• Research in Mathematical Education
• /
• v.12 no.4
• /
• pp.251-258
• /
• 2008

This paper deals with factors discriminating mathematically gifted and non-gifted students. Discussion of some characteristics of mathematically gifted students is done in the first session. Several factors distinguish mathematically gifted from the non-gifted students. High mathematical creativity, high intelligence and opinion of teachers are some of the key factors that can be used for discriminating mathematically gifted and non-gifted students. Research studies have revealed that cognitive as well as affective factors will enhance giftedness. In this study the investigator wishes to look in detail about the characteristics of mathematically gifted students and how they can be identified. Anyway, teachers can change environmental factors and maximum outcome of giftedness can be ensured."

• The Mathematical Education
• /
• v.47 no.4
• /
• pp.437-445
• /
• 2008

On the basis of the meaning and general process of geometric proof through transformation concept and understanding the geometric properties of linear transformation, this study showed that the centroid of geometrical figure and certain properties of a parabola and an ellipse in school mathematics can be explained as a conservative properties through linear transformation. From an educational perspective, this is a good example of showing the process of how several existing individual knowledge can be reorganized by a mathematical concept. Considering the fact that mathematical usefulness of linear transformation can be revealed through an invariable and conservation concept, further discussion is necessary on whether the linear transformation map included in the former curriculum have missed its point.

• Communications of Mathematical Education
• /
• v.22 no.4
• /
• pp.505-514
• /
• 2008

In this paper we study on derivation of formulas for roots of quadratic equation, cubic equation, and quartic equation through method analogy. Our argument is based on the norm form of polynomial. We also present some mathematical content knowledge related with main discussion of this article.

• 한국정보디스플레이학회:학술대회논문집
• /
• 2009.10a
• /
• pp.509-509
• /
• 2009

In this presentation, the speaker draws upon his years of research into volumetric display systems. Key content from several books is used as a basis to discuss current activity and to provide a basis for discussion on the next generation of volumetric technologies.

• Research in Mathematical Education
• /
• v.5 no.2
• /
• pp.87-98
• /
• 2001

The Center for Science Gifted Education (CSGE) of Chongju National University of Education was established in 1998 with the financial support of the Korea. Science & Engineering Foundation (KOSEF). In fact, we had prepared mathematics and science gifted education program beginning in 1997. It was possible due to the commitment of faculty members with an interest in gifted education. Now we have 5 classes in Mathematics, two of which are fundamental, one of which is a strengthened second-grade class gifted elementary school students, and one a fundamental class, and one a strengthened class for gifted middle school students in Chungbuk province. Each class consists of 16 students selected by a rigorous examination and filtering process. Also we have a mentoring system for particularly gifted students in mathematics. We have a number of programs for Super-Saturday, Summer School, Winter School, and Mathematics and Science Gifted Camp. Each program is suitable for 90 or 180 minutes of class time. The types of tasks developed can be divided into experimental, group discussion, open-ended problem solving, and exposition and problem solving tasks. Levels of the tasks developed for talented elementary students in mathematics can be further divided into grade 5 and under, grade 6, and grade 7 and over. Types of the tasks developed can be divided into experimental, group discussion, open-ended problem solving, and exposition and problem solving task. Also levels of the tasks developed for talented elementary students in mathematics can be divided into the level of lower than grade 5, level of grade 6, and level of more than grade 7. Three tasks developed and practiced are reported in this article.

• School Mathematics
• /
• v.7 no.1
• /
• pp.77-101
• /
• 2005

This study is a discussion of the teaching and learning of discrete mathematics in school mathematics. In this study, we summarized the importance of discrete mathematics m school mathematics. And we examined instruction methods of discrete mathematics expressed in the 7th mathematics curriculum. On the basis of analysis for teaching cases in previous studies, we proposed four suggestions to organize discrete mathematics classroom. That is as follows. First, discrete mathematics needs to be introduced as a mathematical modeling of real-world problem. Second, algorithm learning in discrete mathematics have to be accomplished with computer experiments. Third, when we solve a problem with discrete data, we need to consider discrete property of given data. Forth, discrete mathematics class must be full of investigation and discussion among students. In each suggestion, we dealt with detailed examples including educational ideas in order to helping mathematics teacher orgainzing discrete mathematics classroom.

• The Mathematical Education
• /
• v.58 no.2
• /
• pp.299-317
• /
• 2019

In this study, we analyzed the change of teacher knowledge through task design in the teacher-researcher community focused on knowledge of students in the area of derivatives application. The following subjects were studied. First, we have analyzed the focus of the discussion related to teacher knowledge of students within the teacher-researcher community. Second, we have analyzed the change of teacher knowledge of students according to the focus. The results of this study are as follows. First, community member' different knowledge of students led the discussion on the task solving paths. The main focus of the discussion was the possibility in inducing responses and motivation. Second, the process of reviewing and evaluating task solving paths and reaching consensus led the improvement of teacher knowledge. Teachers and researchers led changes of teacher knowledge by sharing the knowledge based on previous research and experience, respectively. This ultimately shows the necessity of co-learning between teachers and researchers in teacher education.

• Bulletin of the Korean Mathematical Society
• /
• v.52 no.2
• /
• pp.377-394
• /
• 2015

In this paper, we generalize some results about Bertrand curves and Razzaboni surfaces in Euclidean 3-space to the case that the ambient space is Minkowski 3-space. Our discussion is divided into three different cases, i.e., the parent Bertrand curve being timelike, spacelike with timelike principal normal, and spacelike with spacelike principal normal. For each case, first we show that Razzaboni surfaces and their mates are related by a reciprocal transformation; then we give B$\ddot{a}$cklund transformations for Bertrand curves and for Razzaboni surfaces; finally we prove that the reciprocal and B$\ddot{a}$cklund transformations on Razzaboni surfaces commute.

• The Mathematical Education
• /
• v.52 no.3
• /
• pp.319-334
• /
• 2013

This study is a literature research on critical mathematics education. In this study, we analyzed the literature about critical theory and critical education, especially focused on Freire's educational works. And also, we reviewed studies and lesson examples about critical mathematics education. The purpose of this research is to improve understanding about critical mathematics education. We found the connection between the goals, teaching methods and contents of critical mathematics education and Freire's theory of critical pedagogy. Critical mathematics lessons stimulated student's sense of social agency and induced student's inquiry. Critical mathematics education has a merit on aspect of mathematical connection and communication by adopting social issues and student's discussion in mathematics lessons. Although there are many obstacles to overcome, critical mathematics education is one of the educational direction to seek.

• Research in Mathematical Education
• /
• v.23 no.2
• /
• pp.63-92
• /
• 2020

Student engagement in high-level, cognitively demanding instruction is pivotal for student learning. However, many teachers are unable to maintain such instruction, especially in instances of non-responsive students. This case study of three middle school teachers explores prompts that aim to move classroom discussions past student silence. Prompt sequences were categorized into Progressing, Focusing, and Redirecting Actions, and then analyzed for maintenance of high levels of cognitive demand. Results indicate that specific prompt types are prone to either raise or diminish the cognitive demand of a discussion. While Focusing Actions afforded students opportunities to process information on a more meaningful level, Progressing Actions typically lowered cognitive demand in an effort to get through mathematics content or a specific method or procedure. Prompts that raise cognitive demand typically start out as procedural or concrete and progress to include students' thoughts or ideas about mathematical concepts. This study aims to discuss five specific implications on how teachers can use prompting techniques to effectively maintain cognitively challenging discourse through moments of student silence.