• School Mathematics
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• v.1 no.1
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• pp.39-58
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• 1999

Nowadays, open education is popular in Korea. Various open education methods such as open time, open space, open curriculum, team teaching, small group learning are actively introduced into mathematics education. Current 'open education in mathematics' in Korea can be characterized as the application general education reform movement (open education movement) to mathematics education. This movement is interested in teaching methods rather than contents. In this article, I discussed with the limits and the problems of this application and argued that not the method-centered open general education reform movement but the content-centered mathematics education's own reform movement is necessary for the true mathematics education reform.

• School Mathematics
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• v.1 no.2
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• pp.589-603
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• 1999

Writing in mathematics education is widely used in foreign countries. In this respect, it needs to consider the possibility and directions and directions for using writing in mathematics education. For this purpose, three perspectives - constructivism, socio-cultural perspective, symbolic interactionism - on communication in mathematics education have been reviewed. Then the past research on writing in general and using writing in mathematics education was summarized. Finally, directions for using writing in our mathematics class were suggested.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.51-63
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• 2008

The purpose of this research was to develop an scale to measure mathematics anxiety coping behavior of elementary school children. Of the first 45 items selected from a review of literature, 33 items were selected by content validation, modification and revision. Validity, reliability, and item discrimination was based in responses of 1,831 subjects. Data were analyzed by factor analysis, correlation, Cronbach's, $\alpha$, mean, standard deviation, percentages, and t-test. The resulting Scale of Children's Mathematics Anxiety Coping Behavior consisted of 26 items with 5 factors : active problem-solving, aggressive emotion expression, aversive coping, passive coping, and seeking social support. Cronbach's $\alpha$ ranged from .67 to .86 for five factors. T-test showed the 26 items of the scale to be discriminant.

• Korean Journal of Child Studies
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• v.27 no.5
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• pp.49-65
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• 2006

This attitudes scale for prediction of mathematics achievement by elementary school students was developed from 50 initial items from the literature rated for content validity by 30 experts. The ratings rendered 31 revised items used for exploratory factor analysis and reliability tests. The 31 items were administered to 183 elementary students in 4th, 5th, and 6th grades, yielding 4 factors : enjoyment, confidence, value, and motivation with high inter-items consistency. To confirm appropriateness of the constructed model and to test its predictability in mathematics achievements, confirmative factor analysis and discriminant analysis were performed on 693 cases. Results showed that the attitude scale model of 4 factors can be recommended for use in the measurement of elementary school students' attitudes toward mathematics.

• Journal of applied mathematics & informatics
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• v.6 no.2
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• pp.433-446
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• 1999

Let G denote either of the groups $GL_2(q)$ or $SL_2(q)$. The mapping $theta$ sending a matrix to its transpose-inverse is an auto-mophism of G and therefore we can form the group $G^+$ = G.<$theta$>. In this paper conjugacy classes of elements in $G^+$ -G are found. These classes are closely related to the congruence classes of invert-ible matrices in G.

• Korean Journal of Child Studies
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• v.30 no.5
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• pp.73-85
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• 2009

The purpose of this research was to compare mathematically gifted students with non-gifted students in perception of learning environments, learning ability beliefs, and preference for problem-solving and task. Thirty-seven mathematically gifted students and 75 general students in middle school completed questionnaires about perceptions about mathematics. Data were analyzed by ${\chi}^2$ test and t-test. Compared with general students, mathematically gifted students estimated their talents for mathematics higher, studied mathematics more, expended more time and effort to solving difficult problems, put learning mathematics itself as their primary purpose for studying mathematics and regarded inappropriate environments as the major obstacle to mathematics study. Mathematically gifted students perceived their parents' support higher, solved problem creatively, and had higher preference for challenging tasks.

• The Mathematical Education
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• v.61 no.3
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• pp.457-476
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• 2022

Mathematics textbooks as the main resources to support mathematical teaching and learning are used importantly in Korean lessons. Although the scope of mathematics textbook research has been expanded and the research has increased, few studies have analyzed the overall trends of mathematics textbook research in Korea. This study analyzes the overall trends of textbook research on 418 papers pertinent to mathematics textbooks published in domestic mathematics education journals. The results of this study showed that the proportion of textbook analysis research was the highest, followed by textbook use and textbook development research in order. There were more textbook studies at the elementary school level than at the middle or high school levels. Regarding textbook analysis studies, the most frequent topic was to analyze how specific mathematical concepts were presented in textbooks. Regarding textbook use studies, many studies asked both teachers and students to review the appropriateness of textbooks under development or analyzed the perception and use of specific activities of textbooks based on a survey. Regarding textbook development studies, the most popular topics included the directions and examples of new development, such as storytelling-based or electronic textbooks. This paper finally presented implications for textbook research in light of the domestic mathematics education context and the international mathematics textbook research trends.

• Research in Mathematical Education
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• v.3 no.2
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• pp.69-88
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• 1999

The Hong Kong mathematics curriculum has launched its reform in recent years. It was the first time that a holistic review of syllabi from Primary 1 through Secondary 7 was made. The curriculum development agency also decided to base the reform on sound pedagogical foundations. That was assisted with academic research where the views of various stakeholders were investigated in detail. Surveys were conducted with students, parents, teachers, employers, university professors, and curriculum designers and they give a full picture of mathematics teaching and learning in Hong Kong. The rich data collected should shed light on the development of mathematics curriculum in other regions with similar socio-cultural and educational settings.

• Journal of Educational Research in Mathematics
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• v.13 no.2
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• pp.179-225
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• 2003

The purpose of this study is to revise the previous mathematics glossary Since the last mathematics glossary was published by MOE in 1937, there have been two curriculum revisions. As a result, many terms which are newly included in the curriculum are not specified in the mathematics glossary. Moreover, part of mathematics terms and the informations about mathematicians and mathematics educators in mathematics glossary are not correct. Thus the revision of the mathematics glossary is definitely necessary. To collect the opinions about mathematics terms, a large scale survey targeting mathematics education researchers and mathematics teachers was conducted and the subsequent meetings were held. Also, the studies regarding mathematics terminology were thoroughly reviewed to provide the direction of desirable mathematics terms. Reflecting all these informations, the draft of the new mathematics glossary was completed.

• 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.