• Communications of Mathematical Education
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• v.35 no.1
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• pp.37-74
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• 2021

In this study, the student participation-centered class, which takes students' mathematical thinking as an important issues of the class, is named as student thinking-based math class. The main characteristics of student thinking-based mathematics classes were examined in terms of tasks, students engagement, and the role of teachers. According to the results of analysis of class cases practiced by five secondary mathematics teachers, student thinking-based mathematics classes were conducted in the intersection of the rich mathematics tasks, students' cognitive and social engagement, and the role of teachers' formative facilitator. The results of this study showed that the student's thinking is more important than the activity itself. And it is meaningful in that it examines the influence of the dynamic interaction of the three components of the mathematics class on the direction and outcome of the class.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.1-14
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• 2021

Mathematics anxiety is a term for emotional and physical resistance to mathematics. Understanding students' mathematics anxiety is important not only in terms of improving mathematics academic achievement, but also in nurturing mathematics manpower necessary for the future society. In particular, mathematics anxiety is most likely to occur in elementary school, and it has a negative effect on subsequent learning. Therefore, it is important to understand the aspects of students' mathematics anxiety in elementary school. In this study, I presented the patterns of changes in students' mathematics anxiety over time and statistically verified them. As a result of a follow-up survey of 249 elementary school students' mathematics anxiety for 3 years from 4th to 6th grade, it was found that, rather than having a special pattern related to the formation of math anxiety, it may increase and decrease and vary depending on individual confirmed. Later, in this study, five patterns of Mathematics anxiety patterns were identified through statistical analysis. In addition, I confirmed that the students' interest about teachers' mathematics lessons was consistently influencing the change in mathematics anxiety. The results of this study will increase students' understanding of the formation of mathematics anxiety and can be used as basic data for the development of teaching and learning materials related to mathematics anxiety in the future and subsequent research.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.587-603
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• 2020

This study is a basic study to effectively develop a mathematics experience object, an important tool and educational tool in mathematics education. Recently, as mathematics education based on action theory is emphasized, various mathematics experience objects are being developed. It is also used through various after-school activities in the school. However, there are insufficient cases in which a mathematics experience teaching tools is developed and used as a tool for explaining mathematics concepts in mathematics classrooms. Also, the mathematical background of the mathematics experience teaching tools used by students is unclear. For this reason, the mathematical understanding of the toolst for mathematics experience is also very insufficient. Therefore, in this study, a development model is proposed as a systematic method for developing a mathematics experience teaching tools. Also, in this study, we developed 'the Great Common Divisor' mathematics experience teaching tool according to the development model. Through the model proposed through this study and the actual mathematics experience teaching tool, the development of various tools for mathematical experience will be practically implemented. In addition, it is expected that various tools for experiencing mathematics based on mathematical foundations will be developed.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.421-437
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• 2020

Problem/Project based learning(PBL) is a student-centered teaching method in which students collaboratively solve problems and reflect their experiences. According to the results of PBL study and the experiences of the authors in PBL instruction, this paper introduced the necessities, output and significance of learning process PBL evaluation method and sums up our PBL evaluation process. The issue of appropriate and fair evaluation has been raised in untact (non-contact) university mathematics education due to the novel coronavirus (COVID-19) of the year 2020. To this end, when we had the course on for the summer semester held at S University in the summer of 2020. To ensure the fairness in evaluation and to improve the quality of our college math education, the PBL evaluation method was fully adapted. As a result, most of the students who took the lecture have learned a wide range of related knowledge without a single exception, and students agreed it is an ideal, fair, rational, and effective evaluation method applicable to other online courses in the era of untact education. This case was summarized in detail and introduced in this paper.

• Imaging Science in Dentistry
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• v.51 no.4
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• pp.439-446
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• 2021

Purpose: The aim of this study was to identify correlations between the STOP-Bang score and upper airway dimensions using cone-beam computed tomography (CBCT) scans. Materials and Methods: This study included 101 subjects (46 men, 55 women) from dental patients who received CBCT scans from 2014 to 2020. The patients were divided into those with a low obstructive sleep apnoea (OSA) risk (STOP-Bang score<3) and those with an intermediate to high OSA risk (STOP-Bang score≥3), and their upper airway dimensions were then analysed on CBCT scans. Comparisons between the low-risk and intermediate/high-risk groups were conducted using the t-test and the Mann-Whitney test. Correlations between the total STOP-Bang score and upper airway dimension parameters were established using Spearman correlation coefficients. P values≤0.05 were considered to indicate statistical significance. Results: Intermediate/high-risk subjects were predominantly male and over 50 years of age, with a higher body mass index. They had significantly longer upper airways, smaller average airway volumes, and smaller widths and antero-posterior dimensions of the narrowest upper airway segment. The total upper airway length was positively correlated with the STOP-Bang score (r_s=0.278). The average volume (r_s= -0.203) and width of the narrowest upper airway segment(r_s= -0.305) were both negatively correlated with STOP-Bang scores. Conclusion: Subjects with higher STOP-Bang scores had upper airways that were longer, narrower, and smaller in terms of average volume. CBCT scans taken for dental patients as part of investigative procedures could be correlated with STOP-Bang scores to screen for patients at risk of OSA.

• Communications of Mathematical Education
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• v.36 no.2
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• pp.201-227
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• 2022

The purpose of this study was to develop an instrument measuring mathematics anxiety suitable for Korean High school students. In order to achieve this study purpose, the study was conducted according to the procedure of setting components of mathematics anxiety, developing questions, and verifying validity and reliability. First, in order to set the components of mathematic anxiety, previous studies on mathematic anxiety. Through this, six factors of mathematic anxiety were derived. Next, new questions were developed for each of the six constituent factors. The 122 questions were revised and supplemented through two content validity tests, and the final instrument for mathematics anxiety consisted of 49 questions of 6 factors. Finally, to verify the validity and reliability of the measurement instrument for mathematics anxiety, a survey was conducted on 1,848 students from 16 universities in Seoul and the metropolitan area. Next, a validity analysis was conducted with the 1,645 responses, excluding students who answered that there was no mathematics anxiety. As a result of exploratory factor analysis, 15 out of 49 questions were removed. Six factors were named individual characteristics, pressure on achievement, abstraction in mathematics, teaching and learning style, parental attitudes, and cumulative mathematics subjects. As a result of confirmatory factor analysis, the model fit was found to be appropriate, and the convergence validity and discriminant validity were found to be good.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.377-394
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• 2022

Criticism has been raised that the way of teaching weights in the 3rd and 4th graders of elementary school is different between the 2015 revised math curriculum and the 2015 revised science curriculum, causing confusion among elementary school teachers and students. This study tried to confirm the social recognition that should be considered in the process of didactic transformation which means transformation from knowledge to used into knowledge to taught and to compare the variations of didactic transformations differently according to didactic intentions. The research analyzes and synthesizes the root of the meaning of weight, weight in the international standard system of units SI, weight implemented in Korean mathematics curriculum and textbooks, Singaporean mathematics curriculum and textbooks, USA mathematics curriculum and textbooks, and Korean science curriculum and textbooks. Through this analysis, a pedagogical perspective on how to define and teach weight in elementary school as knowledge to be taught was derived.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.395-410
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• 2022

Nominalization is one of the grammatical metaphors, and it is the representation of verbal meaning through noun equivalent phrases. In mathematical word problems, texts using nominalization have both the advantage of clarifying the object to be noted in the mathematization stage, and the disadvantage of complicating sentence structure, making it difficult to understand the sentences and hindering the experience of the full steps in mathematical modelling. The purpose of this study is to analyze word problems in the textbooks from the perspective of nominalization, a linguistic element, and to derive implications in relation to students' difficulties during solving the word problems. To this end, the types of nominalization of 341 word problems from the content domain of 'Numbers and Operations' of elementary math textbooks according to the 2015 revised national curriculum were analyzed in four aspects: grade-band group, main class and unit assessment, specialized class, and mathematical expression required word problems. Based on the analysis results, didactical implications related to the linguistic expression of the mathematical word problems were derived.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.417-438
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• 2022

The purpose of this study is to suggest implications for mathematics teaching and learning when using AI-based educational platforms that support personalized mathematics learning. To this end, we selected five platforms(Knock-knock! Math Expedition, knowre, Khan Academy, MATHia, CENTURY) and analyzed how the AI-based educational platforms for mathematics reflect the three elements(PLP, PLN, PLE) to support personalized learning. The results of this study showed that although the characteristics of PLP, PLN, and PLE implemented on each platform varied, they were designed to form PLEs that allow learners to make their autonomous decisions about learning based on PLP and PLN. The significance of this study can be found in that it has improved the understanding and practicability of personalized mathematics learning with the AI-based educational platforms.

• Applied Microscopy
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• v.51
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• pp.17.1-17.10
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• 2021

Our previous study on the binding activity between Cel5H and clay minerals showed highest binding efficiency among other cellulase enzymes cloned. Here, based on previous studies, we hypothesized that the positive amino acids on the surface of Cel5H protein may play an important role in binding to clay surfaces. To examine this, protein sequences of Bacillus licheniformis Cel5H (BlCel5H) and Paenibacillus polymyxa Cel5A (PpCel5A) were analyzed and then selected amino acids were mutated. These mutated proteins were investigated for binding activity and force measurement via atomic force microscopy (AFM). A total of seven amino acids which are only present in BlCel5H but not in PpCel5A were selected for mutational studies and the positive residues which are present in both were omitted. Of the seven selected surface lysine residues, only three mutants K196A(M2), K54A(M3) and K157T(M4) showed 12%, 7% and 8% less clay mineral binding ability, respectively compared with wild-type. The probable reason why other mutants did not show altered binding efficiency might be due to relative location of amino acids on the protein surface. Meanwhile, measurement of adhesion forces on mica sheets showed a well-defined maximum at 69±19 pN for wild-type, 58±19 pN for M2, 53±19 pN for M3, and 49±19 pN for M4 proteins. Hence, our results demonstrated that relative location of surface amino acids of Cel5H protein especially positive charged amino acids are important in the process of clay mineral-protein binding interaction through electrostatic exchange of charges.