• The Mathematical Education
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• v.42 no.2
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• pp.229-245
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• 2003

In this paper, we present a review of research perspectives and investigations in collegiate mathematics education from the four decades of development in the journal published by Korea Society of Mathematical Education. Research of mathematics education at the tertiary level, which had been a minor area in mathematics education, has made a significant development in the last decade in Europe md U.S.A. In this context, international journals for research in mathematics education were selected to comparatively examine and identify research trends and tasks in collegiate mathematics education. Based on the analysis of domestic at international journals, we present recommendations for further the development of Korean collegiate mathematics education research. First it is necessary to diversify the topics of educational research. Korean research of mathematics education at the tertiary level has been limited to the issues of curriculum developments, teacher education and computer technology. It is necessary to pursue more various topics such as conceptual development mathematical attitude and belief gender, socio-cultural aspect of teaching and teaming mathematics. Second, it is necessary to apply research methods for systematic investigations. It is important to note that international research of mathematics education introduces variety of research methods such as observation, interview, and survey in order to develop grounded theory of mathematics education. We end with pedagogical implications of the analyses presented and general conclusions concerning the perspectives for the future in collegiate mathematics education.

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

• East Asian mathematical journal
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• v.35 no.4
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• pp.489-508
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• 2019

In this paper we used text mining method to analyze journals of mathematics education posterior to the year of 2016. To figure out trends of mathematics education research. we analyzed the key words largely mentioned in the recent mathematics education journals by Term Frequency and Term Frequency-Inverse Document Frequency method. We also looked at how these keywords match up with the key words that appear of education to prepare for future society. This result can infer the characteristics of mathematics education research in the aspect upcoming research topics.

• The Mathematical Education
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• v.58 no.1
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• pp.121-138
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• 2019

The purpose of this study was to analyze the trends of domestic research on mathematics teacher education in terms of the period, topics, methods, subjects, and mathematics content strands. For this purpose, a total of 220 research articles dealing with mathematics teacher education were analyzed, which have been published since 2000 by the Korean Society of Mathematics Education in the three journals: (a) The Mathematical Education; (b) Education of Primary School Mathematics; and (c) Communications of Mathematical Education. Regarding the period when the research was conducted, the number of articles on mathematics teacher education has been rapidly increased since the late 2000s. Regarding the topics, research on teacher orientation has been the most frequent topic and the studies dealing with professional development for teachers, teaching practices, or teacher knowledge tend to be popular. Regarding methods, survey and case study have been most frequently employed in studying mathematics teacher education. Regarding subjects, the main participants were in-service teachers, pre-service teachers, elementary school teachers, and secondary school teachers, respectively, who were in charge of a regular class. Finally, regarding mathematics content strands, previous studies on mathematics teacher education were not specific to mathematics content strands. Given these results, this paper closes with important implications for future research directions on mathematics teacher education in Korea.

• Research in Mathematical Education
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• v.18 no.2
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• pp.89-101
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• 2014

This paper presents a survey study aiming to systematically review research on mathematics education in China and identify important variables that should be considered in future research. The literature surveyed is selected from doctoral theses. The study reveals that important progress has been made over the last two decades. Following the review and discussion, the study proposes five needed directions for advancing research on mathematics education in China.

• Communications of Mathematical Education
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• v.33 no.2
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• pp.141-161
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• 2019

The purpose of this study is to review the trends of international and domestic research in mathematics education for social justice and to present the meanings to the mathematics education in Korean mathematics education. For Korean mathematics educators and teachers, interest and research in mathematics education for social justice is still insufficient. For this study, the researcher analyzed the concerned research on mathematics education for social justice. According to the study, international research on social justice were started with Freire's critical mathematics education in the 1970s and has been actively conducted from various perspectives and has been applied to their mathematics lessons. However, domestic studies on mathematics education for social justice have recently been started. The implications of mathematics education for social justice is that it provides an opportunity for reflection on traditional mathematics lessons and enables integration and convergence with humanities perspective. This approach can also foster a positive attitude toward mathematics and deepen the view of mathematics and the world of teachers and students. The researcher proposed to include mathematics education for social justice in Korean mathematics curriculum and textbooks, support teachers' professionalism by teacher training programs, and continue to develop a more sophisticated education model through practical applications.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.369-392
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• 2023

Equity in mathematics education focuses on the relationship between social inequality caused by factors including culture and race. Equity in mathematics education has recently been recognized as one of the important issues of mathematics education and may provide grounds for setting the new direction of mathematics education for the future society. However, research on mathematics education equity in South Korea is still insufficient. The purpose of the paper is to provide implications for mathematics education research by reviewing the the literature regarding mathematics education equity. Focusing on 195 previous studies, I analyzed the significance of discussions on mathematics education equity in mathematics education, the concept of mathematics education equity, and research questions. In addition, I divided the previous studies into five categories based on their research questions: mathematics teachers, mathematics curriculum, mathematics classrooms, mathematics assessment, and socio-cultural environments surrounding mathematics classrooms. The analysis of the study are expected to provide implications in terms of new research questions and methods to domestic mathematics education researchers.

• Research in Mathematical Education
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• v.8 no.4
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• pp.227-260
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• 2004

This article represents a survey on the Romanian mathematics education. we emphasize not only some of recent, specific and significant Romanian methods concerning the teaching and learning of mathematics, starting from the pre-school and primary level to the university mathematics education, but also the role of the national and international mathematical competitions, the education of mathematics teacher, the formation of the researchers in mathematics, their contributions and perspectives, the mathematics education in society and culture, the technology in mathematics education, links between research and practice, topical developments and for the future and other related topics.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.493-511
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• 2009

The purpose of this thesis is to discuss the characteristic methods of Mathematics Education. However, it is not simple to find the proper research method of Mathematics Education since Mathematics Education deals with the practice of teaching and learning mathematics, as well as the topics of scholarly research on the practice. Issues on Mathematics Education might vary with the epidemical aspects, which are basic attitudes toward the knowledge and understanding about Mathematics. Thus, this thesis will discuss two questions: First, What are the distinguishing characteristics of Mathematics Education as a field of study, when compared with ones of mathematics? Second, What are the characteristic methods of Mathematics Education, when compared with ones of other academic fields? For solving those questions, this thesis starts from meanings of science and education. And it also classifies Mathematics as formal science whereas Mathematics Education as social science by showing differences between Mathematics and Mathematics Education: research subject of Mathematics targets on mathematics itself and it uses the deductive method. On the other hand, Mathematics Education research handles the practice of mathematics of students and uses plausible reasoning. Also, it will also show why Mathematics Education shares lots of aspects with social science, not with natural science, which has many different characteristics from those of social science. Many researchers have agreed that Education should be categorized into the social science but misplaced Mathematics Education and Science Education into the natural science. It is true that physics and chemistry are natural science. And also it should be said that pure science is formal science. But it should be considered that just like Education, Mathematics Education and Science Education are in the category of social science.

• Research in Mathematical Education
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• v.27 no.2
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• pp.211-221
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• 2024

What is the aim of mathematics education? Current aims of mathematics education often lack the multidimensionality needed to account for a successful experience in mathematics. In this short paper, we argue for a multidimensional aim of mathematics education via the construct of flourishing. Flourishing is derived from the notion of eudaimonia, which broadly refers to achieving the "highest good," or living a well-lived life. Building on prior research, we operationalize flourishing as an aggregate of several positive affective, behavioral, cognitive, and social traits, all of which contribute to students' propensities to achieve the "highest good" in mathematics. In particular, we propose five traits which contribute to students' propensities to achieve the "highest good" (i.e., flourish) in mathematics: (1) positive emotions toward mathematics; (2) engagement in mathematics; (3) community in mathematics; (4) meaning in mathematics; (5) perceived competence in mathematics. Thus, we argue that one productive aim of mathematics education is to support students in fulfilling each of these traits, which ultimately leads to flourishing in mathematics. To supplement our theoretical stance, we offer suggestions for measuring flourishing as an aim. We close this short paper by describing the implications that such an aim might suggest for pedagogy, policy, and research.