• The Mathematical Education
• /
• v.30 no.1
• /
• pp.1-19
• /
• 1991

This study intends to provide some desirable suggestions for the development of application oriented mathematics curriculum. More specific objects of this study is: 1. To identify the meaning of application and modelling in mathematics curriculm. 2. To illuminate the historical background of and trends in application and modelling in the mathematics curricula. 3. To consider the reasons for including application and modelling in the mathematics curriculum. 4. To find out some implication for developing application oriented mathematics curriculum. The meaning of application and modelling is clarified as follows: If an arbitrary area of extra-mathematical reality is submitted to any kind of treatment which invovles mathematical concepts, methods, results, topics, we shall speak of the process of applying mathemtaics to that area. For the result of the process we shall use the term an application of mathematics. Certain objects, relations between them, and structures belonging to the area under consideration are selected and translated into mathemtaical objects, relation and structures, which are said to represent the original ones. Now, the concept of mathematical model is defined as the collection of mathematical objcets, . relations, structures, and so on, irrespective of what area is being represented by the model and how. And the full process of constructing a mathematical model of a given area is called as modelling, or model-building. During the last few decades an enormous extension of the use of mathemtaics in other disciplines has occurred. Nowadays the concept of a mathematical model is often used and interest has turned to the dynamic interaction between the real world and mathematics, to the process translating a real situation into a mathematical model and vice versa. The continued growing importance of mathematics in everyday practice has not been reflected to the same extent in the teaching and learning of mathematics in school. In particular the world-wide 'New Maths Movement' of the 19608 actually caused a reduction of the importance of application and modelling in mathematics teaching. Eventually, in the 1970s, there was a reaction to the excessive formallism of 'New Maths', and a return in many countries to the importance of application and connections to the reality in mathematics teaching. However, the main emphasis was put on mathematical models. Applicaton and modelling should be part of the mathematics curriculum in order to: 1. Convince students, who lacks visible relevance to their present and future lives, that mathematical activities are worthwhile, and motivate their studies. 2. Assist the acqusition and understanding of mathematical ideas, concepts, methods, theories and provide illustrations and interpretations of them. 3. Prepare students for being able to practice application and modelling as private individuals or as citizens, at present or in the future. 4. Foster in students the ability to utilise mathematics in complex situations. Of these four reasons the first is rather defensive, serving to protect or strengthen the position of mathematics, whereas the last three imply a positive interest in application and modelling for their own sake or for their capacity to improve mathematics teaching. Suggestions, recomendations and implications for developing application oriented mathematics curriculum were made as follows: 1. Many applications and modelling case studies suitable for various levels should be investigated and published for the teacher. 2. Mathematics education both for general and vocational students should encompass application and modelling activities, of a constructive as well as analytical and critical nature. 3. Application and modelling activities should. be introduced in mathematics curriculum through the interdisciplinary integrated approach. 4. What are the central ideas of, and what are less-important topics of application-oriented curriculum should be studied and selected. 5. For any mathematics teacher, application and modelling should form part of pre- and in-service education.

• Journal of The Korean Association For Science Education
• /
• v.37 no.4
• /
• pp.747-761
• /
• 2017

The purpose of this study is to analyze differences in the teaching practices of biology teachers according to their awareness of the importance of evolution. For this purpose, two teachers who experienced study of evolution and recognized its importance, along with two teachers with no experience in evolution education in the comparison group, were included in the sample. To observe teaching practices, two classes each on biological evolution and non-evolution were selected, recorded and transcribed. The content analyzed included the teachers' view on evolution education and teachers' evolution concepts reflected in teaching practice. As a result, the level of understanding of the teachers' evolution concept was unrelated to teachers' awareness of the importance of evolution. Instead, each teacher would not feel the need for religious beliefs or awareness of the importance of evolution to have a negative impact on the awareness of the importance of evolution. Inexperienced teachers tend to reject the retraining opportunities to recognize the importance of evolution. In addition, inexperienced teachers were only superficially aware of the evaluation and improvement of evolution presented in textbooks and curricula. In actual teaching practice analysis, inexperienced teachers' utilizing ratio of the evolution key concept was higher than that of experienced teachers. Only experienced teachers were aware of the misconceptions presented in their execution and described the causes that appear in these misconceptions. Teachers who recognized the importance of evolution were widely using the key concepts of evolution, as well as more practical in preventing the misconceptions related to evolution forms. It indicates that biology teachers who do not realize the importance of evolution in biology education need to experience explicit and practical education programs as well as instructional materials on evolution.

• Journal of Korean Home Economics Education Association
• /
• v.21 no.4
• /
• pp.1-17
• /
• 2009

The purpose of this study was to investigate recognition of food additives, to provide the basic data for food education of high school students. The survey was conducted from 560 students who are boys and girls of high schools in Gwangju. Data were analyzed by a SAS program. According to the survey, an usual recognition for additive food according to related variable showed that it was the highest ratio of 4.18 that policy on complete labeling of foods should be requested for additive food but it showed the lowest 2.17 that additive food is promoting quality of food. In a difference of a degree of a correct answer of knowledge for additive food and knowledge according to related variable, a degree of a correct answer of knowledge for additive food showed a lot of interest in safety in that knowledge for safety showed 79.45 but were showed much lower 7.5% for a degree of a correct answer of actual knowledge of additive food among food ingredients labels. A a degree of a demand of information, safety concerns and understanding a uses of additive food according to sex and a grade showed that in a degree of a demand of information, the students have ever heard information of additive food was the girls were more than the boys and also freshmen were the most answered and have ever heard term of additive food was the boys were more than the girls and the sophomore students were the most answered questionnaire for media of TV. Radio. Newspaper and so forth. A degree of necessity the students know additive food was the most answered of positive from the boys and freshmen. Where the students would like to learn additive food was answered of media from the boys school teacher from the girls school teacher from the freshmen, media from the sophomore and the junior.

• Journal of Elementary Mathematics Education in Korea
• /
• v.10 no.1
• /
• pp.67-87
• /
• 2006

This study is to recognize a problem in the practice of performance assessment in elementary school, and to find out some suggestive points for improvement of teaching·learning method in elementary mathematics through assessment by reducing time restriction according to assessment through the practice of self-assessment, peer-assessment and observation, and then by reflecting the results of assessment on teaching learning plan. For that, the questions of study set up are as follows ; 1. How should self-assessment and peer-assessment be applied to in elementary mathematics assessment? 2. How should the time for 'let's play an interesting game' be managed for assessment of elementary mathematics? 3. How should the results of assessment be reflected on the Process of teaching and learning of mathematics? To solve these problems, a researcher of this thesis performed self-assessment, peer-assessment on 40 students of second grade under her charge as a class teacher, and applied observation in the time management process for 'let's play an interesting game' for a semester. self-assessment was made by mathematics journal, self-assessment chart, peer-assessment was by the analysis of conversation record among students in the situations of assessment, and observation was by observation of activity when playing with the results data of play analyzed. the concrete methods of application as follows ; First, mathematics journal was applied $1{\sim}2$ times by each unit with reconstruction into the level of second grade on the basis of the preceding-study models. Second, peer-assessment was applied to the unit-assessment time and the play-activities time by the method of recording·analyzing the contents of conversation among students in the process of assessment. Third, mathematical attitude & dispositions of students making use of the self- assessment table were examined referring to the teaching learning plan. Fourth, the time management for 'let's play an interesting game' was made through the prior recognition of play method and the joyful play-activities by use of the play-plate. Assessment depended on analysis of play-activities results of students making use of an observation form. Fifth, the results of self-assessment, peer-assessment, and observation were analyzed, and then they were made use of as self-observation data, of teacher her/his self, or teaching·learning improvement data. Students' self-assessment datum (mathematics diary, self-assessment sheets, conversation contents in the process of assessment) and observation materials (check lists, Play-activity result materials, conversation contents in the process of play) obtained in the process of application was analyzed as follows ; 1. From the practice of self-assessment in form of mathematics journal, I could obtain not only datum showing how much students was understanding the learning aims by unit time and to any degree they reached but also information about their response to learning datum and favorable type of learning. 2. Assessment by self-assessment chart was useful in planning the mathematics teaching learning process because it helps ascertain mathematical attitude & dispositions of students. 3. Through the application of peer-assessment, students had the opportunity of communicating with other students looking back on his/her explaining process, and teachers could obtain basic materials for assessment of students. 4, In case of time management for 'let's play an interesting game', there was natural extension of play made through time-security by prior looking into the method of play-activity, and then, for a remained time, by making children play a new game. 5, I could easily record the activities of students by use of the observation. form, and make use of it as basic data for descriptive assessment. 6, Each kinds of data obtained from the results of assessment was helpful for securing self-observation materials in the process of teaching learning and for their betterment in mathematics subject. However, because they were in the second grade of elementary school and there was an individual difference, some students could not make use of mathematics diary or self-assessment form properly. In case of these students, assessment data would be obtained through interview or observation. And for effective operation of play, its purpose & method and matters that demand special attention when play-acting should be clearly guided. Also, when applying an effective play in addition to play activities in textbook, to lessons, interesting mathematics lessons could be guided.

• 대한공업교육학회지
• /
• v.45 no.1
• /
• pp.63-83
• /
• 2020

The purpose of this study is to provide the basic materials needed to plan the NCS Learning Module to be used effectively in practical courses. In this study, teachers and students' satisfaction surveys were collected about the NCS (National Competency Standards) learning module, career and field practice, practical environment used in the construction subject course. This study was conducted on public high schools in Chungcheong province (including Daejeon), which is operating practice course using the NCS learning module. The research questions are as follows; First, how was the satisfaction of teachers and students in the practical subject class using NCS learning module? Second, what is the degree of satisfaction of teacher's career and field practice guidance, student's career decision and field practice after the practical course using NCS learning module? Third, the satisfaction level of the developed NCS learning module and practical subject class using the same was determined by setting whether the number of training of NCS-related teachers or the presence or absence of on-the-job training of students were affected? The results of the study are as follows; As a result of comparing the teachers' and students' satisfaction, the students showed satisfaction in all items, whereas the teachers showed 'content level', 'interest', 'necessary knowledge', 'skill acquisition', 'Improvement of practical skills (level of skill performance)', 'scale of experimental practice', and 'items of experimental practice equipment' were dissatisfied. It was found that the number of NCS related teachers' training (or absence) or the presence of students on the field had an effect on the satisfaction of the developed NCS learning module and the practical course using it. In order to fully utilize the developed NCS learning module in the practical course, it is required to develop and construct the teaching material of the teacher who can serve as an intermediary for conceptualization and understanding of job skills. It is necessary to increase the number of education and training specialists to positively reflect the demands of the education field.

• Education of Primary School Mathematics
• /
• v.27 no.2
• /
• pp.111-137
• /
• 2024

The purpose of this study is to identify the expected difficulties and necessary support when applying the 2022 revised mathematics curriculum to elementary schools, and to support the establishment of the field. To this end, we explored the major changes in the 2022 revised mathematics curriculum, and based on this, we conducted a survey of elementary school teachers to identify the expected difficulties and necessary support when applying it in the field. In particular, when analyzing the results, we also examined whether there were any differences in the expected difficulties and necessary support depending on the size of the school where it is located and the teaching experience of the teacher. The research results are as follows. First, the proportion of teachers who expect difficulties in applying the 2022 revised mathematics curriculum was mostly below 50%, but the proportion of teachers who demand support was much higher, at around 80%. Second, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was found to be the greatest in evaluation. Third, in relation to the use of edutech, teachers in elementary schools are also expected to have difficulties in teaching and learning methods to foster students' digital literacy, assessment using teaching materials or engineering tools, and assessment in online environments. Fourth, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was also significant in relation to mathematics subject competencies. Fifth, it was found that there is also difficulty in understanding the major changes of the achievement standards, including the addition, deletion, and adjustment of the achievement standards, and the impact on the learning of other achievement standards. Finally, the responses of elementary school teachers to the expected difficulties and necessary support in applying the 2022 revised mathematics curriculum did not differ depending on the size of the school where it is located, but statistically significant differences were found in a number of items depending on the teaching experience of the teacher. Based on these research results, we hope that various support will be provided for the 2022 revised mathematics curriculum, which will be applied annually from 2024.

• Journal of The Korean Association For Science Education
• /
• v.25 no.7
• /
• pp.746-753
• /
• 2005

In order to be efficient teachers should understand the current level of leaners through diagnostic evaluation. However, it is arduous to administer a diagnostic examination in every class because of various limitations. This study examined, the major issues arising from the development of a new science diagnostic evaluation system by incorporating the using knowledge state analysis method. The proposed evaluation system was based on the knowledge state analysis method. Knowledge state analysis is a method where by a distinguished collection of knowledge uses the theory of knowledge space. The theory of knowledge space is very advantageous when analyzing knowledge in strong hierarchies like mathematics and science. It helps teaching plan through methodically analyzing a hierarchy viewpoint for students' knowledge structure. The theory can also enhance objective validity as well as support a considerable amount of data fast by using the computer. In addition, student understanding is improved through individualistic feedback. In this study, an evaluation instrument was developed that measured student learning outcome, which is unattainable from the existing method. The instrument was administered to pre-service physics teachers, and the results of student evaluation was analyzed using the theory of knowledge space. Following this, a revised diagnostic evaluation system for facilitating student individualized learning was constructed.

• Journal of the Korean earth science society
• /
• v.29 no.2
• /
• pp.151-162
• /
• 2008

This study quantitatively investigated the actual situations and perceptions of gifted students and their teachers during small group inquiry activities in Korea. Some 1,670 gifted math students and 1,732 gifted science students as well as 614 of their teachers were selected through random sampling to participate in this study. Data were collected by means of a survey developed by the researchers of this study, based on reviews of literature related to inquiry and small group cooperative learning. The results were as follows: (1) In Korean gifted education, small group inquiry activities were frequently used as teaching and learning strategies, and both the students and teachers perceived its effects to be very positive in terms of cognition and affection. (2) Gifted education teachers emphasized the development of students' procedural inquiry skills as well as logical thinking skills, whereas they were indifferent to the essential elements of small group cooperative learning and therefore the lessons did not surpass the level of traditional group activities. (3) The fact that the actual small group inquiry activities did not reflect the characteristics of well-organized small group activities is due to a lack of knowledge on the teacher's part as to effective teaching strategies concerning cooperative learning. This study implies that gifted education teachers require the opportunity to reflect on and develop their knowledge and understanding of small group inquiry activities through professionally developed programs in order to maximize the effectiveness of small group inquiry activities in gifted education.

• School Mathematics
• /
• v.14 no.1
• /
• pp.85-107
• /
• 2012

Problem solving is important in school mathematics as the means and end of mathematics education. In elementary school, inductive reasoning is closely linked to problem solving. The purpose of this study was to examine ways of improving problem solving ability through analysis of inductive reasoning process. After the process of inductive reasoning in problem solving was analyzed, five different stages of inductive reasoning were selected. It's assumed that the flow of inductive reasoning would begin with stage 0 and then go on to the higher stages step by step, and diverse sorts of additional inductive reasoning flow were selected depending on what students would do in case of finding counter examples to a regulation found by them or to their inference. And then a case study was implemented after four elementary school students who were in their sixth grade were selected in order to check the appropriateness of the stages and flows of inductive reasoning selected in this study, and how to teach inductive reasoning and what to teach to improve problem solving ability in terms of questioning and advising, the creation of student-centered class culture and representation were discussed to map out lesson plans. The conclusion of the study and the implications of the conclusion were as follows: First, a change of teacher roles is required in problem-solving education. Teachers should provide students with a wide variety of problem-solving strategies, serve as facilitators of their thinking and give many chances for them ide splore the given problems on their own. And they should be careful entegieto take considerations on the level of each student's understanding, the changes of their thinking during problem-solving process and their response. Second, elementary schools also should provide more intensive education on justification, and one of the best teaching methods will be by taking generic examples. Third, a student-centered classroom should be created to further the class participation of students and encourage them to explore without any restrictions. Fourth, inductive reasoning should be viewed as a crucial means to boost mathematical creativity.

• Journal of the Korean Society of Earth Science Education
• /
• v.13 no.2
• /
• pp.147-161
• /
• 2020

In order to help elementary students understand the astronomical unit in depth, this study applied backward design 2.0 to check the effect on students' science academic achievement, performance evaluation, and science class satisfaction. As a result of the study, there was no statistically significant difference in the science achievement test, but the average score of the experimental group has improved. As a result of the performance evaluation test, there was a statistically significant difference because the feedback was well provided through the process-focused assessment and it helped in-depth understanding. As a result of the science class satisfaction test, there was a statistically significant difference in the areas of science curriculum and peer relation except for the science teacher area. This is because a differentiated science curriculum was designed through analysis of achievement standards, and various teaching methods of student-centered were implemented to reach achievement standards. We hope this study will focus on the impact of backward design 2.0 on learners in elementary science classes and help find ways to effectively apply backward design 2.0 in the field.