A Study on the Russian National Curriculum for Training of Mathematics Teachers at Universities
한인기 Han In Gi , 신현용 Sin Hyeon Yong
42(5) 595606, 2003
한인기 Han In Gi , 신현용 Sin Hyeon Yong
DOI: JANT Vol.42(No.5) 595606, 2003
In this paper we analyze the Russian national curriculum for training of mathematics teachers at universities published by Russian Ministry of Education. From the document we are able to know the structure of the curriculum, compulsory subjects, and minimum mathematical contents for training mathematics teachers at universities.

Students` Linguistic Interaction with the Development of Mathematical Concepts in Collaborative Learning Using a Graphing Calculator: A Case Study
고호경 Go Ho Gyeong
42(5) 607622, 2003
고호경 Go Ho Gyeong
DOI: JANT Vol.42(No.5) 607622, 2003
The research was aimed at finding the dynamic aspects of the linguistic and social interaction with mathematical concept development using a graphing calculator in collaborative learning. This study was broadly divided into two categories: "Knowledge Construction Statement" for understanding how the verbal interaction works when a graphing calculator is used, and "Teacher`s Instructional Role" for the research on the reaction of the students and on the teacher`s role as a guide in helping students to construct their knowledge. This research used a case study in a collaborative learning environment. An attempt was made to show clearly how the students interacted with one another in a technology environment using a graphing calculator as a tool. A graphing calculator promoted the students` linguistic interaction and changed the characteristics of the linguistic interaction. Although it didn`t show the different aspects completely, some changes of the linguistic traits were perceived.

A Case Study on Activating of High School Student`s Metacognitive Abilities in Mathematical Problem Solving Process using Visual Basic
이봉주 Lee Bong Ju , 김원경 Kim Won Gyeong
42(5) 623636, 2003
이봉주 Lee Bong Ju , 김원경 Kim Won Gyeong
DOI: JANT Vol.42(No.5) 623636, 2003
Metacognition is defined to be `thinking about thinking` and `knowing what we know what we don`t know`. It was verified that the metacognitive abilities of high school students can be improved via instruction. The purpose of this article is to investigate a new method for activating the metacognitive abilities that play a key role in the Mathematical Problem Solving Process(MPSP). Hyunsung participated in the MPSP using Visual Basic Programming. He actively participated in the MPSP. There are sufficient evidences about activating the metacognitive abilities via the activity processes and interviews. In solving mathematical problems, he had basic metacognitive abilities in the stage of understanding mathematical problems; through the experiments, he further developed his metacognitive abilities and successfully transferred them to general mathematical problem solving.

A Study on the Visual Representation in Mathematics Education
이대현 Lee Dae Hyeon
42(5) 637646, 2003
이대현 Lee Dae Hyeon
DOI: JANT Vol.42(No.5) 637646, 2003
Visual representation is very important topic in Mathematics Education since it fosters understanding of Mathematical concepts, principles and rules and helps to solve the problem. So, the purpose of this paper is to analyze and clarify the various meaning and roles about the visual representation. For this purpose, I examine the status of the visual representation. Since the visual representation has the roles of creatively mathematical activity, we emphasize the using of the visual representation in teaching and learning. Next, I examine the errors in relation to the visual representation which come from limitation of the visual representation. It suggests that students have to know conceptual meaning of the visual representation when they use the visual representation. Finally, I suggest some examples of problem solving via the visual representation. This examples clarify that the visual representation gives the clues and solution of problem solving. Students can apprehend intuitively and easily the mathematical concepts, principles and rules using the visual representation because of its properties of finiteness and concreteness. So, mathematics teachers create the various visual representations and show students them. Moreover, mathematics teacher ask students to design the visual representation and teach students to understand the conceptual meaning of the visual representation.

The Effective Use of a Technology Tool for Students` Mathematical Exploration
고상숙 Go Sang Sug
42(5) 647672, 2003
고상숙 Go Sang Sug
DOI: JANT Vol.42(No.5) 647672, 2003
This study sought to determine the impact of the graphing calculator on prospective mathteachers` mathematical thinking while they engaged in the exploratory tasks. To understand students` thinking processes, two groups of three students enrolled in the college of education program participated in the study and their performances were audiotaped and described in the observes` notebooks. The results indicated that the prospective teachers got the clues in recalling the prior memory, adapting the algebraic knowledge to given problems, and finding the patterns related to data, to solve the tasks based on inductive, deductive, and creative thinking. The graphing calculator amplified the speed and accuracy of problemsolving strategies and resulted partly in students` progress to the creative thinking by their concept development.

Investigation on Web Based Diagnostic  Formative Evaluation System for Mathematics Education
유병훈 Yu Byeong Hun , 강수구 Kang Su Gu
42(5) 673682, 2003
유병훈 Yu Byeong Hun , 강수구 Kang Su Gu
DOI: JANT Vol.42(No.5) 673682, 2003
In this paper, we studied how to organize and develop a web based diagnosticformative evaluation system. We investigated the interest of students about the system and analyze their scores after we applied this system to 10th grade students for 10 months.

An Application of MathML and XSLT for Differentiated InstructionLearning Materials in Mathematics Course
홍은표 Hong Eun Pyo , 이수현 Lee Su Hyeon
42(5) 683696, 2003
홍은표 Hong Eun Pyo , 이수현 Lee Su Hyeon
DOI: JANT Vol.42(No.5) 683696, 2003
In this paper, we propose an authoring methodology of differentiated instructionlearning materials in mathematics course using MathML and XSLT, and give utilizing suggestions of these materials as differentiated textbook and individual learning. Incorporation MathML into instructionlearning materials, there are many advantages such that view of the materials in web browser is improved since mathematical expressions are compatible with text, and an expression can be modified in more convenient way since the expression is represented in text format not an image. In authoring of differentiated materials, the author provides one document for various levels of materials is generated from the document via XSLT transformation. This enables authordriven progress control rather than studentdriven which does in previous approaches, since students don`t need to select components of the material.

Analysis of the Equality Sign as a Mathematical Concept
도종훈 Do Jong Hun , 최영기 Choe Yeong Gi
42(5) 697706, 2003
도종훈 Do Jong Hun , 최영기 Choe Yeong Gi
DOI: JANT Vol.42(No.5) 697706, 2003
In this paper we consider the equality sign as a mathematical concept and investigate its meaning, errors made by students, and subject matter knowledge of mathematics teacher in view of The Model of Mathematical Concept Analysis, arithmeticalgebraic thinking, and some examples. The equality sign = is a symbol most frequently used in school mathematics. But its meanings very according to situations where it is used, say, objects placed on both sides, and involve not only ordinary meanings but also mathematical ideas. The Model of Mathematical Concept Analysis in school mathematics consists of Ordinary meaning, Mathem atical idea, Representation, and their relationships. To understand a mathematical concept to understand its ordinary meanings, mathematical ideas immanent in it, its various representations, and their relationships. Like other concepts in school mathematics, the equality sign should be also understood and analysed in view of a mathematical concept.

A Study on Teaching the Notion of Limit of the Sequence in High School Mathematics
김기원 Kim Gi Won , 왕수민 Wang Su Min
42(5) 707723, 2003
김기원 Kim Gi Won , 왕수민 Wang Su Min
DOI: JANT Vol.42(No.5) 707723, 2003
Teaching the notion of limit of the sequence in high school mathematics needs special attention and accurate teaching methods, for it is one of the most important bases of the advanced mathematics. Therefore it is necessary for high school students to have the right understanding of the notion of limit of the sequence. In this paper, we survey several teaching methods of the notion of limit of the sequence in high school mathematics and introduce a new method using Excell program. Also through questionnaire survey we discuss and analyse students` reaction when they learn the notion of limit of the sequence. And based on that, we suggest a method that would be believed to improve the students` understanding for the notion of limit. It should be also notified that questionnaire survey was performed in order to find out which method would be appropriate to teach the notion of limit of the sequence, and that the survey result was fully reflected in the guideline that suggested.
