• Title/Summary/Keyword: senior math

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Construction of Further Education Curricula System for Math Teachers of Senior High Schools

  • He Xiaoya
    • Research in Mathematical Education
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    • v.9 no.2 s.22
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    • pp.135-151
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    • 2005
  • Further education for teachers is required for reforms of elementary education curricula and their career development. Principles of relevance, selectivity and hierarchy should be followed in the construction of further education curricula system for math teachers of senior high school. The following curricula should be included in the system: A. moral elevation and idea renewal curricula; B. theoretic curricula on math education; C. curricula on math education design; D. curricula on math education research; E. curricula on modern educational technology; F. curricula on knowledge renewal and extension.

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Application and Consideration on Open-ended Problems in Mathematics Tests of Shanghai Senior Middle School Entrance Examination

  • Ding Wang
    • Research in Mathematical Education
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    • v.10 no.3 s.27
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    • pp.215-227
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    • 2006
  • After reviewing China's appearance and research on the Math open-ended problems, together with the application of those problems in mathematics test of Shanghai Senior Middle School Entrance Exams (SSMSEE) since 1999, this paper points out the difficulty in establishing an evaluation system for such problem. Through comparative study, the paper gives an operational definition of open-ended problem, and it attempts to establish an evaluation system and non-systematic competence targets that are appropriate to Math open-ended problems. Meanwhile, it describes the performance feature of those targets. By applying the standard international grading system of difficulty, it discusses the elements of difficulty in Math open-ended problems, and puts forward an evaluation as well as a level-of-difficulty forecasting system that is appropriate to the Middle School Entrance Exam.

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Study for Mathematics App development for Senior (스마트 기기 활용 시니어 수학 자료 개발 연구)

  • Ko, Ho Kyoung;Lee, Hyeungju
    • Communications of Mathematical Education
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    • v.30 no.3
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    • pp.309-333
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    • 2016
  • This study is part of app development research based on user centered design which targets silver generation learners. The mathematical contents provided by Senior math application focus on Numeracy issues. In order to finalize the user interface and the mathematical contents which is for developing the mathematic application, teaching experiment was carried out through 9 senior learners. Also CIPP program evaluation model was used for monitoring the result of this teaching experiment. Factors such as 'educational objectives' 'requirement analysis' 'educational environment' 'curriculum' 'learning content' 'learning matter' 'interaction' 'program administration' 'supporting environment' 'satisfaction' 'study result' 'substantiality of learning' were checked and as a result the Senior Mathematic application was developed through these feedbacks.

The Nature of a Method Course for Prospective Secondary Mathematics Teachers

  • Kim, Seong-A;Lee, Sun Hee
    • Research in Mathematical Education
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    • v.23 no.4
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    • pp.235-254
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    • 2020
  • Through this study, we aimed to capture the nature of a mathematics method course, called "the Curriculum Development and Teaching Methods in Mathematics Education" which is a pedagogy course for teaching for secondary school mathematics taught at a university located in a south eastern part of South Korea. The research participants include three junior students who took the methods course and a local high school math teacher with two professors. The research has three parts. First, we designed a method course to prepare the junior or senior students for a teaching practicum. The individual students gave a mini lecture about a secondary mathematical topic as a course requirement. Second, the three students watched a classroom video-clip of the high school teacher and analyzed his instruction before the actual classroom visits. Furthermore, by "Let's Learn" program for students, the course was associated with a local community through the students and so that they could visit the teacher's classroom three times to observe his math classroom teaching. The students discussed the difference between their own mini lectures and the actual math classroom teaching to develop an understanding of what it entails to teach an actual math class. Third, the first author supervised the students' activities in the program including their report for it to bring out their findings to the class of the method course. We found out this method course provided the students with the experience of various aspects of actual math lesson as well as learning theories about the pedagogy for teaching for secondary school mathematics. We conclude that this course gives a model for the method course in mathematics education for secondary school mathematics.

Affordance Planning Strategy for Mathematics App development for Senior citizen using Smart-devices (스마트 기기 활용 시니어 수학 앱 개발을 위한 어포던스 설계 전략)

  • Ko, Ho Kyoung
    • Communications of Mathematical Education
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    • v.30 no.1
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    • pp.85-99
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    • 2016
  • The research was carried out to be part of a mathematics app stimulation that enables the elderly to learn mathematics by using Smart devices. Particularly appropriate method / function that leads to learning is very important for people who are not accustomed to Smart devices like the elderly. The research was conducted to build affordance strategy based on the consideration of characteristics of senior learners. It aims to achieve both the goals of education through mathematics learning materials provided by smart devices and also to improve user convenience. It suggests cognitive, physical and sensory features and factors to improve affordance of Smart learning system.

A Content Analysis of Storytelling in Mathematics Textbooks & Research on the Actual Teacher-Student Condition centered on Senior High School (수학교과서의 스토리텔링 내용 분석 및 활용실태조사 - 고등학교 1학년 중심으로 -)

  • Kang, Ok-Sun;Kim, Yunghwan
    • Journal of the Korean School Mathematics Society
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    • v.17 no.3
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    • pp.337-358
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    • 2014
  • The purpose of this study is to investigate how storytelling is embodied in the Mathematics I textbooks for first grade high school students in the 2009 revised curriculum and the perception of secondary math teachers and students of those books. Furthermore, in order to have some implications on newly ongoing textbook development, this thesis sets up the following goals for inquiry into the effect on storytelling. First, are there any noticeable differences among the 10 types of mathematics I textbooks for high school first graders in the 2009 revised curriculum? Second, what do teachers and students think of textbooks which apply storytelling techniques? The results are as follows. The frequency of storytelling types that appeared in the textbooks is as follows: real-life connection type and inter-scholarship type take up 47.55% and 24.51% respectively, followed by decision-making type with 10.52%, math history type with 10.17% and tool-using type with 7.05%. Within the contents, math history type showed up on reading material from every textbook. And it is worth considering that real-life-connection type has the most various topics and is mainly for arousing interest and checking up on some concepts. However, inter-scholarship type is usually related to science, and decision-making type is included for error analysis and tool-using type for reading materials about math programs. The results of this study suggest that many of the teachers who participated showed some kind of understanding of storytelling but there were not many who are actually incorporating that into their own classes. It is also essential that we develop textbooks that are effective for storytelling classes, hold regular symposiums as well as teacher training, and create tools for proper assessment. Furthermore, students think that textbooks based on storytelling would have positive effects as long as they are supported by enough time, a sufficient number of classes and tests with validity.

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