Mathematics for Teachers of Mathematics
HAN SHICK PARK
1(0) 15, 1997
HAN SHICK PARK
DOI: JANT Vol.1(No.0) 15, 1997
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.

A Study of Current Work in Curriculum Development for School Mathematics in Korea towards the 21st Century
KWANG JO KOO
1(0) 712, 1997
KWANG JO KOO
DOI: JANT Vol.1(No.0) 712, 1997
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 110th graders into about 15 steps, to use the stepbased textbooks instead of the gradebased ones, and to prepare evaluation standards for each step. We also suggest that the classes for grades 1112 be organized according to their optional courses and/or their steps.

Accomplishments and Prospects in the Psychology of Mathematics Learning
DAVID KIRSHNER
1(0) 1322, 1997
DAVID KIRSHNER
DOI: JANT Vol.1(No.0) 1322, 1997
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.

Portfolio Assessment as a Policy for Innovating Mathematics Classrooms
SOO HWAN KIM
1(0) 2334, 1997
SOO HWAN KIM
DOI: JANT Vol.1(No.0) 2334, 1997
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.

Activation of Comparative Studies on Mathematics Education
HYUNYONG SHIN
1(0) 3542, 1997
HYUNYONG SHIN
DOI: JANT Vol.1(No.0) 3542, 1997

School Mathematics Curriculum in Korea
KYUNG MEE PARK
1(0) 4359, 1997
KYUNG MEE PARK
DOI: JANT Vol.1(No.0) 4359, 1997
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.

The current Status of Computer Usage in Korean Schools
HYE JEANG HWANG
1(0) 6174, 1997
HYE JEANG HWANG
DOI: JANT Vol.1(No.0) 6174, 1997
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.

Fuzzy Concept and Mathematics Education
BYUNG SOO LEE , MEE KWANG KANG
1(0) 7585, 1997
BYUNG SOO LEE , MEE KWANG KANG
DOI: JANT Vol.1(No.0) 7585, 1997
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 twovalued logical thinking, in fact, is not sufficient to express the concepts of a student`s mind since intuition is fuzzy. Hence fuzzyvalued logical thinking may be a more natural way to develop a student`s mathematical thinking.

Teachers and Research Studies in ComputerAssisted Learning
JOONG KWOEN LEE , YOUNG SOON RO
1(0) 8794, 1997
JOONG KWOEN LEE , YOUNG SOON RO
DOI: JANT Vol.1(No.0) 8794, 1997

A Study of Curriculum Development for Mathematically Gifted Students
YOUNG HAN CHOE
1(0) 95106, 1997
YOUNG HAN CHOE
DOI: JANT Vol.1(No.0) 95106, 1997
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.

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
1(0) 107116, 1997
SOO HWAN KIM , BU YOUNG LEE , BAE HUN PARK
DOI: JANT Vol.1(No.0) 107116, 1997
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 sociocultural 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 sociocultural perspective, the development of a teaching/learning model, and the instructional exemplification based on the developed model.

Improving thinking in Children with Low Mathematics Achievement
LEONG YONG PAK , DR HAJAH ZAITUN BINTI HJ MOHD TAHA
1(0) 117125, 1997
LEONG YONG PAK , DR HAJAH ZAITUN BINTI HJ MOHD TAHA
DOI: JANT Vol.1(No.0) 117125, 1997
Many primary school children struggle with mathematics and have low selfesteem 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.

Mental Counting Strategies for Early Arithmetic Learning
SANG SOOK KOH
1(0) 127137, 1997
SANG SOOK KOH
DOI: JANT Vol.1(No.0) 127137, 1997

A Comparative Study of Mathematics Curriculum between Korea and the United States
HYO IL CHOE , HO SEONG CHOE
1(0) 139162, 1997
HYO IL CHOE , HO SEONG CHOE
DOI: JANT Vol.1(No.0) 139162, 1997

Recent Curriculum Development in the Early Childhood Geometry in Czech Republic
FRANTISEK KURINA
1(0) 163181, 1997
FRANTISEK KURINA
DOI: JANT Vol.1(No.0) 163181, 1997
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.
