Jong Hae Keum

DOI: Vol.2(No.1) 1-4, 1998

Joong Kwoen Lee

DOI: Vol.2(No.1) 5-12, 1998

The COM curriculum provides first a core of mathematics for all students, and then offers opportunities for students to enter different streams of mathematics studies. The flexible curriculum (COM) is certainly welcome as it focuses on a transition from concrete to conceptual mathematics and on sequentially learning the power of mathematical language and symbols from simple to complex. This approach emphasizes the use of computers in mathematics education in the upper secondary grades. In Mathematics A, one unit is developed to computer operation, flow charts and programming, and computation using the computer. In mathematics B, a chapter addresses algorithms and the computer where students learn the functions of computers, as well as programs of various algorithms. Mathematics C allots a chapter for numerical computation in which approximating solutions for equations, numerical integration, mensuration by parts, and approximation of integrals. But, unfortunately, they do not have any plan for the cooperation study.

Hye Sook Seo

DOI: Vol.2(No.1) 13-19, 1998

The What-If-Not strategy as proposed by Brown & Walter (1969) is one of the most effective strategies for problem posing. However, it has focused only on the aspect of algorithms for generating problems. The aim of this strategy and how it is used to accomplish the aim of the challenging phase are not clear. We need to clarify the aim of the What-If-Not strategy and to establish the process of the strategy for accomplishing the aim. The purpose of this article is to offer a new What-If-Not strategy by clarifying the aim of the challenging phase.

Djordje Kadijevich

DOI: Vol.2(No.1) 21-39, 1998

The article examines four activities whereby the human face of geometry may be promoted in mathematical teaching at the upper secondary level. The activities deal with the historical, epistemological, structural and applicative issues of geometric knowledge.

O . P . Ahuja

DOI: Vol.2(No.1) 41-56, 1998