• Journal of the Korean School Mathematics Society
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• v.21 no.1
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• pp.39-62
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• 2018

In vocational high schools, mathematics classes aims to improve students' mathematics-applying ability as the employ ability. However, these classes are based on the national curriculum of mathematics likewise general high schools. In this study, we develop and present the materials of teaching and learning mathematics for teachers and students in vocational high schools. We analyze the Test for Enhanced Employ Ability and Upgraded Proficiency (TEENUP) and 2015 revised national curriculum of mathematics, and consider how teachers can use this curriculum to enhance employ ability. As a result, materials of teaching and learning mathematics should be developed in terms of use of curriculum based on teachers' didactical understanding. Moreover, we present the developed materials as examples reflecting on the framework of TEENUP and connecting the 2015 revised national curriculum of mathematics. Based on these results, we draw some recommendations for applying and developing material of teaching and learning mathematics.

• School Mathematics
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• v.6 no.4
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• pp.373-388
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• 2004

This paper is to develop teaching procedures of low achievers in mathematics by using mindmaps. For this, we firstly set the teaching process on basis of literature research. And then we choose four subjects who had serious problems of both memory and mathematics achievement. we also choose the several topics of geometry and measure which could be a big burden of memory as stuff for mindmap activities. The results led us to that using mindmap activities in learning and teaching mathematics could effect on that kind of students' mathematical achievement and mathematical attitude as well as retention of mathematical concepts. It implied that we could develop individual programs for students who have different problems in learning mathematics.

• East Asian mathematical journal
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• v.37 no.2
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• pp.265-288
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• 2021

In the 2015 revised mathematics curriculum, the system of equations is first introduced in 'Variables and Expressions' of [Middle School Grades 1-3]. Then, It is constructed that after learning the linear function in 'Functions', the relationship between the graphs of two linear functions and the systems of linear equations are learned so that students could improve the geometric representation of the systems of equations. However, in of Elective-Centered Curriculum Common Courses, Instruction is limited to algebraic manipulation when teaching and learning systems of quadratic equations. This paper presented the teaching and learning method that can improve students' mathematical connection through various representations by providing geometric representations in parallel using GeoGebra, a mathematics learning software, with algebraic solutions in the teaching and learning situation of simultaneous quadratic equations.

• Journal of the Korea Convergence Society
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• v.8 no.7
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• pp.331-339
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• 2017

Mathematics has kept the relationships with other studies constantly. However, there is not many researches about the integrated teaching-learning materials for mathematics. In this paper, we review the integrated learning theories and domestic research trends of the integrated learning for the mathematics. Through the literature review, we survey the integrated teaching-learning materials, which integrate the mathematics and other subjects for the secondary school. As a result, it can be seen that integrated teaching-learning materials of mathematics and science, social studies, arts, physical education, and korean literature have recently been developed to help raise awareness of the usefulness of mathematics. Further study on the revision and supplementation of these materials should be carried out based on this paper.

• Research in Mathematical Education
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• v.11 no.4
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• pp.221-234
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• 2007

A comparison of mathematics teachers' personal beliefs between in- and pre-service teachers for Chinese secondary schools (grades 7-12) about mathematics theories, teaching and learning has been studied. In-service teachers' beliefs are close to constructivist's aspect and pre-service teachers' beliefs are close to absolutist's views. Based on the results, we give some suggestions to both teacher education and in-service teachers' training.

• Communications of Mathematical Education
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• v.29 no.2
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• pp.255-279
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• 2015

Educating for character was emphasized in 2009 reformed Korea national mathematics curriculum. Thus, in this study we basically conducted to realize the character education. This study aimed to develop the teaching and learning materials for character education in middle school. For the purpose of this study, the following study was carried out. First, we investigated the concept of character education. Second, based on this, we extracted the three factor(altruism, rationality, course orientation) for character education in mathematics teaching and learning. Third, we developed five teaching and learning models for character education. The five kinds of models are 'Respect model', 'Self-directed model', 'Cooperation-centered model', 'Self-interest model, 'Story sympathy model'. Finally, We have developed a teaching and learning materials in accordance with the models. And, we applied to the classroom and confirmed its effectiveness.

• The Mathematical Education
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• v.42 no.3
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• pp.369-386
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• 2003

Problem-centered learning has many implications on teaching and learning mathematics. Students devise their solutions to solve problems and participate in the discussion with teacher and other students to share and justify their solution during the problem-centered learning. Therefore, we purposed to provide problem-centered loaming materials to be able to use in teaching and loaming the 7th mathematics curriculum in this study. First, we reviewed the 7th curriculum and its textbooks to know what and how students learn and suggested the problem-centered learning as a teaching method to perform the 7th curriculum. Next, we developed the problem-centered loaming materials for 6th grade in elementary school and taught students with these materials to amend errors. Finally, we developed evaluation criteria to evaluate students while they teamed mathematics in the problem-centered learning.

• East Asian mathematical journal
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• v.31 no.2
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• pp.245-273
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• 2015

The purpose of this study is to investigate environmental factors that affect mathematics learning of students in multicultural families. For this study, as study subjects, eight elementary school students and one middle school student, who were born and grew up in multicultural families in Korea due to international marriage of Korean father and foreign mother, and their five mothers were selected. To examine factors affecting mathematics learning and interests of students in multicultural families, relationships with parents, friends, and teachers were surveyed, and mathematics attitude test was performed. After conducting one on one interview based on collected questionnaires and results of the attitude test, qualitative data analysis was performed. As a result of survey and interview, positive factors affecting mathematics learning of students in multicultural families included arousing interest in mathematics through mother's mathematics teaching in her mother language and direct teaching, good peer relation, teacher's compliment and encouragement, and lowering the burden of language in accordance with characteristics of mathematics course.

• Research in Mathematical Education
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• v.25 no.3
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• pp.201-225
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• 2022

This paper details case study vignettes that focus on enhancing the teaching and learning of geometry and measurement in the elementary grades with attention to pedagogical practices for teaching through problem solving with rigor and centering equitable teaching practices. Rigor is a matter of equity and opportunity (Dana Center, 2019). Rigor matters for each and every student and yet research indicates historically disadvantaged and underserved groups have more of an opportunity gap when it comes to rigorous mathematics instruction (NCTM, 2020). Along with providing a conceptual framework that focuses on the importance of equitable instruction, our study unpacks ways teachers can leverage their deep understanding of geometry and measurement learning trajectories to amplify the mathematics through rigorous problems using multiple approaches including learning by doing, challenged-based and mathematical modeling instruction. Through these vignettes, we provide examples of tasks taught through rigorous problem solving approaches that support conceptual teaching and learning of geometry and measurement. Specifically, each of the three vignettes presented includes a task that was implemented in an elementary classroom and a vertically articulated task that engaged teachers in a professional learning workshop. By beginning with elementary tasks to more sophisticated concepts in higher grades, we demonstrate how vertically articulating a deeper understanding of the learning trajectory in geometric thinking can add to the rigor of the mathematics.

• Education of Primary School Mathematics
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• v.4 no.1
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• pp.19-29
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• 2000

This paper is trying to answer the following two questions： "How does it likely to happen that the same content of mathematics is quite differently taught by classroom teachers\ulcorner" and "What would cause these differences in the teaching and learning of mathematics\ulcorner" According to scholars, teachers' beliefs about mathematics and the teaching and learning of mathematics should be first considered when the educational phenomena taking place in classroom are analyzed and interpreted. In this paper, through discussing the directions of reform movements of mathematics education, the definitions and characteristics of teachers' beliefs, and reviewing the previous research on teachers' beliefs, suggestions for the research on mathematics teachers' beliefs are presented.liefs are presented.