KiWon Chang, The first specialist on the history of Korean mathematics
이상구 Sang Gu Lee , 이재화 Jae Hwa Lee
26(1) 113, 2012
이상구 Sang Gu Lee , 이재화 Jae Hwa Lee
DOI: JANT Vol.26(No.1) 113, 2012
KiWon Chang(19031966) is considered as the first mathematician who made a contribution to the study of the history of Korean mathematics. In this paper, we introduce contributions of KiWon Chang, his discovery of old Korean literatures on mathematics, and his academic contribution on the history of Korean mathematics. Then we analyze and compare his conclusions on old Korean mathematics with recent works of others. This work shows some interesting discovery.

A Study on the relation between SDLR and Mathematical Inclination A Case Study on Engineering Freshmen in D University
이정례 Jung Rye Lee , 이경희 Gyeoung Hee Lee
26(1) 1528, 2012
이정례 Jung Rye Lee , 이경희 Gyeoung Hee Lee
DOI: JANT Vol.26(No.1) 1528, 2012
In order to study the relation between selfdirected learning readiness and mathematical inclination, we survey the adjusted SDLRS(selfdirected learning readiness scale) of Guglielmino`s model and the mathematical inclination, the recognition of mathematics for 2011 year engineering freshmen in D university. Research results are as follows: First of all, middle level engineering freshmen showed average level of selfdirected learning readiness, and they had lower level of motivation, passion and time management skill. The relation of SDLR and the mathematical inclination was strong. Furthermore, SDLR and the recognition of mathematics in engineering freshmen was found to be the most closely related. Based on the results of the study, we suggest to study of strategies to elevate SDLR of engineering students and improve their achievement in college mathematics. Especially, we suggest that college mathematics for engineering freshmen must be focused on the improvement of SDLR.

Comparision on proficient Level and below basic Level students` mathematical achievement in the National Achievement Evaluation and Assessment
권점례 Jeom Rae Kwon
26(1) 2950, 2012
권점례 Jeom Rae Kwon
DOI: JANT Vol.26(No.1) 2950, 2012
The purpose of this study is a comparison of proficient level and below basic level students` mathematical achievement in the National Achievement Evaluation and Assessment(NAEA). For the purpose, this study compared the proficient level and below basic level students` ratios, students` mathematical achievement of contents area and behavioral area in 6th, 9th, and 11th grades. This study found the change of proficient level and below basic level students` ratios, and the proficient level and below basic level students` characteristics on mathematical achievement of contents area and behavioral area in 6th, 9th, and 11th grades.

The Theoretical Generalization Appling the Strategy(WIOS) finding an Intrinsic Attribute
노은환 Eun Hwan Roh , 전영배 Young Bae Jun , 강정기 Jeong Gi Kang
26(1) 5169, 2012
노은환 Eun Hwan Roh , 전영배 Young Bae Jun , 강정기 Jeong Gi Kang
DOI: JANT Vol.26(No.1) 5169, 2012
The cognition of an intrinsic attribute play an important role in the process of theoretical generalization. It is the aim of this paper to study how the theoretical generalization is made. First of all, we suggest the Whatifonlystrategy(WIOS) which is the strategy helping the cognition of an intrinsic attribute. And we propose the process of the theoretical generalization that go on the cognitive stage, WIOS stage, conjecture stage, justification stage and insight into an intrinsic attribute in order. We propose the process of generalization adding the concrete process cognizing an intrinsic attribute to the existing process of generalization. And we applied the proposed process of generalization to two mathematical theorem which is being managed in middle school. We got a conclusion that the whatifonly strategy is an useful method of generalization for the proposition. We hope that the whatifonly strategy is helpful for both teaching and learning the mathematical generalization.

Elementary Preservice Teachers` Mathematical Knowledge for Teaching (MKT) on Number and Operations
김해규 Hae Gyu Kim
26(1) 7184, 2012
김해규 Hae Gyu Kim
DOI: JANT Vol.26(No.1) 7184, 2012
The purpose of this study is to analyze some Korean elementary preservice teachers` Mathematical Knowledge for Teaching(MKT) and compare the results with those obtained by Kwon, Nam, & Kim(2009), so that we can provide some suggestions to improve education of elementary mathematics subject at Korean teachers colleges. For this purpose, we selected the MKT items on number and operations which were adapted for Korean inservice teachers by Kwon et al. The survey consisting of those items was administered to 88 Korean elementary preservice teachers at teachers college, J University. The results are the following: First, the respondents, elementary preservice teachers, showed that they already had a sufficient amount of Content Knowledge(CK) on number and operations, but that their level of Knowledge of Content and Students(KCS) was insufficient. This means we need to strengthen our students` KCS in education of elementary mathematics subject at our teachers colleges. Second, there was a strong correlation, in both CK and KCS, of item difficulty felt by the respondents with that by the Kwon et al`s inservice teachers. Third, although the respondents valued the MKT items more than the abovementioned elementary inservice teachers, about 70% of them said the items were never learned at their college. Furthermore, they had different opinions on some of the items from their counterparts`. The suggestions we get here are we need to first consider the results in improving education of elementary mathematics subject at our teachers colleges and second develop MKT items suitable for the situation of Korean schools and curriculums in order to obtain exact estimations of Korean elementary preservice teachers` MKT.

A Study on the Types of Mathematical Justification Shown in Elementary School Students in Number and Operations, and Geometry
서지수 Ji Su Seo , 류성림 Sung Rim Ryu
26(1) 85108, 2012
서지수 Ji Su Seo , 류성림 Sung Rim Ryu
DOI: JANT Vol.26(No.1) 85108, 2012
The comprehensive implication in justification activity that includes the proof in the elementary school level where the logical and formative verification is hard to come has to be instructed. Therefore, this study has set the following issues. First, what is the mathematical justification type shown in the Number and Operations, and Geometry? Second, what are the errors shown by students in the justification process? In order to solve these research issues, the test was implemented on 62 third grade elementary school students in D City and analyzed the mathematical justification type. The research result could be summarized as follows. First, in solving the justification type test for the number and operations, students evenly used the empirical justification type and the analytical justification type. Second, in the geometry, the ratio of the empirical justification was shown to be higher than the analytical justification, and it had a difference from the number and operations that evenly disclosed the ratio of the empirical justification and the analytical justification. And third, as a result of analyzing the errors of students occurring during the justification process, it was shown to show in the order of the error of omitting the problem solving process, error of concept and principle, error in understanding the questions, and technical error. Therefore, it is prudent to provide substantial justification experiences to students. And, since it is difficult to correct the erroneous concept and mistaken principle once it is accepted as familiar content that it is required to find out the principle accepted in error or mistake and reinstruct to correct it.

The Study on the Investigation of the Evaluation Standards for Mathematics Teaching Focused on Teacher`s Knowledge
황혜정 Hye Jeang Hwang
26(1) 109135, 2012
황혜정 Hye Jeang Hwang
DOI: JANT Vol.26(No.1) 109135, 2012
On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers` professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners` understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, the part of subject matter knowledge was consisted of four evaluation domains such as the knowledge of curriculum reconstruction, knowledge of mathematical contents, methodological knowledge, mathematical value. The part of Learners` understanding included the evaluation domains such as students` intellectual and achievement level, students` misconception in math, students` motivation on learning, students` attitude on mathematics learning, and students` learning strategies. The part of teaching methods and evaluation was consisted of seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problemsolving activity, instruction involving learners` achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. Also, the part of teaching context was consisted of four evaluation domains such as application of instructional tools and materials, commercial manipulatives, environment of classroom including distribution and control of class group, atmosphere of classroom, management of teaching contexts including management of student. According to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher`s knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of obtaining, planning, acting, and reflecting.

A study on the pedagogical consideration of the related knowledge for teaching "Approximation" conception
정영우 Young Woo Chung , 이목화 Mok Hwa Lee , 김부윤 Boo Yoon Kim
26(1) 137154, 2012
정영우 Young Woo Chung , 이목화 Mok Hwa Lee , 김부윤 Boo Yoon Kim
DOI: JANT Vol.26(No.1) 137154, 2012
``Approximation`` is one of central conceptions in calculus. A basic conception for explaining ``approximation`` is ``tangent``, and ``tangent`` is a ``line`` with special condition. In this study, we will study pedagogically these mathematical knowledge on the ground of a viewpoint on the teaching of secondary geometry, and in connection with these we will suggest the teaching program and the chief end for the probable teaching. For this, we will examine point, line, circle, straight line, tangent line, approximation, and drive meaningfully mathematical knowledge for algebraic operation through the process translating from the above into analytic geometry. And we will construct the stream line of mathematical knowledge for approximation from a view of modern mathematics. This study help mathematics teachers to promote the pedagogical content knowledge, and to provide the basis for development of teaching model guiding the mathematical knowledge. Moreover, this study help students to recognize that mathematics is a systematic discipline and school mathematics are activities constructed under a fixed purpose.
