서보억 Suh Bo Euk

DOI: JANT Vol.38(No.3) 287-307, 2024

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This study aims to classify and analyze the research topics in mathematics education in both domestic and international contexts based on the Mathematics Subject Classification(MSC)2020, reflecting on the research themes in Korea's mathematics education. For this purpose, data from 6,235 international papers in the zbMATH Open database and 327 papers from domestic journals were collected and analyzed. The analysis showed no statistically significant difference in the distribution of papers between domestic and international contexts, confirmed through the chi-squared independence test. However, a detailed examination revealed that domestic papers tend to focus heavily on specific research topics. This trend suggests a lack of diversity in research topics and insufficient connection with international research trends. To address this issue, the Korean Society of Mathematics Education should provide more systematic MSC2020 classification information and enhance the accessibility of paper searches through zbMATH Open. This will help researchers explore a wider range of topics and strengthen connections with international research trends. Ultimately, it will contribute to the qualitative improvement of mathematics education research in South Korea and increase its global competitiveness.

길예빈 Kil Yeabin , 장혜원 Chang Hyewon

DOI: JANT Vol.38(No.3) 309-330, 2024

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This study analyzed the productive struggles experienced by the sixth-grade elementary school students when productively overcoming the struggles they encountered during mathematical problem-solving. By analyzing their processes of solving multi-strategic and open-ended problems, productive struggles were categorized according to two steps of problem-solving. Additionally, we examined the factors that support students in overcoming these struggles, distinguishing between individual, peer, and teacher influences. The study identifies four types of productive struggles during the problem-understanding step and six during the plan devising and carrying-out step. In the problem-understanding step, the most prevalent type involved overcoming difficulties to grasp the elements and conditions of the problem, while in the plan devising and carrying-out step, persistence in problem-solving was the most common. The factors supporting productive struggles were ranked in order of influence: individual, peer, and teacher support. Teacher support played a significant role during the problem-understanding step, whereas individual and peer supports were more influential during the plan devising and carrying-out step. Based on these findings, the study offers some didactical implications for understanding the characteristics of productive struggles and strategies for effectively supporting students through the problem-solving process.

최희선 Choi Heesun , 한혜숙 Han Hyesook

DOI: JANT Vol.38(No.3) 331-351, 2024

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The purpose of this study is to examine the effects of taking a 「Theory of mathematical education」on the mathematical beliefs of pre-service teachers. For this theory of mathematical education was run in the first semester of 2021 and 2022, and the data was collected and analyzed by conducting a mathematical beliefs questionnaire, drawing a mathematics class scenes test, and focus group interviews with participants. According to the results of the study, there was a statistically significant difference between the pre-test and post-test results on the 'process of inquiry' of the nature of mathematics and the 'active participation' of mathematics learning in the mathematical belief category of pre-service teachers. In addition, in the image test of mathematics classes, the proportion of the image of the student-centered class increased significantly in the post-test compared to the pre-test, while the proportion of the image of the teacher-centered class decreased significantly. It can be assumed that the various learning opportunities provided in the pre-service mathematics teacher education program promoted the composition of practical knowledge based on propositional knowledge of pre-service teachers, and this series of processes contributed to transforming the mathematical beliefs of pre-service teachers into learner-centered beliefs.

심재훈 Shim Jaehoon , 박만구 Park Mangoo

DOI: JANT Vol.38(No.3) 353-378, 2024

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The purpose of this study is to analyze the impact of a socio-critical modelling class on students' perception of the role of socially critical mathematics. Mathematics education involves cultivating the ability to understand and respond to the mathematics we use in our daily lives. Many elementary school students in Korea have doubts about why they need to learn mathematics, and in international assessments such as PISA and TIMSS, Korean students' affective dimensions are shown to be very negative. Researchers believed that a socio-critical modelling class would have an impact on students' perceptions and attitudes toward mathematics, and conducted a socio-critical modelling class for 20 sixth-grade elementary school students. Data collection and analysis were conducted inductively through students' words and actions during class, activity sheets, and interviews, based on the grounded theory of Strauss & Corbin (2014). As a result of the study, the socio-critical modelling class increased students' social critical awareness and made them re-aware of the role of mathematics.

김래영 Kim Rae Yeong , 황수빈 Hwang Su Bhin , 이슬기 Lee Seul Gi , 유연주 Yoo Yun Joo

DOI: JANT Vol.38(No.3) 379-400, 2024

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This study aims to propose a method for analyzing mathematics assessment data that integrates both content and cognitive domains, utilizing the multidimensional two-parameter logistic model with a Q-matrix (M2PL-Q; da Silva, 2019). The method was applied to the TIMSS 2019 8th-grade mathematics assessment data. The results demonstrate that the M2PL-Q model effectively estimates students' ability levels across both domains, highlighting the interrelationships between abilities in each domain. Additionally, the M2PL-Q model was found to be effective in estimating item characteristics by differentiating between content and cognitive domain, revealing that their influence on problem-solving can vary across items. This study is significant in that it offers a comprehensive analytical approach that incorporates both content and cognitive domains, which were traditionally analyzed separately. By using the estimated ability levels for individual student diagnostics, students' strengths and weaknesses in specific content and cognitive areas can be identified, supporting more targeted learning interventions. Furthermore, by considering the detailed characteristics of each assessment item and applying them appropriately based on the context and purpose of the assessment, the validity and efficiency of assessments can be enhanced, leading to more accurate diagnoses of students' ability levels.

오세준 Oh Se Jun

DOI: JANT Vol.38(No.3) 401-423, 2024

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This study analyzes information processing competency tasks included in high school mathematics textbooks according to the 2015 Revised Curriculum from the perspective of mathematical modeling. The findings reveal that most tasks were focused on mathematical concepts without incorporating real-life contexts, with a significant emphasis on the use of engineering tools among the sub-elements of information processing competencies. These results suggest potential difficulties for students in developing mathematical thinking skills necessary for practical problem-solving. This study underscores the need for the 2022 Revised Curriculum to enhance the connection with real-life problems and to design tasks that reflect a balanced integration of the various sub-elements of information processing competencies.

이승훈 Yi Seunghun

DOI: JANT Vol.38(No.3) 425-441, 2024

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This study analyzed the description of the definitions of terms used in the high school < Mathematics > textbooks of the 2015 revised curriculum, selected controversial terms, and investigated the perceptions of mathematics teachers and professors on them. The four controversial terms selected were ‘absolute inequality’, ‘asymptotes’, ‘irrational expressions’, and ‘irrational functions’. A survey was conducted to evaluate whether the definitions of these terms differed between textbooks, whether they needed improvement, and whether they needed to be designated as terms. The results of the study showed that ‘absolute inequality’ was recognized as having a large difference in the definitions of the textbooks, and that there was a high need for revision of the definitions of the terms. In addition, the need for additional research was raised on ‘asymptotes’ and ‘irrational expressions’. This study can be used as basic data for standardizing and improving the definitions of textbook terms to improve students’ conceptual understanding.

허완규 Heo Wangyu

DOI: JANT Vol.38(No.3) 443-458, 2024

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This study analyzed the mathematical academic perspective and the actual status of the school field on the introduction of a definite integral as a 'Fundamental Theorem of Calculus' in the 2015 revised mathematics curriculum. Therefore, in order to investigate the mathematical academic perspective and the actual status of the school field, a study was conducted with 12 professors majoring in mathematical analysis and 36 teachers. From a mathematical academic point of view, professors majoring in mathematical analysis said that introducing a definite integral as a 'Fundamental Theorem of Calculus' in the 2015 revised mathematics curriculum was difficult to significantly represent the essence and meaning of the definite integral. In addition, in the actual status of the school field, teachers recognize the need for a relationship between a definite integral and the area of a figure, but when a definite integral is introduced as a 'Fundamental Theorem of Calculus', students find it difficult to recognize the relationship between the definite integral and the area of a figure. As the 2022 revised curriculum, which will be implemented later, introduces definite integrals as a ‘Fundamental Theorem of Calculus’ this study can consider implications for the introduction and guidance of static integrals. And, this study proposed a follow-up study on an effective teaching and learning method that can relate the definite integral to the area of the figure when introducing the definite integral as the ‘Fundamental Theorem of Calculus’ and on various visual tools and media.

이승훈 Lee Seunghoon , 고호경 Ko Ho Kyoung

DOI: JANT Vol.38(No.3) 459-486, 2024

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The purpose of this study is to enhance understanding and utilization of the core mathematical principles of artificial intelligence, and to develop teaching and learning materials that apply algorithmic thinking and integrated methodologies. To achieve this, teaching and learning materials were developed to implement the concept of optimization through Python using ChatGPT, focusing on mean squared error and gradient descent, structured into a total of five sessions. These materials were applied to high school students, and observations of their understanding, learning methods, and attitudes showed positive responses. As a result, the effectiveness of the AI mathematics optimization teaching and learning materials developed in this study and their applicability in educational settings were confirmed.