Math War in America in 1990`s and Its Implications
김연미 Kim Yeon Mi
43(1) 112, 2004
김연미 Kim Yeon Mi
DOI: JANT Vol.43(No.1) 112, 2004
We have studied the issue of the current math war in America. Traditionalists and the reformers have been arguing about the curriculums, teaching methods, use of calculators, basic skills, and assessment methods in K12 mathematics. They both have strengths and weaknesses depending on the situation, have contributed for the development of mathematics education. Instead of choosing between traditionalists and the reformist sides, we suggest to adopt an eclectic view point, i.e., rogor and creativity, memorization and understanding that may seem at odds with each other are quite compatible and mutually reinforcing. Also teacher`s deep knowledge in mathematics is extremely important as his/her knowledge in pedagogy.

Effects of Reorganizing a Textbook on Mathematics Education in a Vocational High School
오춘영 O Chun Yeong
43(1) 1333, 2004
오춘영 O Chun Yeong
DOI: JANT Vol.43(No.1) 1333, 2004
Many questions have been raised about mathematical education in vocational high schools. In this study, we have reorganized a typical mathematics textbook used in vocational high schools to check if this reorganization could be effective in students` leaning. We also examined students` feeling about this. Contrary to our expectations, we could not find any noticeable differences in students` achievement. But we found that students with a high grade tend to major in mathematicsrelated subjects.

The Analysis of multiple intelligences of the gifted children in elementary mathematics
류성림 Lyu Seong Lim
43(1) 3550, 2004
류성림 Lyu Seong Lim
DOI: JANT Vol.43(No.1) 3550, 2004
The purpose of this study is to analyze the strength and weakness of intelligences appeared by the profile of multiple intelligences of the gifted children in elementary mathematics. The subjects of this study were 79 students from DEducation Center for Gifted Children. Their multiple intelligences were measured by a selfscaling test of KoreanMultiple Intelligence Development Assessment Scale, at the beginning of September in 2003. The conclusions of this study are as follows: First, the strengths of multiple intelligences of the gifted children in mathematics are intrapersonal intelligence, logicalmathematical intelligence and interpersonal intelligence. And, the weakness of multiple intelligences of the gifted in elementary mathematics is bodilykinesthetic intelligence. Second, formal educational curriculum of the gifted in elementary mathematics is required which can stimulate all kinds of intelligences.

Analysis for the influence of cooperative learning in smallgroup on children`s mathematics learning
이명희 Lee Myeong Hui , 박영희 Park Yeong Hui
43(1) 5174, 2004
이명희 Lee Myeong Hui , 박영희 Park Yeong Hui
DOI: JANT Vol.43(No.1) 5174, 2004
During cooperative learning in small group, we investigate what characteristics children in elementary school show at several fields of mathematics and through communication activity etc., what influence the cooperative learning does on children`s attitude, thinking, problem solving, recognition. To know them, we observe the process of children`s communication and evaluate children`s attitude, thinking, problem solving, recognition with checklist at each lesson. Through this research, we conclude that the figure part is the most effective when we teach with cooperative learning type, and the cooperative learning evoke the vivid communication, and make progress in affirmative attitude, thinking etc. Also, in this thesis we suggest the points which teacher should consider when he/she use cooperative learning in smallgroup.

Diagramming for Individualized Learning Process Based on Assessment in Mathematics Education
변두원 Byeon Du Won , 정인철 Jeong In Cheol , 박달원 Park Dal Won , 노영순 No Yeong Sun , 김승동 Kim Seung Dong
43(1) 7585, 2004
변두원 Byeon Du Won , 정인철 Jeong In Cheol , 박달원 Park Dal Won , 노영순 No Yeong Sun , 김승동 Kim Seung Dong
DOI: JANT Vol.43(No.1) 7585, 2004
Comparing to the other subject, hierarchy among mathematical contents is strong from the perspective of knowledge order as grades go up. That is, the knowledge that students already have learned, are learning and will learn are closed related from grade to grade. We expect students to be proactive and creative in studying mathematics, which is the goal of 21th century, analyzing their knowledge structure based on the hierarchy of knowledge through assessment. Especially, using computer system, we provide students with substantial feedback for the assessment as well as objective validity is increased along with speedy and exact process in a bid to help students` mathematical understanding grow. This paper seeks to analyze the assessment data by applying knowledge spaces to computer system and develops efficient methods based on the analyzed results, to diagram each student`s knowledge structure.

Linear algebra algorithm for the optimal solution in the Blackout game
이상구 Lee Sang Gu , 박종빈 Park Jong Bin , 양정모 Yang Jeong Mo , 김익표 Kim Ig Pyo
43(1) 8796, 2004
이상구 Lee Sang Gu , 박종빈 Park Jong Bin , 양정모 Yang Jeong Mo , 김익표 Kim Ig Pyo
DOI: JANT Vol.43(No.1) 8796, 2004
For finding the optimal strategy in Blackout game which was introduced in the homepage of popular movie "Beautiful mind", we develop a mathematical proof and an algorithm with a software. We only use the concept of basis and knowledge of basic linear algebra. This process can be extended to the fullsize Go table problem and shows why we have to study mathematics at the college level.

Theoretical Perspectives for Analyzing Explanation, Justification and Argumentation in Mathematics Classrooms
주미경 Ju Mi Gyeong , Erna Yackel
43(1) 97114, 2004
주미경 Ju Mi Gyeong , Erna Yackel
DOI: JANT Vol.43(No.1) 97114, 2004
Current interest in mathematics learning that focuses on understanding, mathematical reasoning and meaning making underscores the need to develop ways of analyzing classrooms that foster these types of learning. In this paper, I show that the constructs of social and sociomathematical norms, which grew out of taking a symbolic interactionist, perspective, and Toulmin`s scheme for argumentation, as elaborated for mathematics education by Krummheuer, provide us with means to analyze aspects of explanation, justification and argumentation in mathematics classrooms, including means through which they can be fostered. Examples from a variety of classrooms are used to clarify how these notions can inform instruction at all levels, from the elementary grades through universitylevel mathematics.
