A Comparative Study on Korean and Japanese Mathematics Items of College Entrance Exam
서보억 Bo Euk Suh , 남진영 Jin Young Nam
49(4) 395410, 2010
서보억 Bo Euk Suh , 남진영 Jin Young Nam
DOI: JANT Vol.49(No.4) 395410, 2010
Current mathematics of CSAT(College Scholastic Ability Test) faces time to prepare examination questions according to the new curriculum making this year the last. MEST(Minister of Education, Science and Technology) already decided the range of examination in 2008. However, the discuss about how to construct the questions and what form of questions should be set was not conducted enough. Mathematics items of CSAT will have to undergo changes both in 2012 and 2014. Also, reconstruction of the examination questions for the past 16 years and the exploration of the new direction are strongly required. To accord with these requirements, this study analyze Japan`s college entrance exam, NCTUA(National Center Test for University Admissions) which is the most similar to our exams. And then on the basis of this, the applicable implication to set mathematics questions in 2012 and 2014 CSAT will be deducted.

Investigation of mathematics teacher reflection About Assess instances
권나영 Na Young Kwon
49(4) 411421, 2010
권나영 Na Young Kwon
DOI: JANT Vol.49(No.4) 411421, 2010
Teacher reflection as a form of professional development has been an enduring interest in education that can be traced back to Dewey. Information about how teachers interpret and analyze their students` learning would help us understand difficulties in teaching and learning. Moreover, it can be useful for teacher education by improving teaching methods. The purpose of this research was to understand how mathematics teachers reflected on their students` understanding. For the purpose of this study, I investigated four U.S.A. mathematics teachers in a middle school. In particular, I discussed Assess instances among the teachers` reflections on their students` thinking and changes of the reflections as time went by. The results showed two different types of Assess instances and shifts by time.

Meaning and Realization of the Socratic Method Application to TeachingLearning of Complex Natural Exponential Function
김성아 Seong A Kim , 정문자 Moon Ja Jeong
49(4) 423436, 2010
김성아 Seong A Kim , 정문자 Moon Ja Jeong
DOI: JANT Vol.49(No.4) 423436, 2010
In this paper we discuss the Socratic method from the aspects of subject education and examine the meaning of the method in mathematics education that is the most suitable subject for the realization of the Socratic method. In addition, as a realization of the Socratic method, we conducted a teachinglearning experiment of complex natural exponential function with a 2nd year college student, The results of the experiment are analyzed with the intention of improving instruction of the complex analysis that is one of the college mathematics courses.

The Analysis on the textbook Contents about the Natural number Concepts in the Korean National Elementary Mathematics Curriculum
이명희 Myeong Hui Lee , 황우형 Woo Hyung Whang
49(4) 437462, 2010
이명희 Myeong Hui Lee , 황우형 Woo Hyung Whang
DOI: JANT Vol.49(No.4) 437462, 2010
The purpose of this research is to analyze the textbook contents about the natural number concepts in the Korean National Elementary Mathematics Curriculum. Understanding a concept of natural number is crucial in school mathematics curriculum planning, since elementary students start their basic learning with natural number system. The concepts of natural number have various meaning from the perspectives of pedagogical research, and the philosophy of mathematics. The natural number concepts in the elementary math curriculum consist of four aspects; counting numbers, cardinal numbers, ordinal numbers, and measuring numbers. Two research questions are addressed; (1) How are the natural number concepts focusing on counting, cardinal, ordinal, measuring numbers are covered in the national math curriculum?; (2) What suggestions can be made to enhance the teaching and learning about the natural number concepts? Findings reveal that (1) the national mathematics curriculum properly reflects four aspects of natural number concepts, as the curriculum covers 50% of the cardinal number system; (2) In the aspect of the counting number, we hope to add the meaning about ``one, two, three, ……, and so on`` in the Korean Mathematics curriculum. In the ordinal number, we want to be rich the related meaning in a set. Further suggestions are made for future research to include them ensuing number in the curriculum.

The Effects of Lessons Using Reading Materials on Mathematical Communication, Disposition and Attitudes
김수미 Su Mi Kim , 신인선 In Sun Shin
49(4) 463488, 2010
김수미 Su Mi Kim , 신인선 In Sun Shin
DOI: JANT Vol.49(No.4) 463488, 2010
The purpose of this study was providing implications in teaching and learning activities to vitalize mathematical communication and to raise positive attitudes about mathematics. We analyzed mathematical communication, disposition and attitudes of the students who had lower mathematical achievement rather than that of Korean language in class using reading materials and strategies. We found that teachinglearning activities using the reading materials and strategies let the low achievers in mathematics communicate more about mathematical notions and problemsolving process actively. The activities triggered interests and attention of mathematics and selfstudy. In addition, the lessons with reading materials and strategies aroused confidence, will and responsibility to mathematics learning to the students. They made the learners notice mathematics` values and roles and gave the opportunity of reflection about students` learning processes. As a result, the teachinglearning using reading materials and strategies should be developed and accomplished actively in classroom to turn mathematical inclination and attitudes of the students who had had negative inclination and attitudes to mathematics into those of positive and to vitalize mathematical communication to the lower achievers in mathematics.

A Study on Significance of Symmetric Difference
김부윤 Boo Yoon Kim , 황종철 Jong Chul Hwang , 김소영 So Young Kim , 정영우 Young Woo Chung
49(4) 489500, 2010
김부윤 Boo Yoon Kim , 황종철 Jong Chul Hwang , 김소영 So Young Kim , 정영우 Young Woo Chung
DOI: JANT Vol.49(No.4) 489500, 2010
This study makes clear justification of contents of set in secondary school through the scientific consideration and contents consideration of curriculum about two points lattice and ring of set deal with ``number and operation``. In this process, we make clear the greatest common divisor, the least common multiple and operation of set, especially the meaning of symmetric difference, we suggest direction about constitution of contents of set in secondary school. This study helps to raise the specificity on the elements of textbook and presents the first step about the range of teaching in a construct of curriculum.

Instrument Development for Mathematical Achievement Attribution
김부미 Bu Mi Kim , 김수진 Soo Jin Kim
49(4) 501522, 2010
김부미 Bu Mi Kim , 김수진 Soo Jin Kim
DOI: JANT Vol.49(No.4) 501522, 2010
In this study, ``Instruments of the achievement attribution in mathematical learning`` was develop to investigate the reasons of mathematical learning achievement by reflecting Korean middle school and high school students` psychological characters and learning context in mathematical learning. To develop the appropriate items for the achievement attribution in mathematical learning, after reviewing attribution literature thoroughly, first version of the instrument was developed and Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted. Then, to reduce the effect of the gender difference and achievement level difference, Differential Item Functioning was performed. Also, using Multiple group Confirmatory Factor Analysis, this instrument was investigated to see whether this can be used for both middle school and high school, The final items for success attribution are 3 items for luck, 3 items for effort, 2 items for ability. The failure attribution were composed of 3 items for luck, 3 items for effort, 2 items for ability, and 2 items for other. The instrument was developed by using large samples and psychometric analysis. Therefore, mathematic teachers can use this instrument efficiently to make a foundation for better learning environment so students` cognitive area and affective area can be harmonized.

A comparative analysis of the MathThematics textbooks with Korean middle school mathematics textbooks focused on mathematical communication
한혜숙 Hye Sook Han
49(4) 523540, 2010
한혜숙 Hye Sook Han
DOI: JANT Vol.49(No.4) 523540, 2010
The purpose of the study were to analyze MathThematics textbooks and Korean middle school mathematics and to investigate the difference among the textbooks in the view of mathematical communication. According to the results, the textbook developers made a variety of efforts to develope students` mathematical communication ability. Students were encouraged to communicate with others about their mathematical ideas or problem solving processes in words or writing by means of discussion, oral report, presentation, journal, etc. MathThematics textbooks provided student selfassessment opportunity to improve student performance in problem solving, reasoning, and Communication. In communication assessment, students can assess their use of mathematical vocabulary, notation, and symbols, the use of graphs, tables, models, diagrams and equation to solve problem and their presentation skills. The assessment activities would make a positive impact on the development of students` mathematical communication ability. MathThematics textbooks provided a variety of problem situation including history, science, sports, culture, art, and real world as a topic for communication, however, the researcher found that some of Korean textbooks depends heavily on mathematical problem situations.
