황선영 Hwang Seonyoung , 한선영 Han Sunyoung , 조윤진 Cho Yoonjin , 정혜진 Jeong Hyeajin , 이재민 Lee Jaemin

DOI: JANT Vol.38(No.2) 93-120, 2024

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On-line education in mathematics education changed in various aspects before and after COVID-19. This study conducted a systematic literature review of 98 academic papers on on-line education published from 2017 to 2023 in the field of mathematics education before and after COVID19. In particular, this study conducted content analysis to organize on the definitions of various similar terms related to online education. In addition, this study explored research trends on year, research subject, research method, on-line education type, and research topic by the pre-COVID-19, COVID-19, and post-COVID-19 era. Also, a comparative analysis was conducted on literatures on the effects of online education. As a result, first, it was confirmed that there is a need to organize the definitions of terms similar to online education. Also, the implications of identifying the differences and hierarchies between each term can be found. Second, it was confirmed that teachers’ expertise for on-line mathematics education was emphasized based on the result of the rapid increase in the number of on-line education studies on teachers since COVID-19. Third, it was confirmed that the number of studies on blended and flipped learning was high in pre-COVID-19, but decreased in the COVID-19 era. Instead, in the COVID-19 era, studies on real-time interactive classes were rapidly active, and even in the post-COVID-19 era, studies on real-time interactive classes still occupied a large proportion. Finally, it was confirmed that the effectiveness of on-line education varies depending on the research background and model. Accordingly, the need to be cautious in interpreting the results of each study on the effectiveness of on-line education was confirmed. Based on these findings, this study presented implications for future research on on-line education in mathematics education.

권점례 Kwon Jeom-rae

DOI: JANT Vol.38(No.2) 121-144, 2024

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This study analyzes how the academic achievement of students in Korea changes as they transition from 4th grade of elementary school to 2nd grade of middle school, considering that the 4th graders in the previous TIMSS cycle become 2nd graders in the next cycle. In particular, this study selects and compares the eight main countries in the TIMSS math evaluation (Korea, Singapore, Taiwan, Japan, USA, UK, Australia, and Russia) to analyze the trend of change in academic achievement of Korean students according to school grade transition. The trend of change in academic achievement of students was analyzed not only overall but also by content area (number, geometry and measurement, data representation (data and probability/data and probability), gender, and regional scale. The analysis focused on the average score and the proportion of students by achievement level. The results of the study are as follows. First, there was no significant change in the average score of Korean students' academic achievement as the school grade transitioned, but the achievement gap widened in terms of the proportion by achievement level. Second, there were differences in students' academic achievement by content area according to school grade transition, and the pattern differed depending on the evaluation cycle. Third, there was a significant gap in students' math academic achievement depending on gender and regional scale of school location. This study reveals that the achievement gap among students in our country widens as they transition between school levels. The gap is found to vary in terms of achievement level, math content area, student gender, and school location. To alleviate these disparities, more substantial research and support are proposed in addition to policy implementation by the government or provincial offices of education.

도주원 Do Joowon

DOI: JANT Vol.38(No.2) 145-165, 2024

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The purpose of this study is to analyze the types of errors made by Korean language learners in the use of dual numerals and provides basic data for developing an effective teaching numeration using dual numerals. To this end, a case study was conducted to analyze the types of errors that appear in numeration using dual numerals targeting Korean language learners with diverse linguistic and cultural backgrounds and different academic achievements in Korean and mathematics. Error types that categorized errors made by Korean language learners were used as an analysis framework. The conclusions obtained from the research results are as follows. First, it is necessary to provide students with opportunities to use them frequently so that they can become familiar with the use of native language numerals, which often causes errors. Second, when teaching Korean language learners with low-level Korean language academic achievement how to use Chinese numerals, it is necessary to pay attention to the multiplicative numeral system of Chinese numerals. Third, it is necessary to teach children to accurately read foreign word classifiers used with Chinese numerals accurately in Korean and distinguish between the classifiers ‘o’clock’ and ‘hours’. There is a need to provide guidance so that native language/Chinese numerals can be used appropriately in succession along with Chinese classifiers. The results of this study may contribute to the development of an effective teaching numeration using dual numerals for Korean language learners with diverse linguistic and cultural backgrounds.

김성준 Kim Sung Joon , 김은경 Kim Eun Kyung , 권미선 Kwon Mi Sun

DOI: JANT Vol.38(No.2) 167-186, 2024

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Since the 5th mathematics curriculum, the goals of mathematics education have been presented in three categories: cognitive, process, and affective goals. In the 2022 revised mathematics curriculum, the content system was also presented as knowledge-understanding, process-skill, and value-attitude. Therefore, in order to present lesson goals to students, it is necessary to present all three aspects that are the goals of mathematics education. Currently, the lesson titles presented in mathematics textbooks are directly linked to lesson goals and are the first source of information for students during class. Accordingly, this study analyzed how the three categories of lesson titles and content system presented in the 2015 revised 1st and 2nd grade mathematics textbook are connected. As a result, most lesson titles presented two of the three categories, but the reflected elements showed a tendency to focus on the categories of knowledge-understanding and process-skill. Some cases of lesson titles reflected content elements of the value-attitude category, but this showed significant differences depending on the mathematics content area. Considering the goals of mathematics lessons, it will be necessary to look at ways to present lesson titles that reflect the content elements of the value-attitude categories and also explore ways to present them in a balanced way. In particular, considering the fact that students can accurately understand the goals of the knowledge-understanding categories even without presenting them, descriptions that specifically reflect the content elements of the process-skill and value-attitude categories seem necessary. Through this, we attempted to suggest the method of presenting the lesson titles needed when developing the 2022 revised mathematics textbook and help present effective lesson goals using this.

유동훈 Yu Dong Hoon , 최인용 Choi Inyong

DOI: JANT Vol.38(No.2) 187-213, 2024

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This study aims to investigate the impact of mathematical journal writing activities on sixth-grade students' mathematics anxiety and the 'writing' aspect of mathematical communication. For this purpose, 27 sixth-grade students participated in 14 sessions of mathematical journal writing activities while learning division with fractions and decimals. Mathematics anxiety was measured using a questionnaire, with pre- and post-test results statistically analyzed. Mathematical communication in the 'writing' domain was quantitatively measured using an analytical framework to track changes in levels. Additionally, 13 students were interviewed to examine the impact of journal writing on mathematics anxiety and mathematical communication in more detail. The study found that among the four main factors of mathematics anxiety, there was a significant reduction in the subject-specific and environmental factors. The average levels of 'expression' and 'explanation' in the 'writing' domain of mathematical communication gradually increased, with specific teacher feedback supporting improvements in students' communication levels. Based on these findings, the study suggests implications for the use and guidance of mathematical journal writing activities in school settings.

강윤지 Kang Yunji

DOI: JANT Vol.38(No.2) 215-230, 2024

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Congruences and symmetry are familiar concepts that can be encountered in everyday life. In order to effectively understand and acquire these concepts, the role of appropriate visual examples is important. This analysis examined various visual examples used in the process of learning the concepts of congruence and symmetry in elementary mathematics textbooks and focused on the use of convex polygons and concave polygons. As a result of the analysis, various types of polygons were used as visual examples for teaching and learning of congruence and symmetry in textbooks. The frequency of use of concave polygons was higher in the order of congruence, line symmetry, and point symmetry, and it was confirmed that it was used more frequently in the process of exploring properties than in the introduction of the concept. Based on these results, a plan to utilize concave polygons in teaching and learning of congruence and symmetry was sought.

이상구 Lee Sang-gu , 이재화 Lee Jae Hwa , 남윤 Nam Yun

DOI: JANT Vol.38(No.2) 231-246, 2024

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In this paper, we present the development and a case study on 'Mathematics & Coding Mobile Contents' tailored for secondary education. These innovative resources aim to alleviate the burden of laborious calculations, enabling students to allocate more time to engage in discussions and visualize complex mathematical concepts. By integrating these contents into the curriculum, students can effectively meet the national standards for achievement in mathematics. They are empowered to develop their mathematical thinking skills through active engagement with the material. When properly integrated into secondary mathematics education, these resources not only facilitate attainment of national curriculum standards but also foster students' confidence in their mathematical abilities. Furthermore, they serve as valuable tools for nurturing both computational and mathematical thinking among students.

정용욱 Cheong Yong Wook

DOI: JANT Vol.38(No.2) 247-261, 2024

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This study propose the educational potential of an activity that solves the task of one-stroke drawing of complex figures using a drag-and-drop type educational programming language such as Scratch. The problem of determining whether a given shape is capable of one-stroke drawing is a separate problem from actually finding the path of one-stroke drawing and implementing it through programming. In particular, finding a path that allows one-stroke drawing of complex shapes with regularity and implementing it through programming requires problem-solving capabilities based on the convergence of various mathematical knowledge. Accordingly, in this study, problems related to one-stroke drawing concerning polygon-related shapes, tessellation-related shapes, and fractal shapes were presented, and the results of one-stroke drawing programming of the shapes were exemplified. In addition, the mathematical knowledge and computational thinking elements necessary for the solution of the illustrated problem were analyzed. This study is significant as a new example of the mathematics education that combines mathematics and information.

오세준 Oh Se Jun

DOI: JANT Vol.38(No.2) 263-286, 2024

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With the introduction of AI digital textbooks, interest in the use of technology tools in mathematics education is increasing. Technology tools have the advantage of visualizing mathematical concepts and discovering mathematical principles through experimentation and inquiry. The 2015 revised mathematics curriculum in Korea already mentions the use of technology tools, and accordingly, various teaching and learning activities using technology tools are presented in mathematics textbooks. However, there is still a lack of systematic analysis on the types and utilization methods of technology tools presented in textbooks. Therefore, this study analyzed the current status of the use of technology tools presented in high school mathematics textbooks based on the 2015 revised curriculum. To this end, the types of technology tools presented in mathematics textbooks were categorized, and the utilization ratio of each category was investigated. In addition, the utilization patterns of technology tools were analyzed by subject and content area, and the utilization ratio of technology tools according to the type of teaching and learning activities was examined. The results showed that technology tools were used in various types and ratios according to the subject and content area. In particular, technology tools in the symbol-manipulation graphing software category accounted for 58% of the total usage cases, showing the highest proportion. By subject, the use of symbol-manipulation graphing software was prominent in subjects dealing with the analysis area, while the use of dynamic geometry software was relatively high in the geometry area. In terms of teaching and learning activity types, the utilization ratio of auxiliary tool type (49%) and intended inquiry induction type (37%) was high. The results of this study show that technology tools play various roles in mathematics textbooks and provide useful implications for improving mathematics teaching and learning methods using technology tools in the future. Furthermore, it can contribute to the establishment of educational policies related to AI digital textbooks and the development of teacher training programs.