전영배 Young Bae Jun , 노은환 Eun Hwan Roh , 강정기 Jeong Gi Kang

DOI: JANT Vol.50(No.1) 1-12, 2011

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It is the aim of this paper to study the target problem solving process in reference to the base problem. We observed closely how students solve the target problem in reference to the base problem. The students couldn`t solve the target problem, although they succeed to find the base problem. This comes from failing to discover the structural similarity between the target problem and the base problem. Especially it is important to cognize the proper corresponding of primary components between the base problem and target problem. And there is sometimes a part component of the target problem equivalent to the base problem and the target problem can`t be solved without the insight into this fact. Consequently, finding the base problem fail to reach solving the target problem without the insight into their structural similarity. We have to make efforts to have an insight into the structural similarity between the target problem and the base problem to solve the target problem.

이봉주 Bong Ju Lee

DOI: JANT Vol.50(No.1) 13-25, 2011

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The Goals of mathematics education for the lower grades of primary school is to shape the basic concepts and the skills of mathematics. To achieve this goal, it is necessary an assessment which is able to help the students` learning activities by precisely diagnosing their basic mathematical capability. It should lend the students an assistance in diagnosing and revising their problems throughout teacher`s cognitive participation in the process of mathematical problem solving. I would like to suggest the dynamic assessment as one of these kinds of approaches. In order to prove the utilities of this way, it was examined the necessity of dynamic assessment on the basis of the Vygotsky`s theory after looking into the characteristics of the contents and methods of the mathematics education for the lower grades of primary school. Next, I researched the principles of the dynamic assessment and embodied the assessment tool to evaluate the mathematical achievement of the lower grades of the primary school. Lastly, it was provided the examples of the dynamic assessment tool in order to assist the practice of it.

최근배 Keun Bae Choi , 김해규 Hae Gyu Kim , 김대진 Dae Jin Kim

DOI: JANT Vol.50(No.1) 27-40, 2011

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The purpose of this paper is to analyze and discuss the viewpoint dealing with the fundamental figures-point, line segment, and angle-of elementary school teachers. In fact, our main subjects in this article are as follows; how do elementary school teachers deal with the fundamental figures?, what is the general notion about the fundamental figures of elementary school teachers? Our such subjects come from the survey results about the fundamental figures in J. A. Ko(2009); the elementary school students have a tendency to regard the fundamental figures as not mathematical figures. In this article, we discuss mainly the meta-cognitive shift in the transform of notion, for example, from ``congruent`` concept to ``equal`` concept, about the fundamental figures.

방정숙 Jeong Suk Pang , 최지영 Ji Young Choi

DOI: JANT Vol.50(No.1) 41-59, 2011

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Given the importance of algebra in the early grades, this paper analyzed the contents of whole numbers and their operations from the perspectives of generalized arithmetic. In particular, the focus of analysis was given to the properties of 0 and 1, those of operations such as commutativity, associativity, and distributivity, and the relations between operations. As such, this paper analyzed in detail how such properties and relations were introduced and expanded across different grades. It is expected that many issues in this paper will serve basic information to develop instructional materials in a way to fostering students` algebraic thinking in the elementary grades.

도종훈 Jong Hoon Do , 박윤범 Yun Beom Park

DOI: JANT Vol.50(No.1) 61-67, 2011

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There may be two methods defining the rational exponent α(m/n) for any positive real number α. The one which is used in all korean highschool mathematics textbooks is to define it as n√α(m) that is (α(m))(1/n). The other is to define it as (n√α)m, that is (α1/n)m. In this paper, we insist that the latter is more appropriate and universal, and that the contents of current textbooks on the definition of the rational exponent should be corrected.

이희석 Hee Suk Lee , 남승인 Seung In Nam

DOI: JANT Vol.50(No.1) 69-87, 2011

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The aim of this research is to develop a ``program which improves critical thinking`` to improve elementary school students` mathematical thinking, and investigate the effect of program by applying and verifying the program. In order to achieve the objective, the author determined the factors of critical thinking capabilities matched to the discipline of mathematics, and accordingly designed relevant programs and test questions for critical thinking skills which contributes to improving the critical thinking of elementary school students, and thus applied the program the developed program of improving the critical thinking to both preliminary and main experiments, which verified the effects of the test method. The following results have been acquired through this research: In the preliminary inspection that this researcher has developed, it was able to predict that ``the program which improves critical thinking`` would have a positive influence on the students` critical thinking. In the main experiment which was performed after modifying and supplementing it, the result showed that the program had a positive influence on the students` critical thinking.

박경미 Kyung Mee Park , 김동원 Dong Won Kim

DOI: JANT Vol.50(No.1) 89-102, 2011

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The purpose of this study is to diagnose the problems of mathematics education in Korea by conducting an in-depth analysis of international comparative studies, a Delphi method, and a survey. Further analysis of TIMSS and PISA results also reveals several negative aspects of mathematics education practice in Korea. The mathematics education experts` opinions collected by Delphi method were classified into 12 categories: private education and test-driven education, curriculum and textbooks, lessons, evaluation, teacher, learner, teaching aid and facilities. affective aspects of mathematics, discrepancy between a theory and a practice, preservice/inservice teacher education and teacher employment test, education policy, and overall. Another survey was conducted to focus more on the development of curriculum which is a pending issue. Considering the fact that mathematics education should contribute to improve practical aspect as well as elaborate theoretical aspect, this study lays a foundation of improvement of mathematics education in Korea.

염시창 Si Chang Yum , 박철영 Chul Young Park

DOI: JANT Vol.50(No.1) 103-118, 2011

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The study examined whether the relation between mathematics self-efficacy and mathematics achievement was partially mediated by the learning strategies, using latent growth model analyses. It was also examined the auto-regressive, cross-lagged (ARCL) panel model for testing the stability and change in the relation of mathematics self-efficacy and learning strategy over time. The study analyzed the first-year to the third-year data of the Korean Educational Longitudinal Survey (KELS). The result of ARCL panel model analysis showed that earlier mathematics self-efficacy could predict later learning strategy use. There were linear trends in mathematics self-efficacy, learning strategy, and mathematics achievement. Specifically, mathematics achievement was increased over the three time points, whereas mathematics self-efficacy and learning strategies were significantly decreased. In the analyses of latent growth models, the mediating effects of learning strategies were overall supported. That is, both of initial status and change rate of rehearsal strategy partially mediated the relation of mathematics self-efficacy and mathematics achievement. However, in elaboration and meta-cognitive strategies, only the initial status of each variable showed the indirect relationship.

계영희 Young Hee Kye

DOI: JANT Vol.50(No.1) 119-128, 2011

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In this paper, we studied into a qualitative research to see mathematical understanding of preschool and kindergarten`s teachers such as feeling attitude, parents` concern, difficulty of math teaching in kindergarten field, teacher`s role, type of feed back, beauty of math, relationship of real life, and self philosophy of math education. We selected 10 teachers whose career was 7∼10 years. Because this research way is qualitative, we can new aspect that teacher want to break their ignorance for math. Moreover, they would like to learn about math practicality, application, and beauty from art in professional training. Therefore we assert that fusion math lecture would support in the professional training for teacher, preschool or kindergarten`s president training, and remuneration training.