이중권Joong Kwoen Lee

DOI: JANT Vol.37(No.2) 139-145, 1998

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The curriculum for students of different levels is a main issue in the 7th curriculum reform in Korea. To increase educational efficiency in mathematics education the reform was adopted by the Education Board. In the curriculum for different students` levels, the mathematics curriculum should be divided with several different levels for learner-centered class management. There are three types of the curriculum construction, a make-up style, a grade style, and a step style. An assessment of the curriculum should keep the nature of validity, reliability, discrimination, and comprehension. Thus, in this curriculum environment, we should use qualitative rather than quantitative methods. That is, we must focus on the students` total behaviors through observation, monitoring, interview, project, and self-evaluation. This new type of assessment will give us a new direction for assessing mathematics achievement tests in Korea.

이민찬Min Chan Lee,길양숙Yang Sook Kim

DOI: JANT Vol.37(No.2) 147-158, 1998

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This study explored the trend of eight mostly affective variables related to mathematics learning across the 6th grade to the 11th grade. 1038 subjects sampled by stratified sampling were surveyed with 76 items. As a result, consistent decline(negative formation) of six affective variables` (interest, attitude, values and beliefs, self-concept, anxiety, motivation) measures were found. Big difference between 6th grade and 7th grade was noted. The higher the school level was, the smaller the variance between high and low achievers in affective measures was. Implications of the results were discussed.

김병무Byung Moo Kim,김규상Kyou Sang Kim

DOI: JANT Vol.37(No.2) 159-172, 1998

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In the college mathematics learning activity, with the result of a great gap of the mathematics competence among the students according to their high school background (the high school for entering the university; human science and natural science, and the vocational high schools) and their departments in the college, I have got to begin this study because I felt the necessity for the proper instructional (teaching) methods for the students who have lost their interests in classroom activity. In this study, as a result of classifying what king of elements has played key roles in the achievement test of college mathematics learning by giving marks to the mathematics classroom participation attitude, approaching method, classroom participation and homework habits, preparation habits for mathematics exam, the basic competence test of class activity evaluation sheets, the self-diagnosis method of instructional objective, prerequisite learning competence, the mathematics preference degree, and the mathematics achievement degree, there has been shown a meaningful difference in the fundamental competence, in the prerequisite competence, and in the learning achievement degree. Accordingly, this study is to suggest methods which are certainly helpful in learning the college mathematics and in acquiring the fundamental competence of taking lessons which is effective for the major subjects, major mathematics, in college as followings: First, after checking out the fundamental competence and the prerequisite competence, we should distinguish the students who can be in the group of college mathematics procedure from those who can be in the group of major mathematics procedure, prerequisite-learning procedure. Second, after applying the tests to the students of two or three departments whom every professor is in charge of, we should divide them into the fundamental group and the high level group, college mathematics group according to their marks, and then lead individual lessons.

김영기Young Key Kim,박상수Sang Su Park

DOI: JANT Vol.37(No.2) 173-184, 1998

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This study tried to solve the problems caused by the difficulties of communications and the differences of individual abilities of the students in the Seoul Sunhee School (National School for the Deaf). The study adopts specially designed individualized educational program that suggest detailed educational object for each student according to their educational achievements.

김영호Young Ho Kim,박규서Gju Seo Park

DOI: JANT Vol.37(No.2) 185-199, 1998

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Generally teachers are likely to think like this: The students get a deep understanding of the content during class by assignment studying or individual studying. And they gradually grasp the structural relation of the whole contents of study by problem-solving as time goes by. But it is only teachers` strong hope. In other words it is difficult for the students to understand the pre and post relation or the whole relation that are used to problem-solving or right answer-oriented teaching. In this regards, the Learning Element Structure Chart was used in order to increase the students` structural thinking ability which helps the students grasp the learning substance as a whole. For this study particularly, two classes with 80 students each in the second year of technological high school were used for eight months.

김수환Soo Hwan Kim

DOI: JANT Vol.37(No.2) 201-213, 1998

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A portfolio is a folder in which is recording solution process, student`s self reflection, and teacher`s comment, about topics and problems more than one. Students can see their own varying aspects and recognize their own merits and demerits, sincerities, and potentialities by portfolio assessment. Futheremore, teacher can both grasp the student`s cognitive situation and give them the professional advice about the cognitive development. That is, they can perform the instruction underlining the learner`s ability and personality, by identifying what Vygotsky calls "the proximal zone of development" through portfolio assessment. Consequently, portfolio assessment is an alternative evaluation method for integrating process and product of learning, and can be used as an important tool for developing the learner`s potential possibility of self-realization. First, a portfolio assessment can be used as a method of synthesizing a variety of resources for systematic evaluation. Second, a portfolio assessment can be used as a tool of building up learners` positive attitude toward mathematics, because by which we can identify the latent possibility of learners` development and help them develop confidence of mathematics. Third, a 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. Fourth, a portfolio assessment can be put to practical use as a tool of performance evaluation as well as achievement evaluation. Fifth, a portfolio assessment can be put to practical use as a tool of reviewing and preparing one`s lesson and performing mathematical assignment.

양기열Ki Yeol Yang,주미Mi Joo

DOI: JANT Vol.37(No.2) 215-225, 1998

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This study suggested a Teaching-Learning method to improve how to teach geometry in a secondary school, by using a software GSP which is one of CAI. The curriculum of the second year in a junior middle school suggested two methods of Teaching-Learning: one is about the incenter/circumcenter of a triangle`s congruence, the other is about the two middle points theorem and centroid of a triangle`s resemblance. The contents of Teaching-Learning method consist of the four steps: introduction-development-valuation-arrangement. The aim of `development` is to foster students` creative and logical thought and solution ability through [discovery learning] and [demonstration]. The result of this study shows that the students were greatly interested in this teaching-learning method. They could observe the moving diagrams by operating the computers. And they could think axiomatic geometry as intuitive geometry through discovery learning.

이장택Jang Taek Lee

DOI: JANT Vol.37(No.2) 227-231, 1998

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Students invariably ask the question "What are conditions concerning which values of n and p are appropriate for using normal approximation to the binomial distribution?" In this article we compare the accuracy of several conditions for the approximation. Also we give some general conclusions concerning when to use the normal approximation.

이강섭Kang Sup Lee,이장택Jang Taek Lee,김영자Young Ja Kim

DOI: JANT Vol.37(No.2) 233-237, 1998

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The variance of a sample of n measurements is defined to be the sum of the squared deviations of the measurements about their mean divided by (n-1). This definition is used the concept of unbiasedness. This note shows the result of the computer experiments, learning statistical concept like unbiasedness. The results show that it is possible to introduce the concept such as "divide by (n-1) instead of n" for a better estimate of the population variance to the high school students.

박달원Dal Won Park,김승동Seung Dong Kim,김응환Yung Hwan Kim

DOI: JANT Vol.37(No.2) 239-244, 1998

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This article is that we develop a learning materials using on the Internet in middle school mathematics. We construct the learning database of middle school mathematics that can be used on the Internet and develop the Java program for understanding the concepts of mathematics. We service the hompage at Internet address (http://math.kongju.ac.kr).