• Journal of Educational Research in Mathematics
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• v.22 no.3
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• pp.401-427
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• 2012

The recent Korean mathematics curriculum stresses to teach mathematics focusing on mathematical process composed of problem solving, reasoning and communication. To be successful in applying the rationale of the process-focused mathematics education, the assessment practice in classrooms should be also centered on mathematical process. In this study we conducted a large-scale survey on teachers' perspectives about the process-focused mathematics assessment. First, we surveyed teachers' opinion on current assessment practices in school mathematics related to regular school exams and performance assessments. Second, we investigated teachers' perception on mathematical process components such as problem solving, reasoning, and communication regarding how they should be assessed. Finally, we examined the difference of teachers' opinion according to their teaching experience, city size, and the type of school. Based on the results, we discussed implications for mathematics assessment and process-focused mathematical assessment.

• School Mathematics
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• v.10 no.2
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• pp.181-197
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• 2008

Bertrand's Paradox is known as a paradox because it produces different solutions when we apply different method. This essay analyzed diverse problem solving methods which result from no clear presenting of 'random chord'. The essay also tried to discover the difference between the mathematical calculation of three problem solvings and physical experiment in the real world. In the process for this, whether geometric statistic teaching related to measurement and integral calculus which is the basic concept of integral geometry is appropriate factor in current education curriculum based on Laplace's classical perspective was prudently discussed with its status.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.335-353
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• 2022

The purpose of this study is to identify the characteristics and types of errors in the conceptual image of Korean language learners according to the types of terms in mathematics that are the basis for solving mathematical word problems, and to prepare basic data for effective teaching and learning methods in solving the word problems of Korean language learners. To do this, a case study was conducted targeting four Korean language learners to analyze the specific conceptual images of terms registered in curriculum and terms that were not registered in curriculum but used in textbooks. As a result of this study, first, it is necessary to guide Korean language learners by using sufficient visualization material so that they can form appropriate conceptual definitions for terms in school mathematics. Second, it is necessary to understand the specific relationship between the language used in the home of Korean language learners and the conceptual image of terms in school mathematics. Third, it is necessary to pay attention to the passive term, which has difficulty in understanding the meaning rather than the active term. Fourth, even for Korean language learners who do not have difficulties in daily communication, it is necessary to instruct them on everyday language that are not registered in the curriculum but used in math textbooks. Fifth, terms in school mathematics should be taught in consideration of the types of errors that reflect the linguistic characteristics of Korean language learners shown in the explanation of terms. This recognition is expected to be helpful in teaching word problem solving for Korean language learners with different linguistic backgrounds.

• Education of Primary School Mathematics
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• v.24 no.4
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• pp.217-231
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• 2021

The purpose of this study was to investigate the effects of flipped learning through EBSmath on Students' 'rate and ratio' learning. By increasing demands for change in education, an innovative teaching and learning paradigm, 'Flipped Learning', has been presented and drawing attentions. In South Korea, Flipped Learning is also highly recognized for its effectiveness by many scholars and various media. However, this innovative learning model has limitations in application and expansion due to the excessive burden of class preparation of teachers. As remote learning becomes more active, it would be possible to overcome the limitations of Filliped learning by using the platform provided by the Korea Educational Broadcasting System (EBS). EBSmath is an online learning module that is designed to assist students' self-directed learning. Thus, EBSmath would reduce teachers' burden to prepare mathematics classes for the application of Flipped Learning; and led to students' better understanding of mathematical concepts and problem solving. In this study, the effect of Flipped Learning through EBSmath on learning 'rate and ratio' was investigated. In order to scrutinize the effects of flipped learning, students' achievement and mathematical disposition were examined and analyzed. Students' achievement, specifically, was divided into two subcategories: concept understanding and problem solving. As a result, Flipped learning through EBSmath had a positive effect on students' 'rate and ratio' problem solving. In addition, a statistically significant change was identified in the 'willingness', which is subdomain of students' mathematical disposition.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.454-462
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• 2021

The purpose of this study was to identify learners with poor learning in basic cooking practice subjects for college students majoring in cooking, operate a basic practical ability improvement program, and apply an action learning teaching method. We tried to analyze the subjective perception of learners using the Q methodology. In addition, it was intended to improve the major competencies for the operation of practical programs related to cooking training, field training, and employment of learners. The survey was conducted from May 1st to 20th, 2020 for first-year students in C cuisine major. As a result of the analysis, a total of three types were derived. Type 1 (N=7): Self-directed learning effect type, Type 2 (N=8): Problem Solving Effect Types, Type 3 (N=6): Peer learning effect type, each unique feature type Was analyzed as. Through the progress of this study and the derivation of implications, it is expected that it will be useful data for the application of teaching and learning methods related to practical work and program operation in cooking-related departments.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.327-347
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• 2009

The purpose of the present study is to investigate the effects of mathematical communication-centered teaching using peer feedbacks on students' mathematics achievement and mathematical dispositions toward mathematics, and then this study examined the characteristics of feedbacks used by students. To do this study, two sixth grade classes selected from an elementary school in Seoul participated in the current study; one class for a treatment group applying mathematical communication-centered teaching using peer feedback, and the other for a comparison group applying traditional teaching using teacher-centered communication. The results of this study showed the fact that a treatment group of mathematical communication-centered teaching applying peer feedback scored statistically higher than a comparison group applying teacher-centered communication with respect to both students' mathematical achievement and disposition. Especially, this communication-centered teaching program focused on peer feedback was more effective to middle or lower level students than higher level students. In addition, mathematical communication-centered teaching applying peer feedbacks helps students reflect their own thinking process about problem solving, and students experienced the improvement of their confidence about mathematics from opportunities to provide peers with feedbacks. Finally, the present study suggests the important role of communication in mathematics learning, particularly student-to-student feedbacks rather than teacher-to-students feedbacks. That is to say, students need to have many opportunities to represent their own mathematical thinking processes using mathematical language.

• The Mathematical Education
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• v.43 no.4
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• pp.419-440
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• 2004

The purpose of this paper is to know the effects on number and operation abilities of the 1st grade children of elementary school by applying teaching and learning activity throught communication. For this purpose, we have studied according to the following procedure. 1. We divised teaching and learning model through communication and applied in the actual teaching and learning activity. 2. We investigated the effects of number and operations abilities of the 1st grade children by applying teaching and learning activity through communication. To accomplish this purpose, we applied learning activity through communication to the 1st grade of 40 elementary school children for about six months(September 1, 1999 ～ February 20, 2000). In process of applying this model, we collected all sorts of cases in the children's learning activity and investigated children's response on learning activity through communication, interview with children and researcher's observation. We applied the model through communication in class and compared with the traditional learning. 1. In learning through communication, children could solve the problem in themselves with a sense of responsibility. 2. It was impossible to find out the degree of children's comprehension in the explanatory learning. But in the learning through communication, it was a great help to individualize and plan the learning because children express their ideas clearly. It has conclusion as follows. The learning activity through communication has effected on forming number and operations abilities of the 1st grade of elementary school children importantly. 1. Children have improved in the abilities through communication to express their own ideas. 2. Children have studied with a sense of responsibility not in the teacher-oriented learning but in the self-directed learning 3. Children could find out the mathematical concepts in themselves - correcting false concepts, reguiding concepts by errors, finding invisible errors, solving problems variously and knowing the easy method. 4. The activity through communication in mathematics was a base of children's individual learning and important data of next learning plan. 5. The mathematical concepts formed through communication had a high transfer of learning. 6. Children have taken pleasure of discovery and had affirmative attitude about mathematics learning. We can make sure that number and operations abilities of the 1st grade children are formed by applying teaching and learning activity through communication. However, help and control of teacher have to be with it.

• 대한공업교육학회지
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• v.31 no.2
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• pp.177-202
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• 2006

The purpose of this study was to determine the present teaching competency level and the educational needs of electricity electronic communication technical teachers. The population was electricity electronic communication technical teachers, 750 teachers were sampled for this study. A survey questionnaire consisted of teaching competencies scale including 3 domains based on Performance-Based Teacher Education Modules. The professional competencies scale consisted of 5-point Likert-type 30 items for them to rate the importance and also to indicate the teaching competency level. A questionnaire was mailed to the sample and 443 returned questionnaires were analyzed after data cleaning. The educational needs of teachers were calculated by using the Borich's needs assessment formula. The findings of this study were as follows. 1) electricity electronic communication technical teachers perceived all the thirty competencies as highly important ones. 2) They perceived that their current teaching competency level was just beyond the ordinary level but was lower than the good level. 3) The highest needs were 'determining learning level & interests of students', 'applying problem solving techniques', 'reconstructing lesson contents', 'establishing lesson objectives'. 4) They have a different level of educational needs on the competencies according to their gender, terminal education level, year of teaching experience, practical work experience, school type(national public school/private school), and school location.

• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.145-165
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• 2020

This study developed teaching-learning materials for 10 class periods that applies design thinking process for the units of 'sustainable consumption' of home economic subject, and examined the learning experience of students in the class. After the classes, reflection journals and in-depth interviews from 276 male and female students in ten classes were analyzed. The main results are as follows: The five steps of the design thinking process of the Stanford University d-School were applied to develop teaching-learning materials for the 'Sustainable Consumption Practice Book Creation Project'. Students' positive learning experience was evidenced through sustainable consumption classes that applied design thinking. The students were able to reflect through the experience of sympathizing with the real problem, and experienced an improvement in problem-solving ability through the process of idea construction and prototyping. Students expressed difficulties in reaching consensus among the members, and in devising ideas and implementing prototypes. Based on the learning experience of students this study, it is suggested that home economic teachers further develop and implement classes of various topics to which design thinking process is applied. A future study may need to verify the effectiveness of home economic classes to which design thinking is applied.

• Journal of Science Education
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• v.43 no.1
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• pp.17-42
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• 2019

This study, as an attempt to integrate mathematics and information for convergence education, was conducted to develop teaching-learning materials on mathematics education combined with coding education, which has recently been emphasized. We chose the subject of digital signature for coding education, and used SageMath as a coding program. In this study, we overview mathematics used in the elliptic curve digital signature algorithm, one of the many methods for digital signature, and developed the teaching-learning materials on the algorithm for mathematics education integrated with information education based on coding. The elliptic curve digital signature algorithm utilized in transactions of Bitcoin, which many people recently are interested in, is a good example, showing students that mathematics is applied to problem-solving in the real world and provides an optimal environment for implementation by coding. Accordingly, we expect that a class on algorithm will provide a specific teaching-learning program to achieve the goal of integrated mathematics education. By comprehensively considering the opinions of mathematicians, mathematics teachers and mathematics education experts, we expect that the teaching-learning program will be realized as a meaningful class in science high schools, high school's math clubs, and 'number theory' class in colleges.