• Education of Primary School Mathematics
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• v.21 no.1
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• pp.1-17
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• 2018

Recently, various attempts have been made to change traditional lecture classes such as flipped learning and blended learning, and their effectiveness has been verified in various fields. On the other hand, the 2015 revised curriculum enables students to participate in self-directed learning by encouraging student participation. Teachers should also try to change the teaching method, and to improve the teaching methods by confirming the advantages and disadvantages of such new teaching methods in accordance with the demands of the times. The purpose of this study is to analyze the case of applying Blended learning class to teach mathematics education for elementary education 1 class which is one of the required subject in university of education.

• 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.

• School Mathematics
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• v.4 no.3
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• pp.495-511
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• 2002

In this paper, we deal with the teaching of parameter in the school mathematics. The roles of letters become different according to the letters-used context. That is, the meaning of letters may change in the course of being used. But specifying the roles of letters without understanding the distinction between the roles is not enough for students to learn the meaning of variables, specifically that of parameters. Therefore, the parameter-learning should focus on the dynamic change of roles. That implies flexible thinking and changing of perspectives.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1356-1366
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• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.

• Journal for History of Mathematics
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• v.26 no.5_6
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• pp.345-353
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• 2013

Some teachers do not regard the computation of the sum of the angles of a triangle by using a cut-and-paste or paper-folding method as providing a proof that the sum of the angles of a triangle is equal to two right angles. Some even think that this way of working is not mathematics but more like an experiment in physics. Some see the method as no better than measurement of the angles by a protractor. The author will examine this issue in the teaching and learning of school geometry and more generally as a specific example from the perspective of HPM (History and Pedagogy of Mathematics).

• Communications for Statistical Applications and Methods
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• v.12 no.1
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• pp.229-240
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• 2005

This study described the application of constructivism and information technology for teaching simple random sampling. We considered more student's participation, more interaction, and more flow in their introductory statistics class. In addition, we presented a web-based teaching and learning system for simple random sampling to demonstrate.

• School Mathematics
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• v.3 no.2
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• pp.295-324
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• 2001

Until now, There have been few studies to investigate a degree of abilities or interesting about mathematical problem-posing of first and second grades in elementary school. This is due to the fact that this students(1st and 2nd grades) have a limited amount of study time and their minds are not fully developed, and are lacking in their representation of ability to use the national language. This being the case, it is difficult to investigate their Mathematical problem-posing in a practical manner. However, our 7th elementary school Mathematics curriculum emphasizes the teaching and learning of Mathematical problem-posing from a basic level of first and second grade with emphasis on activity in teaming Mathematics. Through this study, having analysed the problems those children posed, I have found out they improved in numbers and correctness of their posed problems. And I too could found out showing to their much interesting and confidence to mathematical problem-posing and could confirmed for the children to admit themselves its merits through analyzing some questions to ask their opinions to it. I expect that this study can help to develop the teaching and learning materials for mathematical problem-posing and also to improve its methods of elementary school mathematics. The next study task is, I think, that it is necessary to accumulate the studies to investigate and analyse the practical learning activities of children for problem-posing contents of mathematics text books.

• The Mathematical Education
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• v.51 no.1
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• pp.63-76
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• 2012

The purpose of this study is to investigate the effect of cooperative learning in mathematics in university level. We share reflections from 54 and 57 students in linear algebra courses which were conducted by cooperative learning. We examine how students increase self-confidence and reduce the anxiety in learning, and also develop the social skills in communication.

• East Asian mathematical journal
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• v.30 no.4
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• pp.545-570
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• 2014

This study was conducted to analyze the education theories applied to teaching-learning from the perspective of mathematical education. To this end, 41 papers regarding mathematical education theories were selected as study subjects from among 1,190 papers published in Korea between 2000 and 2013 in the Journal of the Korean Society of Mathematical Education and the Journal of the Korean Society of Educational Studies in Mathematics, which are journals that specialize in mathematics education. These papers were classified according to mathematical education theory, study method, content field, and study subject to obtain the numbers of papers and percentages by category in order to analyze their contents.

• East Asian mathematical journal
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• v.28 no.4
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• pp.453-474
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• 2012

The conic sections is an important topic in the current high school geometry. It has been recognized by many researchers that high school students often have difficulty or misconception in the learning of the conic sections because they are taught the conic sections only with algebraic perspective or analytic geometry perspective. In this research, we suggest a way of teaching the conic sections using a dynamic geometry software based on some mathematics teaching and learning theories such as Freudenthal's and Dienes'. Students have various experience of constructing and manipulating the conic sections for themselves and the experience of deriving the equations of the quadratic curves under the teacher's careful guidance. We identified this approach was a feasible way to improve the teaching and learning methods of the conic sections.