-38
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• 2023

Mathematics educators have emphasized the importance of language use in mathematics education. However, previous studies have predominantly focused on the spoken language used in mathematics classrooms, which provides limited information on the written language used by mathematics teachers. The written language reflects the characteristics of the teacher community and social, cultural, and political contexts. Moreover, the written language affects teachers' instructional practices and their students' mathematics learning experiences. Therefore, this study aims to review a study conducted by Lee and Kim (2022) investigating changes in mathematics teachers' pedagogical lexicons.

• Research in Mathematical Education
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• v.17 no.1
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• pp.47-61
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• 2013

This paper aims to explore whether Learning Study improves teachers' subject content knowledge, pedagogical content knowledge, and attitude toward teaching mathematics. A Learning Study was conducted in a Hong Kong primary school for a research lesson on comparing the size of fractions to explore the new teacher roles.

• East Asian mathematical journal
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• v.35 no.4
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• pp.429-449
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• 2019

This study aims to investigate the statistical literacy of pre-service mathematics teachers and to discuss the impact of statistical literacy in lesson plan. For the purpose of this study, we analyzed 13 pre-service mathematics teachers' statistical literacy tests and lesson plans. The results of this analysis are as follows: First, pre-service mathematics teachers did not have a high level of statistical literacy, and it was also observed that there was a big level difference between them. Second, pre-service mathematics teachers' lesson plans showed significant difference in the level of the target grade, the characteristics of the target student, and the contents. Based on this study, we seek to find implications for how it is appropriate to educate teachers in charge of statistical education.

• The Mathematical Education
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• v.50 no.3
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• pp.329-335
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• 2011

There has been an ongoing symbiotic relationship between the history of the International Commission on Mathematical Instruction(ICMI) and the broader history of mathematics education since 1908. Similarly, the International Congress on Mathematical Education(ICME) has played an important role in the direction of Mathematics education since its first congress in 1969. ICME-12 is due to be held in Seoul, Korea from July $8^{th}$ to $15^{th}$ 2012. To date, there has been no research paper concerning the history of the ICMI published in any Korean journal. In readiness for the upcoming ICME-12, this paper aims to provide a comprehensive overview of the history of the IMCI from the perspective of Mathematics education.

• Journal of Educational Research in Mathematics
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• v.10 no.2
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• pp.263-277
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• 2000

mathematics holds a key position among the subject-matters of school education. Nevertheless, beyond Its Instrumental one, humanity-educational value of mathematics for the general public has been under estimated. For the past fifty years, in the our country there has not been enough systematic and profound examination and discussion concerning the goals of mathematics education in order to establish the philosophy of mathematics education. Thus, in this thesis we argue how mathematics education could contribute to the humanity education. For this, we examine how western educational theorists have emphasized the value of mathematics as humanity education and how their theories have been reflected in the goals of the modern mathematics education. First of all, we discuss Platonism as a philosophical basis of the traditional mathematics teaching mainly with Euclid's "Elements" since the ancient Greece and the relationship between mathematics education and humanity education in the light of this traditional thought. Next, we examine the thoughts of Pestalozzi, Harbert, Froebel who provided the theoretical basis for the public education since 19th century, and discuss the value of mathematics teaching in their humanistic educational thoughts. Also we examine the humanistic value of mathematics education in Dewey's educational philosophy, which criticized the traditional western ethics and epistemology, and established instrumen talism. Further, we analyze how such a philosophy of mathematics teaching is reflected mathematics education of 20th century, and confirm that the formation of Dewey's rational intelligence is one of the central aims of mathematics education of late 20th century. Finally, we discuss the ideals of humanistic mathematics education ; develop ment of the rational intelligence via 'doing knowledge'and change of mind via 'looking knowledge'. In this paper identify the humanistic values of mathematics education through the historical examination of the philosophies of mathematics education, and we could find significance as a fundamental study for one of the most important problems which Korean mathematics educational society confronts, that is establishing the philosophy of mathematics education.

• Research in Mathematical Education
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• v.25 no.1
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• pp.45-63
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• 2022

Multicultural students are a rapidly growing population in South Korea. Previous studies from the South Korean mathematics education community have reported low mathematics achievement levels of this population compared to Korean-born students. However, a systematic literature review was hardly employed. This study aims to synthesize the factors that affect the mathematics achievement of multicultural students to provide directions for future research and practical directions. Using an Opportunity-Propensity framework suggested by Byrnes and Miller, this study analyzed twenty-seven peer-reviewed journal articles on this topic. The results showed that the majority of the studies focused on the impact of the opportunity factors such as mathematics curriculum and teachers on mathematics achievements. We suggest that more studies regarding distal factors (e.g., students' prior achievement) and propensity factors (e.g., prerequisite knowledge) are needed.