We discuss some aspects of mathematics for teachers such as algebra for teachers, geometry for teachers, statistics for teachers, etc., which can be taught in teacher preparation courses. Mathematics for teachers should consider the followings: (a) Various solutions for a problem, (b) The dynamics of a problem introduced by change of condition, (c) Relationship of mathematics to real life, (d) Mathematics history and historical issues, (e) The difference between pure mathematics and pedagogical mathematics, (f) Understanding of the theoretical backgrounds, and (g) Understanding advanced mathematics.
Key Words
A Study of Current Work in Curriculum Development for School Mathematics in Korea towards the 21st Century
KWANG JO KOO
17-12, 1997
A Study of Current Work in Curriculum Development for School Mathematics in Korea towards the 21st Century
KWANG JO KOO
DOI: Vol.1(No.0) 7-12, 1997
Abstract
The curriculum differentiation is supposed to maximize individual strength and possibilities of the students, and to maximize educational efficiency by differentiating the instructions according to students` abilities, aptitudes, needs and interests. The Ministry of Education has suggested a stepwise model for school mathematics. This model is named $quot;Stepwise Curriculum Differentiation$quot;(段階別 敎育課程 差別化). In this paper, we would like to make a specific proposal for the 7th curriculum. Our proposal reflects fully the guidelines of the Ministry of Education. It is also based on the national curriculum history up to the present time. It could be used as a reference for the continuing work of curriculum reformation. We suggest dividing the contents of mathematics for 1-10th graders into about 15 steps, to use the step-based textbooks instead of the grade-based ones, and to prepare evaluation standards for each step. We also suggest that the classes for grades 11-12 be organized according to their optional courses and/or their steps.
Key Words
Accomplishments and Prospects in the Psychology of Mathematics Learning
DAVID KIRSHNER
113-22, 1997
Accomplishments and Prospects in the Psychology of Mathematics Learning
DAVID KIRSHNER
DOI: Vol.1(No.0) 13-22, 1997
Abstract
Cognitive psychology has provided valuable theoretical perspectives on learning mathematics. Based on the metaphor of the mind as an information processing device, educators and psychologists have developed detailed models of competence in a variety of areas of mathematical skill and understanding. Unquestionably, these models are an asset in thinking about the curriculum we want our students to follow. But any psychological paradigm has aspects of learning and knowledge that it accounts for well, and others that it accounts for less well. For instance, the paradigm of cognitive science gives us valuable models of the knowledge we want our students to acquire; but in picturing the mind as a computational device it reduces us to conceiving of learning in individualist terms. It is less useful in helping us develop effective learning communities in our classrooms. In this paper I review some of the significant accomplishments of cognitive psychology for mathematics education, and some of the directions that situated cognition theorists are taking in trying to understand knowing and learning in terms that blend individual and social perspectives.
Key Words
Portfolio Assessment as a Policy for Innovating Mathematics Classrooms
SOO HWAN KIM
123-34, 1997
Portfolio Assessment as a Policy for Innovating Mathematics Classrooms
SOO HWAN KIM
DOI: Vol.1(No.0) 23-34, 1997
Abstract
For the balanced realization of these values of mathematical culture, we need to innovate mathematics classrooms, for which we need to make use of portfolio assessment. First, portfolio assessment can be regarded as a method of synthesizing a variety of resources for systematic evaluation. Second, portfolio assessment can be used as a tool of building up learners` positive attitude toward mathematics, by which we can identify the latent possibility of learners` development and help them develop confidence in mathematics. Third, portfolio assessment can play an important role as a tool for exploring the method of teaching and learning in which learners recognize the value of mathematics and are interested in mathematical activities, as we have seen in the report on the Gulliver`s Travels Project.
Key Words
Activation of Comparative Studies on Mathematics Education
HYUNYONG SHIN
135-42, 1997
Activation of Comparative Studies on Mathematics Education
HYUNYONG SHIN
DOI: Vol.1(No.0) 35-42, 1997
Abstract
Key Words
School Mathematics Curriculum in Korea
KYUNG MEE PARK
143-59, 1997
School Mathematics Curriculum in Korea
KYUNG MEE PARK
DOI: Vol.1(No.0) 43-59, 1997
Abstract
Now in Korea, the 7th curriculum reform is underway. The main difference of the seventh curriculum compared with former curricula is that it puts much emphasis on individual difference. It is a $quot;differentiated$quot; curriculum. The basic directions of the 7th mathematics curriculum are as follows: 1. Offer various mathematical subjects for $quot;Selective Educational Period$quot; (Grades 11 and 12). 2. 30% reduction of mathematical contents. 3. The reconciliation of domain names of school mathematics. 4. The use of computers and calculators in mathematics classrooms.
Key Words
The current Status of Computer Usage in Korean Schools
HYE JEANG HWANG
161-74, 1997
The current Status of Computer Usage in Korean Schools
HYE JEANG HWANG
DOI: Vol.1(No.0) 61-74, 1997
Abstract
Currently, school computer education has turned to multimedia education, and the related policies are run by each regional authority of education. School principals and parents show strong interest on computer education and the movement into multimedia education as well. In current school education it also seems that computer use is being integrated into all subjects.
Key Words
Fuzzy Concept and Mathematics Education
BYUNG SOO LEE , MEE KWANG KANG
175-85, 1997
Fuzzy Concept and Mathematics Education
BYUNG SOO LEE , MEE KWANG KANG
DOI: Vol.1(No.0) 75-85, 1997
Abstract
G. Cantor : Das Wesen der Mathematik liegt in ihrer Freiheit. (Freedom is the essence of mathematics.) One of the main objectives of school mathematics education is to develop a student`s intuition and logical thinking [11]. But two-valued logical thinking, in fact, is not sufficient to express the concepts of a student`s mind since intuition is fuzzy. Hence fuzzy-valued logical thinking may be a more natural way to develop a student`s mathematical thinking.
Key Words
Teachers and Research Studies in Computer-Assisted Learning
JOONG KWOEN LEE , YOUNG SOON RO
187-94, 1997
Teachers and Research Studies in Computer-Assisted Learning
JOONG KWOEN LEE , YOUNG SOON RO
DOI: Vol.1(No.0) 87-94, 1997
Abstract
Key Words
A Study of Curriculum Development for Mathematically Gifted Students
YOUNG HAN CHOE
195-106, 1997
A Study of Curriculum Development for Mathematically Gifted Students
YOUNG HAN CHOE
DOI: Vol.1(No.0) 95-106, 1997
Abstract
Even though there are extracurricular mathematics classes for gifted students in all levels of schools in Korea, teachers cannot conduct the classes properly because the contents of the textbook are not adequate for the purpose of the classes. So, what they tend to do in the classes is just drilling with many problems which have already shown up at university entrance examinations and various mathematics competitions. The purpose of this paper is to give an example of what the content should be in $quot;Mathematics III$quot;(an elective subject for the science high school students according to the fifth and sixth amendment of national curriculum) and to suggest how to design the extracurricular classes for gifted students. Extracurricular classes of the ordinary secondary school as well as the elective course for the science high school can be suitably designed with choices of topics in the contents of Mathematics III.
Key Words
Development of a Teaching / Learning Model for the Mathematical Enculturation of Elementary and Secondary School Students
SOO HWAN KIM , BU YOUNG LEE , BAE HUN PARK
1107-116, 1997
Development of a Teaching / Learning Model for the Mathematical Enculturation of Elementary and Secondary School Students
SOO HWAN KIM , BU YOUNG LEE , BAE HUN PARK
DOI: Vol.1(No.0) 107-116, 1997
Abstract
The purpose of this study is to develop a teaching/learning model for the mathematical enculturation of elementary and secondary school students. It is clear that the development of teaching and learning in the classroom is essential for the realization of global innovations in mathematics education. Research questions for this purpose are as follow: (1) What can be learned from literatures reviews of the socio-cultural perspective on mathematics education, and of ethnomathematics as a mathematics intrinsic to cultural activities? (2) What is the direction of teaching and learning from the perspective of mathematical enculturation? (3) What is the teaching/learning model for mathematical enculturation? (4) What is the instructional exemplification based on the developed model? This study promotes the establishment of mathematics education theory from the review of literatures on the socio-cultural perspective, the development of a teaching/learning model, and the instructional exemplification based on the developed model.
Key Words
Improving thinking in Children with Low Mathematics Achievement
LEONG YONG PAK , DR HAJAH ZAITUN BINTI HJ MOHD TAHA
1117-125, 1997
Improving thinking in Children with Low Mathematics Achievement
LEONG YONG PAK , DR HAJAH ZAITUN BINTI HJ MOHD TAHA
DOI: Vol.1(No.0) 117-125, 1997
Abstract
Many primary school children struggle with mathematics and have low self-esteem in their own abilities. They know that the subject is important but they cannot cope, get left behind in their work and begin to hate mathematics. This paper reports the efforts to encourage and help a group of seventeen low achievers in mathematics prepare for their $quot;primary six$quot; public examination. The children were lacking in many thinking skills, but with encouragement, guidance and practice, thirteen of them (76.5%) showed improvements in their mathematical thinking and passed this important examination. This paper discusses these children`s thinking in mathematics and how improvements were made.
Key Words
Mental Counting Strategies for Early Arithmetic Learning
SANG SOOK KOH
1127-137, 1997
Mental Counting Strategies for Early Arithmetic Learning
SANG SOOK KOH
DOI: Vol.1(No.0) 127-137, 1997
Abstract
Key Words
A Comparative Study of Mathematics Curriculum between Korea and the United States
HYO IL CHOE , HO SEONG CHOE
1139-162, 1997
A Comparative Study of Mathematics Curriculum between Korea and the United States
HYO IL CHOE , HO SEONG CHOE
DOI: Vol.1(No.0) 139-162, 1997
Abstract
Key Words
Recent Curriculum Development in the Early Childhood Geometry in Czech Republic
FRANTISEK KURINA
1163-181, 1997
Recent Curriculum Development in the Early Childhood Geometry in Czech Republic
FRANTISEK KURINA
DOI: Vol.1(No.0) 163-181, 1997
Abstract
The paper deals with some aspects of early childhood geometry in the Czech Republic. Children`s first geometrical experiences come from real life. In our opinion, there exist four types of geometrical experience which can be called the partition of space, the filling of space, motion in space and the dimension of space. We distinguish three levels of the mathematical learning process: a spontaneous level, an operational level and a theoretical level.