• The Mathematical Education
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• v.47 no.2
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• pp.197-219
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• 2008

Unlike ordinary situations, deifinitions play a very important role in mathematics education in schools. Mathematical concepts have been mainly acquired by given definitions. However, according to didactical intentions, mathematics education in schools has employed mathematical concepts and definitions with less strict forms than those in pure mathematics. This research mainly discusses definitions used in geometry (promising) course in primary schools to cope with possibilities of creating misconception due to this didactical transformation. After analyzing problems with potential misconceptions, a survey was conducted $\underline{with}$ 80 primary school teachers in Jeju to investigate their recognitions in meaning of mathematical concepts in geometry and attitudes toward teaching. Most of the respondents answered they taught their students while they knew well about mathematical definitions in geometry but the respondents sometimes confused mathematical concepts of polygons and circles. Also, they were aware of problems in current mathematics textbooks which have explained figures in small topics (classes). Here, several suggestions are proposed as follows from analyzing teachers' recognitions and researches in mathematical viewpoints of definitions (promising) in geometric figures which have been adopted by current mathematics textbooks in primary schools from the seventh educational curriculum. First, when primary school students in their detailed operational stage studying figures, they tend to experience $\underline{a}$ collision between concept images acquired from activities to find out promising and concept images formed through promising. Therefore, a teaching method is required to lessen possibility of misconceptions. That is, there should be a communication method between defining conceptual definitions and Images. Second, we need to consider how geometric figures and their elements in primary school textbooks are connected with fundamental terminologies laying the foundation for geometrical definitions and more logical approaches should be adopted. Third, the consistency with studying geometric figures should be considered. Fourth, sorting activities about problems in coined words related to figures and way and time of their introductions should be emphasized. In primary schools mathematics curriculum, geometry has played a crucial role in increasing mathematical ways of thoughts. Hence, being introduced by parts from viewpoints of relational understanding should be emphasized more in textbooks and teachers should teach students after restructuring this. Mathematics teachers should help their students not only learn conceptual definitions of geometric figures in their courses well but also advance to rigid mathematical definitions. Therefore, that's why mathematics teachers should know meanings of concepts clearly and accurately.

• School Mathematics
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• v.16 no.1
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• pp.181-199
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• 2014

This study set out to analyze and compare gifted elementary students and non-gifted students in emotional intelligence and creative nature. To understand the characteristics of the former, and provide assistance for career education for both groups. For this purpose, the three following research questions were set: First, what kind of difference is there in emotional intelligence between gifted elementary students and non-gifted students? Second, what kind of difference is there in creative nature between gifted elementary students and non-gifted students? Third, what is the connection between emotional intelligence and creative nature in gifted elementary students and non-gifted students? For this study, 102 students from the gifted class and 132 students from non-gifted classes were selected. In total 234 questionnaires were distributed, and the results were analyzed. The results of this study were as follows. First, as a result of the independent sample T-test, there were noticeable differences in giftedness. Gifted students scored significantly higher than non-gifted students in creative nature. Second, as a result of the independent sample T-test, there were noticeable differences in the creative nature of gifted and non-gifted students. Gifted students scored significantly higher than non-gifted students in creative nature. Third, by analyzing the results found for emotional intelligence and creative nature with Pearson's product-moment correlation, there was a positive correlation between both emotional intelligence and creative nature in both groups of results.

• Culinary science and hospitality research
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• v.18 no.4
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• pp.59-69
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• 2012

This study examines the role of mathematics anxiety as a mediator between self efficacy and mathematics skills using a series of regression analyses suggested by Baron RM & Kenny DA(1986). The participants include college students who enrolled in the Food Service Production and Operation course in a department of hotel and restaurant management at a college in the United States. Descriptive analysis, principal component analysis, reliability test, and a series of regression analyses were used for data analysis using SPSS 19.0. In order to collect data for the study, General Self Efficacy Scale(GSES) and Math Anxiety Rating Scale(MARS) were utilized, and they turned out to be reliable(${\alpha}$=.906 and ${\alpha}$=.890, respectively). A significant negative relationship was found between self efficacy and mathematics anxiety. In addition, it was found that self-efficacious students performed better mathematics skills than those who had lower level of self efficacy. However, the relationship was no longer significant when the concept of mathematics anxiety was added, which satisfies the condition of mediation.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.325-354
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• 2020

This study utilized longitudinal data from the 2013 year (Secondary Middle School) to 2017 year (Secondary High School) of the Seoul Education Termination Study. Using the latent growth model and the piecewise growth model, we investigated the changes in mathematics academic achievement, internal factors(self-concept, self-control, self-assessment of life satisfaction), and external factors(school climate, guardians) as students' grades increased, and examined whether internal factors and external factors influence the changes in mathematics academic achievement. We examined whether internal and external factors influence the change in academic achievement. As a result of analysis, it was found that mathematics academic achievement remained unchanged from the first grade of middle school to the second grade of middle school, and steadily increased from the second grade of middle school to the first grade of high school, and then decreased slightly in the second grade of high school. The internal and external factors had little change. It has been found that self-concept, self-control as internal factors, and school climate as external factors influence changes in mathematics academic achievement.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.109-135
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• 2012

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, the part of subject matter knowledge was consisted of four evaluation domains such as the knowledge of curriculum reconstruction, knowledge of mathematical contents, methodological knowledge, mathematical value. The part of Learners' unders tanding included the evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies. The part of teaching methods and evaluation was consisted of seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. Also, the part of teaching context was consisted of four evaluation domains such as application of instructional tools and materials, commercial manipulatives, environment of classroom including distribution and control of class group, atmosphere of classroom, management of teaching contexts including management of student. According to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of obtaining, planning, acting, and reflecting.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.33-59
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• 2006

This study is intended to reconsider the meaning of the education for gifted/talented children, the foundation object of science high school by examining the behavior characteristics between gifted students and talented students in open-end mathematical problem solving and to provide the basis for realization of 'meaningful teaming' tailored to the learner's level, the essential of school education. For the study, 8 students (4 gifted students and 4 talented students) were selected out of the 1 st grade students in science high school through the distinction procedure of 3 steps and the behavior characteristics between these two groups were analyzed according to the basis established through the literature survey. As the results of this study, the following were founded. (1) It must be recognized that the constituent members of science high school were not the same excellent group and divided into the two groups, gifted students who showed excellence in overall field of mathematical behavior characteristics and talented students who had excellence in learning ability of mathematics. (2) The behavior characteristics between gifted students and talented students, members of science high school is understood and a curriculum of science high school must include a lesson for improving the creativity as the educational institutions for gifted/talented students, unlike general high school. Based on these results, it is necessary to try to find a support plan that it reduces the case which gifted students are generalized with common talented students by the same curriculum and induces the meaningful loaming to learners, the essential of school education.

• The Mathematical Education
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• v.48 no.3
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• pp.303-328
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• 2009

In this study, we developed the teaching methods using manipulative materials to teach regular polytopes, and applied these to first-year student of middle school who is attending the extra math class. In that class, we focused on the change of the mathematical representations -especially verval, visual and symbolic representations- and mathematical behavioral. By analyzing characterstics the students' work sheets, we obtained affirmative results as follows. First, manipulative materials played an important role on drawing a development figure of regular polyhtopes describing the verval representation definition of regular polytopes. Second, classes utilizing manipulative materials changed students verbalism level of representations the definition of regular polytopes. For example, in the first class about 60% of students are in the $0{\sim}2$ vervalism level, but in the third class, about 65% of students are in the $6{\sim}7$ level. Third, classes utilizing manipulative materials improved visual representation about development figure. After experiences making several development figures about regular octahedron directly, and discussion, students found out key points to be considered for draws development figure and this helped to draw development figures about other regular polytopes. Fourth, students were unaccustomed to make symbolic representations of regular polytopes. But, they obtained same improvement in symbolic representations, so in fifth the class some students try to make symbol about something in common of whole regular polytopes. Fifth, after the classes, we have significant differences in the students, especially behavioral characteristics in II items such as mind that want to study own fitness, interest, attachment, spirit of inquiry, continuously mathematics posthumously. This means that classes using manipulative materials. Specially, 'mind that want to study mathematics continuously' showed the biggest difference, and it may give positive influence to inculcates mathematics studying volition while suitable practical use of manipulative materials. To conclude, classes using manipulative materials may help students enhance the verbal, visual representation, and gestates symbol representation. Also, the class using manipulative materials may give positive influence in some part of mathematical behavioral characteristic. Therefore, if we use manipulative materials properly in the class, we have more positive effects on the students cognitive perspect and behavioral cteristics.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.707-734
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• 2009

The purpose of the study was to investigate how children understand addition and subtraction of fractions and how their understanding influences the solutions of fractional word problems. Twenty students from 4th to 6th grades were involved in the study. Children's understanding of operations with fractions was categorized into "joining", "combine" and "computational procedures (of fraction addition)" for additions, "taking away", "comparison" and "computational procedures (of fraction subtraction)" for subtractions. Most children understood additions as combining two distinct sets and subtractions as removing a subset from a given set. In addition, whether fractions had common denominators or not did not affect how they interpret operations with fractions. Some children understood the meanings for addition and subtraction of fractions as computational procedures of each operation without associating these operations with the particular situations (e.g. joining, taking away). More children understood addition and subtraction of fractions as a computational procedure when two fractions had different denominators. In case of addition, children's semantic structure of fractional addition did not influence how they solve the word problems. Furthermore, we could not find any common features among children with the same understanding of fractional addition while solving the fractional word problems. In case of subtraction, on the other hand, most children revealed a tendency to solve the word problems based on their semantic structure of the fractional subtraction. Children with the same understanding of fractional subtraction showed some commonalities while solving word problems in comparison to solving word problems involving addition of fractions. Particularly, some children who understood the meaning for addition and subtraction of fractions as computational procedures of each operation could not successfully solve the word problems with fractions compared to other children.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.643-682
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• 2009

There is no doubt that the national competitiveness, in 21st century, definitely depends on how effectively it has been producing high-qualify human resources. It is inevitable that we are required to produce outstanding people who are going to make the use of highly developed scientific technology. Every country has already set to concentrate their all efforts in cultivating competitive human resources, enabling it to strengthen its national competitiveness. We Korea, in order to keep up with it, have arranged legal and systematic basis and are putting spurs to producing competent human resources under the 영재교육진흥법 및 시행령, which took effect from March, 2002. With the lack of experience and short history of Gifted Education, however, it is true that we still have many problems in promoting it in reality, We are asked to improve it by finding out what problems we have in whole area of Gifted Education, such as defining conception, choosing target students, structuring system and managing students afterwards. Therefore, this study, especially focusing on Math of Gifted Education is to investigate the present situation of Gifted Education and to examine what we should do for administering Gifted Education in effective ways.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.599-624
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• 2009

The purpose of this study was to investigate the relationship between error types and Polya's problem solving process. For doing this, we selected 106 sophomore students in a middle school and gave them algebra word problem test. With this test, we analyzed the students' error types in solving algebra word problems. First, We analyzed students' errors in solving algebra word problems into the following six error types. The result showed that the rate of student's errors in each type is as follows: "misinterpreted language"(39.7%), "distorted theorem or solution"(38.2%), "technical error"(11.8%), "unverified solution"(7.4%), "misused data"(2.9%) and "logically invalid inference"(0%). Therefore, we found that the most of student's errors occur in "misinterpreted language" and "distorted theorem or solution" types. According to the analysis of the relationship between students' error types and Polya's problem-solving process, we found that students who made errors of "misinterpreted language" and "distorted theorem or solution" types had some problems in the stage of "understanding", "planning" and "looking back". Also those who made errors of "unverified solution" type showed some problems in "planing" and "looking back" steps. Finally, errors of "misused data" and "technical error" types were related in "carrying out" and "looking back" steps, respectively.