• School Mathematics
• /
• v.15 no.1
• /
• pp.201-219
• /
• 2013

The purpose of this study was to analyse the belief about mathematics teaching of elementary preservice teachers and mathematics teachers. This study involved 100 respondents from the preservice teachers and 114 respondents from the mathematics teachers. The instruments used in this study consist 15 items of mathematical knowledges and 19 items of mathematical activities. The finding showed that preservice teachers emphasized the conceptual knowledge, whereas mathematics teachers emphasized the procedural knowledge in the mathematical knowledges. And preservice teachers emphasized the knowledge representation, knowledge generation, knowledge deliberation, knowledge communication, whereas mathematics teachers emphasized the use of knowledge(syntax) in the mathematical activities. Finally, even though two groups showed the significant difference in some items, preservice teachers and mathematics teachers emphasized the various mathematical knowledges and mathematical activities.

• Communications of Mathematical Education
• /
• v.19 no.4 s.24
• /
• pp.571-575
• /
• 2005

We would like to celebrate the birth of a journal on college mathematics education. We make wishes and hopes on the way of the growth and developments of the journal. We especially emphasize that the journal may provide the streams of knowledges from scholars to students for better accomplishments of college mathematics educations and the development and prosperity of our country, and a storage bank for our own (mathematical) knowledges for the creation of Korea's own mathematical traditions. Best wishes for the journal.

• East Asian mathematical journal
• /
• v.26 no.2
• /
• pp.179-190
• /
• 2010

We study the theoretical background on the relationship between the equality property and operations treated in different sub-areas in secondary school mathematics curriculum respectively studied. Furthermore, we discuss in detail the equality property in rational numbers field $\mathbb{Q}$ and the real numbers field $\mathbb{R}$. Through this study, professional knowledges of school teachers are enhanced so that these aforementioned knowledges are connected smoothly to teaching activities in classrooms.

• Education of Primary School Mathematics
• /
• v.2 no.1
• /
• pp.65-73
• /
• 1998

The purpose of this study is to investigate significant differences of structural knowledges among the groups(high, middle, low) when the 6th grade subjects structured the concepts of the plane figures, triangle and quadrangle, by concept maps, and to analyse the features of concept maps according to hierarchy. For this purpose, the following two research contents were investigated： 1. Investigating significant differences of structural knowledge in the concepts of the plane figures using concept maps among the groups(high, middle, low). 2. Analysing the features of concept maps according to hierarchy. The structural knowledges represented on the concept maps of triangle and quadrangle which were drawn by the subjects were analysed by propositions, hierarchies, and cross-links. Subject-self Reports about how to make the concept maps were used to analyse the features of concept maps according to hierarchy. The conclusions drawn from the results were as fellows： First, there were significant differences among the groups in proposition links. Second, there wasn't my significant difference among the groups in hierarchy. Third, there were significant differences among the groups in cross-links, and Fourth, the results of analysing the concept maps by hierarchy showed that there were differences among the individuals in constructing the knowledges.

• East Asian mathematical journal
• /
• v.31 no.4
• /
• pp.569-585
• /
• 2015

Many mathematics teachers in characterization high schools have been troubled to teach students because most of the students have weak interests in mathematics and they are also lack of preliminary mathematical knowledges. Currently many of mathematics teachers in such schools teach students using worksheets owing to the situation that proper textbooks for the students are not available. In this study, we referred to Chevallard's didactic transposition theory based on Brousseau's theory of didactical situations for mathematical teaching and learning. Our lessons utilizing worksheets necessarily entail encouragement of students' self-directed activities, active interactions, and checking the degree of accomplishment of the goal for each class. Through this study, we recognized that the elaborate worksheets considering students' level, follow-up auxiliary materials that help students learn new mathematical notions through simple repetition if necessary, continuous interactions in class, and students' mathematical activities in realistic situations were all very important factors for effective mathematical teaching and learning.

• East Asian mathematical journal
• /
• v.26 no.4
• /
• pp.487-507
• /
• 2010

We study mathematization of natural thinking and some materials developed in geometric construction of regular n-polygons. This mathematization provides a nice model for illustrating interesting approaches to trigonometric functions and trigonometric ratios as well as their inter-connections. Thereby, results of this paper will provide the procedure of the development for these concepts in natural way, which will be helpful for understanding background knowledges.

• The Mathematical Education
• /
• v.47 no.3
• /
• pp.387-398
• /
• 2008

In this paper, the mathematical knowledges in higher education which are capable of improving the ability of the problem, scientific techniques and creativity are pinpointed as crucial necessary conditions for the development of the Engineering and Natural Science Sections. It is stressed most of all that the mixed evaluation of mathematics in college entrance examination is the main culprit to the crisis of these sections and thus the strengthening of the mathematics education is vital to the section. Also, another role of mathematical education for these sections is introduced.

• Communications of Mathematical Education
• /
• v.23 no.2
• /
• pp.429-459
• /
• 2009

The purpose of this study was to help the students deepen their mathematical understanding and practitioner improve her mathematics lessons. The teacher-researcher developed mathematical situation based problem solving instruction model which was modified from PBL(Problem Based Learning instruction model). Three lessons were performed in the cycle of reflection, plan, and action. As a result of performance, reflective knowledges were noted as followed points; students' mathematical understanding, mathematical situation based problem solving instruction model, improvement of mathematics teachers.

• School Mathematics
• /
• v.4 no.3
• /
• pp.361-373
• /
• 2002

In this paper, a series of tasks related on polygonal numbers and pyramidal numbers are suggested for using them as teaching unit materials for teaching and learning of sequences in junior high school mathematics. Especially, finding n-th term in those seque-nces, relations among polygonal numbers, and relations among Pyramidal numbers are focused on. A series of tasks related on polygonal numbers and pyramidal numbers have three math-eucational values. First, they have a value as natural materials for teaching and teaming of finding nth term of original sequences using pro-gression of differences. Second, they have a value as materials for teaching and learning of mathematical thinking such as general-ization, analogy, etc. Third, they have a value as materials for teaching and learning of algebraic operation, proof, and connecting mathematical knowledges.

• The Mathematical Education
• /
• v.48 no.1
• /
• pp.93-105
• /
• 2009

Considering the fact that PCK(pedogogical content knowledge) tends to guarantee the identity of mathematics education as a discipline and the teacher professionalism, PCK is one of the core concepts in the research on subject matter education. The purpose of this study is to review domestic and international researches on the definition and the components of PCK in mathematics. Based on the review, this study identified 3 knowledges which consist PCK; knowedge of mathematic content, knowledge of learner's understanding, and knowledge of teaching. Then this study provided some examples of PKC in the topic, the limit of sequences, and introduced the LMT and TEDS-M items, which were designed to measure the teacher's PCK. Lastly, this study attempted to evaluate the items on mathematics education included in the Teacher Employment Test administered for pre-service/. teachers in Korea based on PCK.