• Journal of the Korean School Mathematics Society
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• v.4 no.2
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• pp.61-74
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• 2001

The purposes of this study are to develop the mathematical performance assessment tasks and to apply them to the middle school students. And I also intend to know the students' inclination and learning attitude to mathematics. In order to satisfy this study, I developed the performance assessment tasks and the standard program of marking about the mathematical function and statistics for the first grade students at middle school. After examining the students' basic investigation, their inclination and learning attitude to mathematics, I applied these developed tasks to them After that I put both classes and performance assessment into operation in all 15 periods. I set up two classes of the first grade students (49 students) at J middle school in Kongju, Chungcheongnam-do as a model group. The results of this study are as follows: First, owing to the developed performance assessment tasks of function and statistics, the teachers can operate the assessment system as a process of teaching and learning. Second, because of the application of mathematical performance assessment tasks, we can change the students' inclination and learning attitude to mathematics affirmatively. And by using these tasks, we can help the students to think mathematically. In this way, the students will be able to realize the real value of mathematics and have a growing interest in mathematics through all these meaningful processes. Judging from this study, we can elevate the students' abilities of problem solving and reasoning and improve teaching-learning method by applying the performance assessment tasks to them. Thanks to these tasks, the students will be changed affirmatively in their inclination and learning attitude to mathematics. I think that these tasks are very good assessment method which can call forth curiosity and interest. Besides, they can also help the students realize the real value of mathematics.

• The Mathematical Education
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• v.63 no.3
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• pp.527-547
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• 2024

It is difficult for mathematics teachers to develop mathematical modeling tasks and implement mathematical modeling lessons for their students. These difficulties serve as a reason why mathematical modeling lessons are not implemented well in school mathematics. In this study, we aimed to examine how preservice mathematics teachers (PMTs) modify mathematical modeling tasks in mathematics textbooks as a way to develop mathematical modeling tasks and how they implement the mathematical modeling lesson. In particular, we focused on how the openness and reality reflected in the task and the mathematical modeling process change as PMTs modify the tasks. We collected data through PMTs' evaluation reports on analyzing textbook tasks, task modification, lesson plans and implementations, peer evaluation, and self-evaluation. Then, we analyzed these data according to the case analysis process. The findings revealed that when PMTs modified the textbook task, they focused on and improved the openness and the defining variables and the model stages of mathematical modeling process. However, when PMTs implemented lesson, the openness and the defining variables and the model stages of mathematical modeling process were restricted again. PMTs did not focus on other stages. Based on these results, the theoretical and practical implications of the study was discussed.

• The Journal of the Korea Contents Association
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• v.20 no.6
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• pp.531-544
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• 2020

The purpose of this study is to analyze tasks for mathematical competencies in the 8th grade mathematics textbooks based on the 2015 revised mathematics curriculum. And our study is based on the distribution of competencies of tasks for mathematical competencies in the 8th grade mathematics textbooks The results of this study were as follows. First, there are distributed in order, in general, geometry unit, letter expression unit, function unit among 8th grade mathematics textbooks for mathematical competencies. Second, there are unbalanced distribution of mathematical competencies among in 8th grade 'mathematics' textbooks. Lastly, there are comprised of textbooks focused on specific elements among subelements of tasks for mathematical competencies in the textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.505-518
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• 2014

The purpose of this study was to examine how pre-service elementary teachers develop mathematical tasks in the elementary teacher education program. Elementary pre-service teachers revise their tasks in clarifying representation, reflecting curriculum, modifying mathematical errors. Elementary pre-service teachers' perspective on assessment has been changed from focusing on tasks to focusing on students.

• Research in Mathematical Education
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• v.7 no.4
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• pp.235-246
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• 2003

To develop the content and form of the teacher education program for mathematical excellence, we reviewed several teacher education programs. CGI is an excellent model for teacher education program for mathematical excellence. We developed the 12 teacher education programs based on mathematical tasks developed for the gifted children and have applied them to teacher education. It is not so difficult to develop more programs, because we have made a lot of tasks for the gifted in mathematics for 8 years. Wooden Die for Drinking Game which is one of 12 programs is introduced in this article.

• The Mathematical Education
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• v.48 no.2
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• pp.149-167
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• 2009

This study was aimed to examine problem-solving ability of fifth graders on two types of mathematical essay problems, and to analyze the process of mathematical justification in solving the essay problems. For this purpose, a total of 14 mathematical essay problems were developed, in which half of the items were single tasks and the other half were data-provided tasks. Sixteen students with higher academic achievements in mathematics and the Korean language were chosen, and were given to solve the mathematical essay problems individually. They then were asked to justify their solution methods in groups of 4 and to reach a consensus through negotiation among group members. Students were good at understanding the given single tasks but they often revealed lack of logical thinking and representation. They also tended to use everyday language rather than mathematical language in explaining their solution processes. Some students experienced difficulty in understanding the meaning of data in the essay problems. With regard to mathematical justification, students employed more internal justification by experience or mathematical logic than external justification by authority. Given this, this paper includes implications for teachers on how they need to teach mathematics in order to foster students' logical thinking and communication.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.387-408
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• 2015

The purpose of this research is to analyze the mathematical tasks of length measurement in two different perspectives, the level of cognitive demands and learning trajectories, and restructure the mathematical tasks so that the students' conceptual learning is promoted and students are able to have opportunities to think more broadly. Ten lessons with the restructured mathematical tasks were implemented for a class of 2nd grade elementary students. Also a qualitative and in-depth study was conducted with 4 students of the target group. The study shows that firstly, the restructured tasks requiring high level of cognitive skills, had positive effects in increasing the students' level of thinking and reasoning. Secondly, the tasks modified according to the learning trajectories of Szilag, Clements & Sarama(2013) in length measurement, have proven to promote students' concept learning and elaborate the students' level of thinking.

• The Mathematical Education
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• v.59 no.4
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• pp.389-403
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• 2020

This study aims to examine how information processing competency as one of the mathematical competencies has been interpreted and applied in mathematics education by analyzing tasks in middle school mathematics textbooks under the 2015 revised national curriculum. Based on the sub-elements of information processing competency organized by Park et al.(2015), we analyzed 191 tasks in 30 different middle school mathematics textbooks using descriptive statistics and ANOVA. Also, we investigated the meaning of information processing competency embedded in the tasks by distinguishing the characteristics of several different types of tasks. The results from this study showed that the number of tasks related to information processing competency in mathematics textbooks was too small and there was a huge difference across the textbooks in terms of the sub-elements. Even though there were four sub-elements of information processing competency, 'the use of manipulative and technological tools' was extremely dominant in the tasks in general. Even many of them used technology and manipulatives superficially. Furthermore, any textbook did not provide tasks dealing with all the four sub-elements. Such an unbalanced and fragmented approach to information processing competency could produce biased knowledge and insufficient experiences for information processing competency. It calls for further investigation and discussion about how to improve information processing competency in school mathematics.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.491-510
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• 2017

This study analyzes on conjecturing tasks in elementary mathematics textbook. We adopted Peircean semiotic perspective and variation theory to analyze conjecturing tasks in elementary mathematics textbook. We specifically analyzed mathematical tasks designed to support students' inquiries into definitions and properties of quardrilaterals. As a result, we found that conjecturing tasks in textbooks do not focus on supporting students' diagrammatic reasoning and inductive verification on provisional abductions. These tasks were mainly designed to support students' conjecturing on commonalities of mathematical objects rather than differences between objects.

• Education of Primary School Mathematics
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• v.10 no.2
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• pp.77-110
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• 2007

This study attempted to investigate how to students show high-level mathematical thinking in math classes. This paper describes how to setup the task for lead to a high - level of thinking out students and what efforts are required while a teacher tried to maintaining students's high-level cognition during the tasks implemented. The researcher as teacher analyzed the tasks of length measurement unit in 2-Ga elementary math textbooks, modified and created math tasks demanded students' high-level cognition, made instruction plans, and implemented those tasks maintaining the levels of cognitive demand of tasks. After that, the researcher reflected and analyzed the levels of cognitive demand of tasks of instruction and factors that cause to change intended high-level cognitive demand. After reflection, second roof of action research was conducted to 2-Na length measurement unit. This paper includes those results and reflections of practitioner.