The Mathematical Education

Issue: Vol.59 No.2

Teacher-student interaction patterns and teacher’s discourse structures in understanding mathematical word problem 최상호 Choi Sang-ho 59(2) 101-112, 2020 Teacher-student interaction patterns and teacher’s discourse structures in understanding mathematical word problem 최상호 Choi Sang-ho DOI: JANT Vol.59(No.2) 101-112, 2020 The purpose of this study is to analyze the structures of teacher’s discourse according to the pattern of interaction between teachers and students in the understanding mathematical word problem. The structures of teacher’s discourse could be conceptualized as a process in which the teacher starts, develops and organizes the discourse based on prior research. For this purpose, the fourth class(example, a problem of the same type as the example, formative assessment, and final assessment) was extracted from one semester of experienced teachers who have been practicing teaching methods to facilitate student participation for many years. A methodology used to develop a theory based on data collected through classroom observations. Because the purpose of the study is to identify the structures of teacher’s discourse to help the problem understanding, observe the teacher's discourse and collect data based on student engagement. Results show that the structure of teacher’s discourse, which consults on important aspects of interaction between teachers-students and creates mathematical meanings, helped students understand the mathematics word problem by promoting their engagement in class. Based on the structures of teacher’s discourse to understand problems based on the interaction patterns between teachers and students, it can be said that teachers provided specific methodologies on how to communicate with students in order to understand problems in the future.
An analysis on middle school students' space geometrical thinking based on cylinder 장현석 Chang Hyun Suk , 홍정애 Hong Jeong Ae , 이봉주 Lee Bongju 59(2) 113-130, 2020 An analysis on middle school students' space geometrical thinking based on cylinder 장현석 Chang Hyun Suk , 홍정애 Hong Jeong Ae , 이봉주 Lee Bongju DOI: JANT Vol.59(No.2) 113-130, 2020 The purpose of this study is to analyze how well middle school students understand space geometrical concept related to a cylinder. To this end, we developed the test tool based on prior research and examined 433 middle school students in November and December, 2018. And in March 2019, we interviewed 4 students who showed some type of errors. The difference in the correct answer rate of the questions by the grade and gender was tested, and the error type was analyzed based on the student's responses to the questions to evaluate the spatial reasoning ability. The results of this study are as follows. First, the difference by graders was not statistically significant in the questions evaluating spatial visual ability. On the other hand, in the case of the two questions for evaluating spatial measurement ability and spatial reasoning ability, the difference in the correct answer rate between the 7th graders and 8th is not significant, but the difference between lower graders and 9th was significant. Second, there was no significant difference in the spatial geometric ability of all girls and boys participating in this study. Third, analyzing the student's error type for an item which assessed spatial reasoning ability, we found that there are various error types in relation to visual, manipulative, and reasoning errors.
On the written order of characters in the formula for measuring the area of a circle 이민정 Lee Min Jung 59(2) 131-146, 2020 On the written order of characters in the formula for measuring the area of a circle 이민정 Lee Min Jung DOI: JANT Vol.59(No.2) 131-146, 2020 Regarding the formula for measuring the area of a circle, the Archimedes’ constant is generally written in front of the square of radius length, but there were a few cases where the Archimedes’ constant was written after that in Germany and France. In this study, two things are studied: First, how many students are writing the Archimedes’ constant after that? Second, what do the students think about the written order of characters in the formula for measuring the area of a circle? In the online survey of 201 people aged 14 to 21 in Korea, there was a perception of more than 86% that both are possible or only after that are possible. In this study, it is suggested that there is a difference between the general written order of characters and the natural perception of students formed through school education. In addition, students aged 14 to 16 thought more that the Archimedes’ constant should be written after that, and after that age, there was a greater perception that both are possible without confusion of meaning. It can be seen that the change in students' perception has emerged through school education on natural mathematical written order of characters after middle school courses. From this point of view, the most common perception can be that if there is no confusion in meaning, then both expressions are possible.
An analysis of mathematics competencies in elementary mathematics textbooks for fifth and sixth grade 김정원 Kim Jeong-won , 방정숙 Pang Jeong-suk , 황지남 Hwang Ji-nam 59(2) 147-166, 2020 An analysis of mathematics competencies in elementary mathematics textbooks for fifth and sixth grade 김정원 Kim Jeong-won , 방정숙 Pang Jeong-suk , 황지남 Hwang Ji-nam DOI: JANT Vol.59(No.2) 147-166, 2020 Textbooks are important resources in support of teaching and learning mathematics competencies which are emphasized in the most recently revised mathematics curriculum. This study analyzed how six mathematics competencies and their sub-elements are implemented in the mathematics textbooks for the fifth and sixth grades. A total of 465 activities or items in the targeted textbooks were analyzed. The findings of this study showed that both the communication competence and the reasoning competence were the most frequent competencies, followed by the problem solving competence. In contrast, the other three competences (i.e., creativity and integration, attitude and practice, and information processing) were less popular. Detailed analyses of sub-elements according to each competence revealed that one or two specific sub-elements were emphasized within a competence. Whereas “expressing one’s idea” was the most prevalent sub-element in the communication competence, both “analyzing mathematical facts” and “observation and conjecture” were the most frequent in the reasoning practice. Specific sub-elements were jointly implemented within or across competences. “External connections of mathematics and integration” in the creativity and integration competence was carried out in relation to “recognition of values” in the attitude and practice competence. This paper also included some examples of activities or items showing how specific sub-elements of each competence were reflected on. This study is expected to provide implications on how to implement mathematics competencies throughout the textbooks.
A study on restructuring of 'Number and operations area' in middle school mathematics curriculum 서보억 Suh Boeuk 59(2) 167-183, 2020 A study on restructuring of 'Number and operations area' in middle school mathematics curriculum 서보억 Suh Boeuk DOI: JANT Vol.59(No.2) 167-183, 2020 This study is an analysis study on the number and operation area of middle school mathematics curriculum. This study is a literature analysis study that analyzes the historical transition process of number and operation area, and suggests the restructuring direction of mathematics learning contents for numbers and operation areas based on the results. In order to achieve this research purpose, the contents of the number and operation areas suggested from the 1st middle school mathematics curriculum to the 2015 revised middle school mathematics curriculum were considered. In addition, in this study, analysis of the mathematical learning contents of number and operation area was conducted. The details of the study are as follows. First, it was decided as a tertiary mathematics curriculum as a criterion for analysis. Second, a basic analysis framework was developed by subdividing the content of mathematics learning into content elements and terminology elements. Third, on the basis of the developed analysis framework, mathematics learning contents that are the core issues of number and operation area were extracted. Fourth, the extracted mathematics learning contents were compared with foreign curriculum. Finally, based on the analysis results, the direction of restructuring for the number and operation area of middle school was suggested. The results of this study are expected to be the basis for the development of a new curriculum.
An overview on humanistic imagination in mathematics education 박만구 Park Mangoo 59(2) 185-199, 2020 An overview on humanistic imagination in mathematics education 박만구 Park Mangoo DOI: JANT Vol.59(No.2) 185-199, 2020 The purpose of this study is to discuss what the incorporation of humanistic imagination into mathematics means to mathematics education and to suggest implications for mathematics education in school mathematics. Traditionally, mathematics has been perceived to be far from our life problems because it targets logical and pure abstract thinking. According to international mathematics and science studies such as TIMSS and PISA, Korean students have relatively high mathematics achievement in the international research, but their attitude toward mathematics is very negative and their awareness of why they are learning mathematics and their satisfaction with life is low. In mathematics education, linking mathematics with humanities imagination allows students to view problems of human life from a humanities perspective, and to have an understanding of others and reflect on themselves from a new perspective. The researcher introduces several examples of whether mathematics and humanistic imagination can be combined for mathematics education. In this study, the ultimate reason for learning mathematics is to achieve learners to realize the principles of life or Dharma, and to live a happier life. However, in order to expand its rich meaning by making these new attempts in mathematics education, the researcher argued that tolerance and patience are needed for many challenges and difficulties in improving the quality of mathematics content itself including applying humanistic imagination to mathematics properly.