• School Mathematics
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• v.4 no.1
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• pp.97-109
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• 2002

In this paper, tangram-like puzzles which are made by dissecting square are introduced. Especially, tangram-like puzzles which are consists of five pieces, six pieces, seven pieces, eight pieces, nine pieces, ten pieces, twelve pieces, fourteen pieces are introduced. But, This Introduction is very superficial. It means introduction is focused on each piece's geometrical shape, relative area when each tangram-like puzzles' area is one. With this introduction, six tangram-like puzzles' implication in mathematics education are suggested as followings. (1) Tangram-like puzzles may help fostering spatial senses. (2) Tangram-like puzzles may help teaching polygons, and its properties, congruences, similarities, etc. (3)Tangram-like puzzles may help teaching additions of fractions. (4) Tangram-like puzzles may help fostering mathematical thinking. (5) Tangram-like puzzles may serve as topics for supplement or reinforcement in teaching and learning tangram. (6) Tangram-like puzzles may serve as topics for problem posing in teaching and learning tangram.

• International Journal of Internet, Broadcasting and Communication
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• v.13 no.2
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• pp.120-126
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• 2021

The importance of mathematics is emerging to create new values and secure competitiveness in an intelligent information society based on the Fourth Industrial Revolution. This study was conducted with the aim of improving the academic performance and increasing interest of electronics majors in mathematics subjects. In order to develop learners' mathematical capabilities in major fields that utilize mathematics that electronics majors do not prefer, we have proposed a new teaching method to promote employment in mathematics-based electronics fields. In addition, to enhance learners' self-directed learning, we developed teaching methods for efficient mathematics subjects with programming languages as tools in electronics engineering and applied them to real-world teaching sites to effectively cultivate academic performance improvement of majors. Finally, we conducted a survey and statistically analyze the effectiveness of the developed teaching methods to present effective operational measures for mathematics education, an essential tool in intelligent information technology.

• Journal of Elementary Mathematics Education in Korea
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• v.6 no.1
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• pp.77-96
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• 2002

This study aims at checking up influences imposed on mathematics learning abilities in communication teaching through small group leaning for the sixth grade pupils of elementary schools. Results obtained through the study are as follow: The communication teaching through small group cooperative learning showed an affirmative reaction in terms of mathematics learning achievement degree and mathematical tendency. However, the pupils of the lower group showed a meager effect in terms of mathematics learning achievement degree. It means that such an effect is required to a sustained teaching for a long time by teachers.

• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.165-174
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• 1998

This is the study on a teaching method for improving problem-solving ability in mathematics. If this method is performed step by step in solving problems, learners can approach problems in a variety of ways. This step-by-step teaching method will create some changes among learners. The purpose of this experiment was to determine what effects resulted from this method, especially which effects arose in the affective areas of learning math. For the experiment, learning materials were divided into 73 parts. And the subjects, who are low-leveled and have negative attitudes towards mathematics, were divided into two groups. One group was exposed to this method for four months (treatment group), and the other group(control group) was not. According to the result, though there were few changes, the treatment group came to be more interested in math than before and also negative attitudes towards math were reduced gradually, as compared with the control group. In this study, three factors were investigated: interest in math, attitudes toward math, and learning -achievement in math. Significant changes were found in two factors: interest in math and learning-achievement in math. No significant changes were found in the area of attitudes towards math. In conclusion, if this method is adopted and performed regularly, it is likely that the problem-solving skills will be improved and the negative attitudes towards math will be reduced.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.109-135
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• 2012

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, the part of subject matter knowledge was consisted of four evaluation domains such as the knowledge of curriculum reconstruction, knowledge of mathematical contents, methodological knowledge, mathematical value. The part of Learners' unders tanding included the evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies. The part of teaching methods and evaluation was consisted of seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. Also, the part of teaching context was consisted of four evaluation domains such as application of instructional tools and materials, commercial manipulatives, environment of classroom including distribution and control of class group, atmosphere of classroom, management of teaching contexts including management of student. According to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of obtaining, planning, acting, and reflecting.

• Journal of Educational Research in Mathematics
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• v.22 no.1
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• pp.39-52
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• 2012

Research in teachers' knowledge for teaching mathematics (KTM) has been gradually growing for the past several years. With various conceptualizations about what teachers need to teach mathematics, there have been studies to find out the relationship between teachers' KTM and their students' achievement. In this paper, I reviewed various conceptualizations of teacher's mathematical knowledge for teaching, and existing qualitative and quantitative studies about this relationship. Based on the review, I identified the challenges to studying this relationship mainly focusing on the existence of a phase-teaching practice-between teachers' KTM and students' learning. Considering the challenges that have been identified in the literature review, I proposed topics for future studies that would contribute to our understanding how the teachers' KTMare related to their students' achievement, and investigate further about whether and how teacher-student interaction in classroom is related to changes in teachers' KTM.

• Journal of Elementary Mathematics Education in Korea
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• v.8 no.1
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• pp.23-43
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• 2004

The purposes of this study are, by referring to various previous studies on problem posing, to re-construct problem posing steps and a variety of problem posing learning materials with a problem posing teaching-learning model, which are practically useful in math class; then, by applying them to 4-Ga step math teaming, to examine whether this problem posing teaching-learning model has positive effects on the students' problem solving ability and mathematical attitude. The experimental process consisted of the newly designed problem posing teaching-learning curriculum taught to the experimental group, and a general teaching-learning curriculum taught to the comparative group. The study results of this experiment are as follows: First, compared to the comparative group, the experimental group in which the teaching-teaming activity with problem posing was taught showed a significant improvement in problem solving ability. Second, the experimental group in which the teaching-learning activity with problem posing was taught showed a positive change in mathematical attitude.

• Education of Primary School Mathematics
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• v.21 no.1
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• pp.39-53
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• 2018

Most of the studies of mathematics so far have found positive changes in the effectiveness of the academic achievements of academic achievement, as well as positive changes in the effectiveness of academic achievement or attitudes or attitudes towards mathematics. The purpose of this study was to investigate the achievement criteria for the use of the teaching aids and to present the teaching aids and the methods for teaching the learning contents appropriate to the achievement standards. Specifically, it finds the achievement standard suitable for the learning contents instruction course of the textbooks of the elementary school 1st and 2nd graders, finds the available diocese in the standard diocese for the math class, and investigates the diocese in use in the present textbook.

• Journal of the Korean School Mathematics Society
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• v.11 no.1
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• pp.69-96
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• 2008

The purpose of this paper is to perceive the problems of current geometry education in the middle school mathematics, to develop some learning materials fitted for the mathematising activities based on Freudenthal's learning theories and to analyze the mathematising process followed by teaching-learning activities. For this purpose, we design activity-oriented learning materials for geometry based on Freudenthal's learning theories, and appropriate teaching-learning models are established for the middle school geometry at the 8-NA stage level according to the theory of van Hiele's geometry learning steps. After applied to the practical lessons, the effects of mathematical activities are analyzed.

• East Asian mathematical journal
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• v.35 no.2
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• pp.217-237
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• 2019

This Modeling is a cyclical process of creating and modifying models of empirical situations to understand them better and improve decisions. The role of modeling and teaching mathematical modeling in school mathematics has received increasing attention as generating authentic learning and revealing the ways of thinking that produced it. In this paper and interactive lecture session, we will review a subset of the related literature, discuss benefits and challenges in teaching and learning mathematical modeling, and share our attempts to improve traditional textbook problems so that they can become more authentic modeling activities and implications for instruction and assessment as well as for research.