• Research in Mathematical Education
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• v.14 no.3
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• pp.249-262
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• 2010

Large Midwest university faculty members proposed the Science and Technology Enhancement Program Project (STEP) to improve students' learning in the secondary mathematics classroom using modules of inquiry-based teaching. The purpose of this study was to determine the impact of the STEP Project on students' attitude toward mathematics. Hierarchical linear models (HLM) were used to evaluate the impact of the STEP Project. The sample group for the study was 130 ninth grade students enrolled in Integrated Algebra I in a large urban school district. The school was one of eight secondary schools that participated in the STEP Project. The classes in the treatment group were three of five classes ordered in terms of the highest, middle, and lowest mean GPA. The control group consisted of two other middle GPA classes. The classes had an average of 25 students. Teachers who previously had been involved in the STEP Project taught all treatment and control classes. The inquiry-based teaching activities provided by the project were confined to the treatment classes. The survey measuring students' attitudes toward mathematics were obtained for both groups of students. The inquiry-based teaching affected students' attitudes toward mathematics (p < 0.07, ES = 3.07). Especially, students who had preexisting low attitudes toward mathematics were significantly affected by treatment (p < 0.02, ES = 0.02), while the treatment positively affected African American students overall at p < 0.08 (ES = 0.58).

• Journal of Educational Research in Mathematics
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• v.14 no.1
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• pp.19-37
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• 2004

In school mathematics, polygon and polyhedron are defined by vague terms such as "surrounded" or "formed" Moreover, the inclusion of boundary and interior in the definition of polygon and polyhedron is varied according to the context. Polygon and polyhedron are considered as "context-dependent concept" in school mathematics. Elementary school mathematics introduces a surface only in the context of solid, yet secondary school mathematics explains a surface as the trace of the line movement. From the perspective of fallabilism, it is possible and desirable to lead students to revise and improve their conceptions on polygon, polyhedron, and surface. It is more appropriate to name a face, an edge, and a vertex rather than to express a face of polyhedron, an edge of polyhedron, and a vertex of polyhedron in textbooks. The term "surface as a polygon" in secondary mathematics textbooks shows a conflict between intuitive approach in elementary school and logical approach in secondary school.

• Journal of Educational Research in Mathematics
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• v.24 no.1
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• pp.29-44
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• 2014

The newly revised mathematics curriculum in 2009 mentioned the mathematics specified classroom. All schools in the secondary school will implement Mathmatics Subject Class System by 2014. Expecing to extend the mathematics specified classroom to the elementary school, this study explores the direction how to configurate and use it. On the ground of previous research on mathematics laboratory and mathematics subject class system, this study makes questionnaire and survey recognition and opinions about mathematics room in the elementary school with elementary school teachers. Based on the result of analysis of questionnaire, this study suggests math cultural experience room, room for mathematical recreation, mathematics specified classroom as the main functions of elementary mathematics room, and utilization of mathematics room to perform such functions. This study provides suggestions about elementary mathematics room differentiated from mathematics subject class system in the secondary school.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.541-551
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• 1998

Recently, the importance of participating in classes activity and cultivating student's thinking ability is emphasized in the mathematics education society. Teachers are demanded to change their teaching style centered pencile-and paper into using the variety instructional aids, such as calculator, video tape, computer, ohp, and projector, etc. In this paper, we search for the mathematica's function and the method that apply mathematical to the secondary school mathematics. Mathematical has many functions: calculator, algebra, graphics, animations, programing, notebook. We find that mathematica can be applied to the graph of function, the understand of simultaneous equations, the graph of trigonometry function, the calculation of limit, the computation of areas as limits, the derivative of a function and tangent line, a solid figure, and others in secondary school mathematics.

• Research in Mathematical Education
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• v.1 no.2
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• pp.107-116
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• 1997

The purpose of this study is to develop a teaching/learning model for the mathematical enculturation of elementary and secondary school students. It is clear that the development of teaching and learning in the classroom is essential for the realization of global innovations in mathematics education. Research questions for this purpose are as follow: (1) What can be learned from literatures reviews of the socio-cultural perspective on mathematics education, and of ethnomathematics as a mathematics intrinsic to cultural activities? (2) What is the direction of teaching and learning from the perspective of mathematical enculturation? (3) What is the teaching /learning model for mathematical enculturation? (4) What is the instructional exemplification based on the developed model? This study promotes the establishment of mathematics education theory from the review of literatures on the socio-cultural perspective, the development of a teaching/learning model, and the instructional exemplification based on the developed model.

• Journal of the Korean School Mathematics Society
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• v.13 no.1
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• pp.163-184
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• 2010

In this paper, we study the effects on mathematical communication and disposition for the writing mathematics letters in secondary mathematics education. For this purpose we construct a experimental class and then analyse the students' change in those aspects after applying writing mathematics letters made some significant changes on the students communication in mathematics and disposition. First. the results for this purpose on regarding the enhancement of mathematical communication are effective. Second, the results on regarding the improvement of disposition are effective.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.347-361
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• 2006

This research intends to understand classroom culture of gifted youths in secondary mathematics. For this purpose, we have observed ethnographically the mathematics classes of gifted youths for eight months at two Science Education Centers for Gifted Youths. We have collected qualitative data using the methods, participation observation, interviewing, video taping, recording, collecting assistant materials. And these data were closely connected and analyzed synthetically. From this, we found the followings; First, gifted youths in mathematics evaluate the academic abilities as the best standard for their friendship. Second, the gifted youths in secondary mathematics are under an obsession that they should act like gifted youths. Third, even though they know the merits of class type of inquiry and discussions, they didn't participate actively in those types of class. Forth, main differences of classes between Gifted Education Centers and general middle school come from the difference of class type, the roles of teachers and students.

• The Mathematical Education
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• v.59 no.4
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• pp.295-312
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• 2020

This study aimed to investigate and compare perceptions of middle and high school mathematics teachers on assessment. For the purpose, we developed and used a survey consisting of two parts(importance/performance on assessment and general opinion on process-based assessment). We gathered data from 188 middle school and 125 high school mathematics teachers in Incheon area. An Importance-Performance Analysis(IPA) method was used for data analysis. As results, middle school mathematics teachers showed higher perception on both importance and performance in almost all area on assessment than high school teachers. In addition, research results based on teaching experience indicated that mathematics teachers having more teaching experience seemed to perceive high importance-high performance and low importance-low performance tasks more than mathematics teachers having less experience. In particular, middle school teachers recognized many low importance-high performance tasks according to their teaching experience. The IPA gave us different results depending on the school size. The larger the school, the more diverse opinions appeared tasks in low importance-high performance. From the general opinion on process-based assessment, the middle school mathematics teachers also seemed to have more positive perspectives and to be more active in assessment than high school mathematics teachers. Finally, we discuss implications for future policy formulation and implementation on process-based assessment.

• The Mathematical Education
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• v.11 no.1
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• pp.17-24
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• 1972

• Journal of the Korean School Mathematics Society
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• v.23 no.3
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• pp.397-425
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• 2020

Statistical literacy is a key ability expected of citizens in information-laden societies, and is often revealed as an expected outcome of schooling and as a necessary component of adults' numeracy and literacy. Knowing how important statistical literacy is, the purpose of this research was to measure statistical literacy of adults and secondary mathematics teachers. This study explored the statistical literacy based on the level of understanding in poll results and analyzed the data obtained through semi-structured interviews with 20 secondary mathematics teachers and 20 adults. As a result, the following conclusions were obtained: First, few secondary mathematics teachers and adults correctly recognized the meaning of statistical terms and expressions included in the poll results. Second, 70% of research participants did not reach levels 3 or 4 of statistical literacy levels. Third, the statistical literacy level of secondary mathematical teachers was higher than that of adults.