• Journal for History of Mathematics
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• v.34 no.2
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• pp.75-87
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• 2021

Hirabayashi Ichiei has sought theoretical improvement of educational studies in mathematics from the standpoint that educational studies in mathematics should be practical. His beliefs and subsequent attempts have many implications for Korean educational studies in mathematics. In this regard, it is meaningful to examine his theory of mathematics education. But he is not well-known in Korean community of educational studies in mathematics today. For this reason, His life and theory of mathematics education are outlined.

• 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.

• Communications of Mathematical Education
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• v.24 no.4
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• pp.843-864
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• 2010

To get an undergraduate degree from mathematics education department, a student not only take a general educational technology course from education department, but also take an educational technology in mathematics education course from mathematics education department. We believe that these two courses can be integrated for preparing better mathematics teachers. For this purpose, we design an educational technology tool called JavaMAL microworld, and study strategy to integrate two courses harmoniously. This kind of approach is good for internationalization of researches on mathematics education by Korean researchers since most SSCI journal prefer an integrated approach in the educational technology related papers. In short, integrating general educational technology course and educational technology in mathematics education course is not only good to student but to professors. But just integrating two courses is not enough. Students must understand the needs and the usefulness of educational technology tool in the learning and teaching of mathematics, and must have such experience from their mathematics courses.

• East Asian mathematical journal
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• v.28 no.4
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• pp.487-504
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• 2012

This study was to analyze the research trend related to mathematics education evaluation in the analysis of the articles on , . The study explores the future direction of mathematics education assessment research by investigating whether such evaluation was suitable for the expectation about the assessment required in the current mathematics curriculum. This study was to classify the evaluation-related researches based on Korea educational curriculum revision from 1991-2010 to examine the research trend on the mathematics education evaluation in each season in Korea, analyze the articles by 'monitoring of student's progress', 'judgement on instruction', 'giving the value on mathematics achievement of students', 'value judgement of the program' that were the purpose of evaluation presented in 1995 NCTM(National Council of Teachers of Mathematics). As a result, looking at the research trend classified by the time of the educational curriculum revision, the 7th educational curriculum had the most number of the papers announced from 1997-2006. Despite 2007 educational curriculum revision was the short period from announced 2007-2008 before the next educational curriculum was placed, 11 papers(34.4%) were published. According to the category by the purpose of the assessment prescribed in NCTM, it showed that researches of 'monitoring of student's progress(46.9%)' were the most, those of 'value judgement of the program' and 'giving the value on mathematics achievement of students had a similar percentage.

• Journal of Educational Research in Mathematics
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• v.10 no.1
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• pp.57-72
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• 2000

In this paper, in order to explicate how mathematics education can contribute to humanity education, I enquired in which position mathematics occupy in Froebel's For this, I examined Froebel's theory of humanity education, his theory of mathematics education, and the applicational problem of his thoughts to nowaday education. Froebel's educational theory is based on the concept of the Divine Unity which is relevant to the notion of 'The Absolute' of Fichte, Schelling, Hegel. He claims that from inanimate objects to human being, all is subject to the eternal law, which is presided by God. So the world itself is the representation of this law of the Divine Unity and education consists in leading man to conscious and free representation of it. The revealing process of the inner law of the Divine Unity can be attained through the awareness of the divinity which resides in the self. And this process of self-consciousness is dialectical movement of the two opposites, i.e. 'inner' and 'outer' Froebel suggests that mathematics is the mediator between the inner and outer world, i.e. he suggests that since both human being and nature are the representations of the Divine Unity, mathematics is both the pure human spirits and the law of nature. Having such a role, mathematics becomes the main discipline in education. Though there are some criticism on Froebel's educational thoughts on mathematics discussed in this paper, it can provide a typical answer to the question about how mathematics education contributes to humanity education.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.327-350
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• 1998

The purpose of this study is to examine the applicability of educational games to open mathematic learning and consideration to the position of educational games in mathmatical education as powerful technology. For these purposes, previous literatures about games are reviewed. The concept of simulation games are defined and explore the characteristics of games includings game structure and process. And some typical educational games - Israel games, ORDA - are introduced. The main focus of the deliberation and survey of previous literatures is educational games as meaningful learning medium of mathematics and other subjuct matters. Especially educational games take a meaningful role for an implication of applicability of games especially for higher order thinking skills like problem solving, decision making, and creativity. To realize this alternative learning method of mathematics, first of all the attituce of teachers are have to change and accumulate field studies.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.101-123
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• 1998

The purpose of this study is to construct the "open" instructional model that might be used properly in mathematics classroom. In this study, the core philosophy of "openness" in mathematics instruction is looked upon as the transference itself from pursuing simply strengthening the function of instruction such as effectiveness in the management of educational environment into the understanding of the nature of mathematics learning and the pursuing of true effectiveness in mathematics learning. It means, in other words, this study is going to accept the "openness" as functional readiness to open all the possibility among the conditions of educational environment for the purpose of realizing maximum learning effectiveness. With considering these concepts, this study regards open mathematics education as simply one section among the spectrum of mathematics education, thus could be included in the category of mathematics education. The model for open instruction in mathematics classroom, constructed in this study, has the following virtues: This model (1) suggests integrated view of open mathematics instruction that could adjust the individual and sporadic views recently constructed about open mathematics instruction; (2) could suggest structural approach for the construction of open mathematics instruction program; (3) could be used in other way as a method for evaluation open mathematics instruction program.thematics instruction program.

• International Journal of Computer Science & Network Security
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• v.23 no.6
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• pp.35-48
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• 2023

The study aimed to provide a proposed conception of technical solutions to address the educational loss in mathematics in the fifth grade of primary school, and the study adopted the descriptive approach. male and female teachers, and to achieve the study objective, the researcher built a tool for the study, a "questionnaire", in which he used the comprehensive inventory method, and the results of the study showed: identifying the learning outcomes that represent an educational loss, and identifying the learning outcomes that are considered essential in teaching and learning mathematics for the fifth grade of primary school. In the event that it is not achieved by students, it is considered an educational loss that may affect the future of students' education and learning. Because it is a basis for later experiences in mathematics in other classes, and the study also found the effectiveness of the proposed visualization of technical solutions provided to address the educational loss in mathematics for the fifth grade: (short electronic tests, YouTube channel, homework, educational platform, electronic worksheets, and communication channels).

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.39-56
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• 2015

The aim of the study presented in this paper was to explore South Korean elementary teachers' knowledge regarding educational theory in mathematics. An independent t-test and ANOVA are applied to examine elementary teachers' knowledge regarding educational theory in mathematics. Findings of this study suggest that there is a negative correlation between the teachers' knowledge regarding educational theory in mathematics and their teaching experiences as well as the teacher certification level. However, there is a little affect of the teachers' gender and educational backgrounds on the teachers' knowledge regarding educational theory in mathematics. The results of this quantitative study may broaden our understanding of the South Korean elementary teachers' knowledge for teaching mathematics, which have a deep impact on their teaching practice.

• School Mathematics
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• v.4 no.4
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• pp.617-631
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• 2002

In this study, we introduced the concept of ‘case-method’ which is the method to discuss about actual education with a concrete case. And we suggested that case-method need to be applied a program for mathematics teacher professional development. To assist this suggestion, we attempted to examine recent mathematics educational studies that is written by case-study and topics that is included in mathematics teacher educational program. After these examination, we pointed out that case-method with a educational case have not applied in teacher education program in korea. According to the suggestion in this study, we showed a concrete example of case-method. In this example, we set up three perspectives(on general theory of mathematics education, on contents of given case, on application given case to own class) to analysis given case and revealed several disscussion topics each perspective. Finally, we referred to the following research of this paper.