Communications of Mathematical Education

Issue: Vol.26 No.4

A Teaching program in Making Eastern and Western Musical Scales using integer Ratio 이규봉 Bong Gyou Lee 26(4) 339-349, 2012 A Teaching program in Making Eastern and Western Musical Scales using integer Ratio 이규봉 Bong Gyou Lee DOI: JANT Vol.26(No.4) 339-349, 2012 Integer ratios 1:2:3:4 are very important in making eastern and western musical scales. Suggest an educational program of Mathematics in middle school which shows how to make an musical instrument and musical scales by Euclidean constructions. It explains for Mathematics how to make musical notes.
Early History of Linear Algebra 이상구 Sang Gu Lee , 이재화 Jae Hwa Lee , 함윤미 Yoon Mee Ham 26(4) 351-362, 2012 Early History of Linear Algebra 이상구 Sang Gu Lee , 이재화 Jae Hwa Lee , 함윤미 Yoon Mee Ham DOI: JANT Vol.26(No.4) 351-362, 2012 Until the 1950s, linear algebra was considered only as one of abstract and advanced mathematics subject among in graduate mathematics courses, mainly dealing with module in algebra. Since the 1960s, it has been a main subject in undergraduate mathematics education because matrices has been used all over. In Korea, it was considered as a course only for mathematics major students until 1980s. However, now it is a subject for all undergraduate students including natural science, engineering, social science since 1990s. In this paper, we investigate the early history of linear algebra and its development from a historical perspective and mathematicians who made contributions. Secondly, we explain why linear algebra became so popular in college mathematics education in the late 20th century. Contributions of Chinese and H. Grassmann will be extensively examined with many newly discovered facts.
A Study on the Mathematics Teachers` Gender Difference in Teachers` Perceptions of the Affective Domain in Teaching Practice 한혜숙 Hye Sook Han , 최계현 Kye Hyen Choi 26(4) 363-381, 2012 A Study on the Mathematics Teachers` Gender Difference in Teachers` Perceptions of the Affective Domain in Teaching Practice 한혜숙 Hye Sook Han , 최계현 Kye Hyen Choi DOI: JANT Vol.26(No.4) 363-381, 2012 The purpose of the study was to examine teachers` gender difference in teachers` perceptions of the affective domain in teaching practice. This study was conducted with 327 secondary mathematics teachers in Gyeonggi-do by survey method. According to the results, female teachers showed more positive responses in perceptions of the affective domain and teaching practices in the aspect of affective domain at the stage of planning lessons, assessing students, and reflecting lessons. Especially, female group showed higher mean scores than male group in the perception of the value of mathematics at the all stages of teaching.
A Review of Research Methodology in Mathematics Education from Phenomenological Perspective 조정수 Cheong Soo Cho 26(4) 383-408, 2012 A Review of Research Methodology in Mathematics Education from Phenomenological Perspective 조정수 Cheong Soo Cho DOI: JANT Vol.26(No.4) 383-408, 2012 This study is to review phenomenology as a legitimate research methodology in mathematics education. Phenomenology is considered a perspective which will be able to provide varieties of viewpoints for mathematics education. Phenomenology is a research about phenomena and experience, and phenomenological research is to reveal the meanings from persons who experience something that researcher is interested in. Through such review, this study is to identify if phenomenology has potential possiblity to open as a qualitative research methodology in mathematics education. In order to doing this, this study has reviewed the trend of qualitative research methods in mathematics education, major concepts of phenomenology, phenomenological attitudes for phenomenological research, and the methods and procedures for phenomenological research. The major conclusions are as the followings: the focus of lived-experience in mathematics education, the importance of recognizing life world in mathematics education, and the essence of general phenomena and the meanings of experience general in mathematics education.