신동조 Shin Dongjo , 고상숙 Choi-koh Sangsook

DOI: JANT Vol.58(No.4) 483-505, 2019

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Across the world, there is a movement to incorporate computational thinking(CT) into school curricula, and math is at the heart of this movement. This paper reviewed the meanings of CT based on the point of view of Jeanette Wing, and the trend of domestic and international studies that incorporated CT into the field of mathematics education was analyzed to provide implications for mathematics education and future research. Results indicated that the meaning of CT, defined by mainly computer educators, varied in their operationalization of CT. Although CT and mathematical thinking generally have common points that are oriented toward problem solving, there were differences in the way of abstraction that is central to the two thinking processes. The experimental studies on CT in the field of mathematics education focused mainly on the development of students’ cognitive capacities and affective domains through programming(coding). Furthermore, the previous studies were mainly conducted on students in school, and the studies conducted in the context of higher education, including pre-service and in-service teachers, were insufficient. Implications for mathematics teacher educators and teacher education as well as the relationship between CT and mathematical thinking are discussed.

조성민 Cho Seongmin , 이미경 Lee Mee-kyeong

DOI: JANT Vol.58(No.4) 507-518, 2019

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The OECD launched the Education 2030 project to develop a learning framework and to conduct the international comparative study on curriculum. As a part of the OECD international curriculum analysis, Korea Institute for Curriculum and Evaluation(KICE) conducted a main study of Curriculum Content Mapping (hereafter, CCM) in the 7 learning areas/subject areas such as national languages, mathematics, humanities/social sciences, natural science, physical education/health, arts, and technologies. The CCM study aimed to identify how the competencies on CCM framework were reflected in the Korea curriculum. For this purpose, KICE identified the competencies on CCM framework, revised the coding framework, and undertook the mapping process. In this study, we gathered the CCM data as an evidence of how competencies on CCM framework were embedded in the 2015 revised mathematics curriculum. For this purpose, experts in mathematics education undertook the mapping process, we summarized the results of CCM main study in mathematics. As the results, numeracy, critical thinking, problem solving, anticipation, action, reflection were perfectly embedded in the 2015 revised mathematics curriculum. the competencies on CCM framework were embedded in the 2015 revised mathematics curriculum, and but literacy, physical/health literacy, trust, learning to learn, reconciling tension and dilemmas, literacy for sustainable development, financial literacy, and entrepreneurship/enterprising were not clearly related to mathematics curriculum. The mapping results should help the Korea Ministry of Education and KICE for preparing the future curriculum revision and development.

도주원 Do Joowon , 백석윤 Paik Suckyoon

DOI: JANT Vol.58(No.4) 519-530, 2019

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According to previous studies, meta-affect based on the interaction between cognitive and affective elements in mathematics learning activities maintains a close mechanical relationship with the learner's mathematical ability in a similar way to meta-cognition. In this study, in order to grasp these characteristics phenomenologically, small group problem-solving cases of 5th grade elementary mathematically gifted children were analyzed from a meta-affective perspective. As a result, the two types of problem-solving cases of mathematically gifted children were relatively frequent in the types of meta-affect in which cognitive element related to the cognitive characteristics of mathematically gifted children appeared first. Meta-affects were actively acted as the meta-function of evaluation and attitude types. In the case of successful problem-solving, it was largely biased by the meta-function of evaluation type. In the case of unsuccessful problem-solving, it was largely biased by the meta-function of the monitoring type. It could be seen that the cognitive and affective characteristics of mathematically gifted children appear in problem solving activities through meta-affective activities. In particular, it was found that the affective competence of the problem solver acted on problem-solving activities by meta-affect in the form of emotion or attitude. The meta-affecive characteristics of mathematically gifted children and their working principles will provide implications in terms of emotions and attitudes related to mathematics learning.

허남구 Heo Nam Gu

DOI: JANT Vol.58(No.4) 531-543, 2019

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Continuous probability distribution was one of the mathematics concept that students had difficulty. This study analyzed the definition and introduction of the continuous probability distribution under the 2009-revised curriculum and 2015-revised curriculum. In this study, the following subjects were studied. Firstly, definitions of continuous probability variable in ‘Probability and Statistics’ textbook developed under the 2009-revised curriculum and 2015-revised curriculum were analyzed. Secondly, introductions of continuous probability distribution in ‘Probability and Statistics’ textbook developed under the 2009-revised curriculum and 2015-revised curriculum were analyzed. The results of this study were as follows. First, 8 textbooks under the 2009-revised curriculum defined the continuous probability variable as probability variable with all the real values within a range or an interval. And 1 textbook under the 2009-revised curriculum defined the continuous probability variable as probability variable when the set of its value is uncountable. But all textbooks under the 2015-revised curriculum defined the continuous probability variable as probability variable with all the real values within a range. Second, 4 textbooks under the 2009-revised curriculum and 4 textbooks under 2015-revised curriculum introduced a continuous random distribution using an uniformly distribution. And 5 textbooks under the 2009-revised curriculum and 5 textbooks under the 2015-revised curriculum introduced a continuous random distribution using a relative frequency density.

문성재 Moon Sungjae , 노정원 Noh Jeongwon , 노예솔 Ro Yesol , 이경화 Lee Kyeonghwa

DOI: JANT Vol.58(No.4) 545-566, 2019

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The purpose of this study is to show that research community activities can contribute to the professional development in respect of average concepts and mathematical creativity. In the community, activities were undertaken to transform the existing task into the task that contributes to the manifestation of creativity. In this process, researchers tried to connect the theory with the practice of the class, and the teacher acted as an active learner. The findings show that the teacher who had difficulty in teaching average could overcome difficulties, and also derived the way of task modification and strategies necessary for teaching average. The modified task induced improvements in students’ achievement levels, which led to change in teachers' perspective on the relationship between mathematical creativity and learning. Research community activities have been shown to have contributed to improvements with regard to both teaching the average and promoting mathematical creativity.

이동근 Lee Dong Gun

DOI: JANT Vol.58(No.4) 567-588, 2019

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This study is a follow-up to Lee(2019). Lee(2019) investigated the method of collecting information on the curriculum of elementary and middle school math teachers, when differences were observed between elementary and middle school math teachers in the method of collecting information on the curriculum. Following Lee(2019)'s study, this study looked at the perceptions and experiences of high school math teachers in their curriculum.At the time when the curriculum was changed from time to time, the authority for restructuring curriculum was strengthened. In addition, the role of teachers as 'curriculum restructuring practitioners' became important. However, previous studies have pointed out the structural problem that teachers empathize with the necessity of restructuring the curriculum and have a negative perception of the willingness to practice the curriculum. Therefore, the researcher examined high school teachers who are sensitive to the characteristics and evaluation of the highly hierarchical mathematics subjects. A total of six interviews were conducted with ten high school mathematics teachers in three groups of ten years of teaching experience. Through this, it was possible to observe how teachers as curriculum reconstruction practitioners had thought about curriculum restructuring, and I could observe what difficulties teachers’ experienced. This suggests that teachers have two ideas for restructuring the curriculum: 'realistic curriculum reconstruction' and 'ideal curriculum reconstruction'. In addition, the teachers found that there are 'sides of incongruity in the school system' and 'difficulties in the management of teachers'.

박지훈 Park Ji-hoon , 김구연 Kim Gooyeon

DOI: JANT Vol.58(No.4) 589-607, 2019

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The study aimed to investigate what high-school students recognize mathematics textbooks and how they use textbooks in their learning mathematics in and out-of mathematics classrooms. For this purpose, we developed a set of interview questions in order to unpack what high-school students thought about mathematics textbooks and how they intended to use the textbooks for their learning mathematics. Eleven high-school students participated in the interview; the interview lasted for about an hour for each student. The data from the interviews were analyzed. The findings from the data analysis suggested as follows: a) the students seemed to consider mathematics textbooks as crucial medium for a mathematics classroom material and thus, they were likely to obliged to use the textbooks for preparing for not only tests and examination conducted regularly in schools but college entrance examination conducted nationwide; b) however, the students appeared to use the textbooks in limited ways in which they looked into the textbooks to prepare for mid-term or final exam only, not for their understanding mathematical contents as a main resource; and c) the students seemed to realize that they rarely have had an opportunity to develop mathematical thinking capabilities and understand mathematical ideas conceptually through the mathematics textbooks.

방정숙 Pang Jeong-suk , 김승민 Kim Seung-min

DOI: JANT Vol.58(No.4) 609-625, 2019

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While research projects and reports on values in mathematics education increased in the international community over the years, little has been known about the topic and research findings in South Korea. The purpose of this study was to analyze the trends of value research in mathematics education focused on the “mathematical values” and “mathematics educational values” as defined by Bishop (1996) through a systematic review of the literature. A total of 66 research papers related to value research were analyzed in terms of the following four areas: research period, projects, target research population, and research method. The results of this study showed that the value research that was carried out was project-driven. There was an increase in both the number of papers published and countries that were studied, which encouraged the continuous expansion of the field. Furthermore, the topic of mathematics educational values was studied more than mathematical values. It was also observed that the survey method, among others, was frequently used to explore mathematics educational values of middle school teachers. Finally, research methods related to the measurement of value were gradually refined over time. Based on these results, this paper describes implications to conduct and advance value research in South Korea in various aspects, including in the field of mathematics education.