• Title/Summary/Keyword: mathematical culture

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A Study of Mathematics Educational Multimedia Development: Focused on the Jasper Series (수학교육용 멀티미디어 개발에 관한 연구 -Jasper 시리즈 사례를 중심으로-)

  • 김민경
    • The Mathematical Education
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    • v.39 no.1
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    • pp.59-69
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    • 2000
  • In order to serve effective teaching and teaming environments with an appropriate harmony of hard technologies and soft technologies and to contribute to multimedia contents design and development this study shows that the theoretical backgrounds, producing backgrounds, contents scenario, and related research as well as their use and integration into realistic classroom. In our environments, it is believed that it is possible for us to develop effective mathematics educational multimedia development fitting to our culture and emotion. Thus it is urged that the government should support the professional multimedia development & production association enthusiastically.

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Pre and In-Service Education of Mathematics Teachers

  • Hooda, D.S.
    • Research in Mathematical Education
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    • v.13 no.4
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    • pp.341-347
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    • 2009
  • In the present paper we give a brief account of importance and necessity of pre and in-service education for professional development of mathematics teachers. We discuss some critical issues and new strategies for enhancing professional development. A few new strategies for professional learning are also explained. In the end some observations and suggestions arc mentioned for implementation

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The Culture of Mathematics Classroom for Problem Solving (문제해결을 학습을 위한 수학 교실 문화)

  • 박성선
    • Education of Primary School Mathematics
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    • v.4 no.2
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    • pp.105-110
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    • 2000
  • This paper is discussing about the culture of mathematics classroom for problem solving. The mathematics classroom which we have to aim at is where every students make proper belief and attitude about mathematics, and also can express their own idea and make question freely. In that classroom, the students can meet with various problem solving methods and communicate with other students, and then elaborate their own method.

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Watermarking Algorithm using LSB for Color Image with Spatial Encryption

  • Jung, Soo-Mok
    • International Journal of Advanced Culture Technology
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    • v.7 no.4
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    • pp.242-245
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    • 2019
  • In this paper, watermark embedding technique was proposed to securely conceal the watermark in color cover image by applying the spatial encryption technique. The embedded watermak can be extracted from stego-image without loss. The quality of the stego-image is very good. So it is not possible to visually distinguish the difference between the original cover image and the stego-image. The validity of the proposed technique was verified by mathematical analysis. The proposed watermark embedding technique can be used for intellectual property protection, military, and medical applications that require high security.

Considerations on Mathematics as a Practice (실천으로서의 수학에 대한 소고)

  • Jeong Eun-Sil
    • Journal of Elementary Mathematics Education in Korea
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    • v.1 no.1
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    • pp.87-98
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    • 1997
  • A practice is classified into the practice as a content and the practice as a method. The former means that the practical nature of mathematical knowledge itself should be a content of mathematics and the latter means that one should teach the mathematical knowledge in such a way as the practical nature is not damaged. The practical nature of mathematics means mathematician's activity as it is actually done. Activities of the mathematician are not only discovering strict proofs or building axiomatic system but informal thinking activities such as generalization, analogy, abstraction, induction etc. In this study, it is found that the most instructive ones for the future users of mathematics are such practice as content. For the practice as a method, students might learn, by becoming apprentice mathematicians, to do what master mathematicians do in their everyday practice. Classrooms are cultural milieux and microsoms of mathematical culture in which there are sets of beliefs and values that are perpetuated by the day-to-day practices and rituals of the cultures. Therefore, the students' sense of ‘what mathematics is really about’ is shaped by the culture of school mathematics. In turn, the sense of what mathematics is really all about determines how the students use the mathematics they have learned. In this sense, the practice on which classroom instruction might be modelled is that of mathematicians at work. To learn mathematics is to enter into an ongoing conversation conducted between practitioners who share common language. So students should experience mathematics in a way similar to the way mathematicians live it. It implies a view of mathematics classrooms as a places in which classroom activity is directed not simply toward the acquisition of the content of mathematics in the form of concepts and procedures but rather toward the individual and collaborative practice of mathematical thinking.

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An Effects of Smart Learning Math Class on Academic Achievement, Mathematical Interest, and Attitude (스마트러닝 수학 수업이 학업성취도, 수학적 흥미, 태도에 미치는 영향)

  • Kim, Sungtae;Kang, Hyunmin;Park, YounJung
    • The Journal of the Convergence on Culture Technology
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    • v.7 no.2
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    • pp.217-226
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    • 2021
  • Since Covid-19, many educational institutions no longer view online learning as an additional material, but use it as their main learning tool. In this study, we tried to summarize the definition of smart learning and examined how smart learning math classes affect academic achievement, mathematical interest, and attitudes. We manipulate groups that conducted smart learning and groups that conducted face-to-face learning, and compare academic performance, mathematical interest, and attitudes after six weeks of learning. As a result, we found that the smart learning group had a large values in all three factors compared to the face-to-face learning group. We also found moderating effect. Students with lower grades largely improved their academic achievement scores as the difference in attitude changes through smart learning compared to those with higher grades.

Prospective Teachers' Perception of Mathematical Modeling in Elementary Class (수학적 모델링 수업에 대한 초등 교사의 인식)

  • Choi, Jisun
    • Journal of Educational Research in Mathematics
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    • v.27 no.2
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    • pp.313-328
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    • 2017
  • This study aims to identify prospective elementary school teachers' perception of mathematical modeling in elementary class. Forty elementary school teachers participated in this study. Each teacher analysed the previous case studies about mathematical modeling in elementary class, developed a hypothetical learning trajectory, applied the hypothetical learning trajectory to his/her class, reflected students' learning and his/her teaching, and made reflective journals. These journals contained teachers' perception of mathematical modeling and the difficulties that teachers experienced in teaching mathematics as mathematical modeling. These journals were analyzed to identify teachers' perception of mathematical modeling in elementary class. This study shows that teachers have common features of mathematical modeling but their perspectives are little bit different, are classified into four kinds. And the difficulties that teachers experienced in teaching mathematics as mathematical modeling are classified into 5 categories; Task, Students' cognitive demand, Teacher' monitering, All students' participation, and Classroom culture. At last, suggestions for mathematical modeling in elementary class are done according to the result of this study.

Overcoming framing-difference between teacher and students - an analysis of argumentation in mathematics classroom - (틀의 차이를 극복하기 - 수학교실에서의 논증분석 연구 -)

  • Kim, Dong-Won
    • The Mathematical Education
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    • v.46 no.2 s.117
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    • pp.173-192
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    • 2007
  • We define mathematical learning as a process of overcoming framing difference of teachers and students, two main subjects in a mathematics class. We have reached this definition to the effect that we can grasp a mathematical classroom per so and understand students' mathematical learning in the context. We could clearly understand the process in which the framing differences are overcome by analyzing mutual negotiation of informants in specific cultural models, both in its form as well as in its meaning. We review both of the direct and indirect forms of negotiation while keeping track of 'evolution of subject' in terms of content of negotiation. More specifically, we discuss direct negotiation briefly and review indirect negotiation from three distinct themes of (1) argument structure, (2) revoicing, and (3) development patterns and narrative structure of proof. In addition, we describe the content of negotiation under the title of 'Evolution of Subject.' We found that major modes of mutual negotiation are inter-reference and appropriation while the product of continued negotiation is inter-resemblance.

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A Study on Open Education for Developing Creativity in Mathematics Education (수학교육에서 창의성 신장을 위한 열린교육 방안에 대한 연구1))

  • 전평국;이재학;백석윤;박성선
    • Education of Primary School Mathematics
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    • v.5 no.2
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    • pp.71-94
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    • 2001
  • The purposes of this study were to design small group collaborative learning models for developing the creativity and to analyze the effects on applying the models in mathematics teaching and loaming. The meaning of open education in mathematics learning, the relation of creativity and inquiry learning, the relation of small group collaborative learning and creativity, and the relation of assessment and creativity were reviewed. And to investigate the relation small group collaborative learning and creativity, we developed three types of small group collaborative learning model- inquiry model, situation model, tradition model, and then conducted in elementary school and middle school. As a conclusion, this study suggested; (1) Small group collaborative learning can be conducted when the teacher understands the small group collaborative learning practice in the mathematics classroom and have desirable belief about mathematics instruction. (2) Students' mathematical anxiety can be reduced and students' involvement in mathematics learning can be facilitated, when mathematical tasks are provided through inquiry model and situation model. (3) Students' mathematical creativity can be enhanced when the teacher make classroom culture that students' thinking is valued and teacher's authority is reduced. (4) To develop students' mathematical creativity, the interaction between students in small group should be encouraged, and assessment of creativity development should be conduced systematically and continuously.

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A Perspective on Teaching Mathematics in the School Classroom

  • BECKER, Jerry
    • Research in Mathematical Education
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    • v.20 no.1
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    • pp.31-38
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    • 2016
  • WHAT we teach, and HOW students experience it, are the primary factors that shape students' understanding and beliefs of what mathematics is all about. Further, students pick up their sense of mathematics from their experience with it. We have seen the results of the approach to "break the subject into pieces and make students master it bit by bit. As an alternative, we strive to create a teaching environment in which students are DOING mathematics and thereby engender selected aspects of "mathematical culture" in the classroom. The vehicle for doing this is the so-called Japanese Open-ended approach to teaching mathematics. We will discuss three aspects of the open-ended approach - process open, end product open, formulating problems open - and the associated approach to assessing learning.