An Analysis of Students` Mathematical Modeling in the RUBRIC Writing
김혜영 Kim Hye Young , 김래영 Kim Rae Young
30(3) 263280, 2016
김혜영 Kim Hye Young , 김래영 Kim Rae Young
DOI: JANT Vol.30(No.3) 263280, 2016
This study aims to examine the impact of RUBRIC writing on students’ mathematical modeling. By analyzing 23 tenth grade students’ responses to seven problems related to mathematical modeling, we found that the students who used RUBRIC writing could not only get more correct answers but also could use more various representations and mathematical models than the students who did not use it. The students with RUBRIC writing also could translate between reality and mathematics more appropriately, and better explain the process to solve the problem than the counterpart. It implies that RUBRIC writing can help improve students’ mathematical modeling and problem solving as an alternative instruction and assessment.

Interactive Engineering Mathematics Laboratory
이상구 Sanggu Lee , 이재화 Jae Hwa Lee , 박준현 Jun H. Park , 김응기 Eungki Kim
30(3) 281294, 2016
이상구 Sanggu Lee , 이재화 Jae Hwa Lee , 박준현 Jun H. Park , 김응기 Eungki Kim
DOI: JANT Vol.30(No.3) 281294, 2016
This study deals with the content that was developed by the authors and the utilization of the ‘Interactive Engineering Math Laboratory (IEmath Lab).’ IEmath Lab provides online review lectures as well as a wide range of examples and exercises from the curriculum of engineering mathematics courses. The lectures come with precoded Pythonbased SageMath cells through which students can run and modify the code directly from this free laboratory. IEmath Lab is accessible via mobile devices so that the students can use it anywhere, anytime for maximum learning effectiveness and achievement. IEmath Lab would be an ideal tool for the effective learning and teaching of engineering mathematics, which combines theory and practice.

Analyzing Contexts Used in Textbook Problems  A Case of Precalculus 
노지화 Noh Jihwa
30(3) 295308, 2016
노지화 Noh Jihwa
DOI: JANT Vol.30(No.3) 295308, 2016
In order to determine the message that is communicated to students about people who use math, this study analyzes contexts, human presence in particular, used in problems presented in a U. S. high school mathematics textbook. A framework was developed to analyze the human presence and was used to determine both the degree to which humans are present in the curriculum as well as characteristics of the present humans. One outcome of this study is the framework itself which can be used to analyze the human presence in any mathematics curriculum. Other outcomes include the determination that the particular mathematics textbook under study contains an overwhelming lack of humans, a surprising lack of named humans, and a disappointing presence of humans in mathrelated careers. These findings raise concerning questions about the message that is communicated to students about the usefulness of school mathematics and missing a valuable opportunity to inspire students to pursue degrees in mathematics. Additionally, it is hoped that these findings would inform the work of the Korean mathematics education communities on the textbook development.

Study for Mathematics App development for Senior
고호경 Ko Ho Kyoung , 이형주 Lee Hyeungju
30(3) 309333, 2016
고호경 Ko Ho Kyoung , 이형주 Lee Hyeungju
DOI: JANT Vol.30(No.3) 309333, 2016
This study is part of app development research based on user centered design which targets silver generation learners. The mathematical contents provided by Senior math application focus on Numeracy issues. In order to finalize the user interface and the mathematical contents which is for developing the mathematic application, teaching experiment was carried out through 9 senior learners. Also CIPP program evaluation model was used for monitoring the result of this teaching experiment. Factors such as ``educational objectives`` ``requirement analysis`` ``educational environment`` ``curriculum`` ``learning content`` ``learning matter`` ``interaction`` ``program administration`` ``supporting environment`` ``satisfaction`` ``study result`` ``substantiality of learning`` were checked and as a result the Senior Mathematic application was developed through these feedbacks.

Development and application of teaching  learning materials for mathematically gifted students by using Fermat Point 
윤준호 Yoon Joonho , 윤종국 Yun Jonggug
30(3) 335351, 2016
윤준호 Yoon Joonho , 윤종국 Yun Jonggug
DOI: JANT Vol.30(No.3) 335351, 2016
The purpose of this study is to develop ProjectBased TeachingLearning materials for mathematically gifted students using a Fermat Point and apply the developed educational materials to practical classes, analyze, revise and correct them in order to make the materials be used in the field. I reached the conclusions as follows. First, Fermat Point is a good learning materials for mathematically gifted students. Second, when the students first meet the challenge of solving a problem, they observed, analyzed and speculated it with their prior knowledge. Third, students thought deductively and analogically in the process of drawing a conclusion based on observation. Fourth, students thought critically in the process of refuting the speculation. From the result of this study, the following suggestions can be supported. First, it is necessary to develop TeachingLearning materials sustainedly for mathematically gifted students. Second, there needs a valuation criteria to analyze how learning materials were contributed to increase the mathematical ability. Third, there needs a follow up study about what characteristics of gifted students appeared.

A study on the Elements of Communication in the Tasks of Function of Mathematics in Context Textbook
황혜정 Hwang Hye Jeang , 최선아 Choe Seon A
30(3) 353374, 2016
황혜정 Hwang Hye Jeang , 최선아 Choe Seon A
DOI: JANT Vol.30(No.3) 353374, 2016
Communication is one of 6 core competencies suggested newly in mathematics curriculum revised in 2015 in Korea. Also, it``s importance has been emphasized through NCTM and CCSSI. By the subject of Mathematics in Context(MiC) textbook, this study planned to explore the communication elements according to the types of communication such as discourse, representation, operation. Namely, this study dealt with 316 questions in a total of 34 tasks relevant to function content in the MiC textbook, and this study explored the communication elements on the questions of each task. To accomplish this, this study first of all was to reconstruct and establish an analytic framework, on the basis of ‘D.R.O.C type’ of communication developed by Kim & Pang in 2010. In addition, based on the achievement standards of function domain in mathematics curriculum revised in 2015 in Korea, this study basically compared with the function content included in MiC textbook and Korean mathematics curriculum document. Also, it tried to explore the distribution of communication elements according to the types of communication.

A communicational approach to mathematical process appeared in a peer mentoring teaching method
최상호 Sangho Choi , 하정미 Jeongmi Ha , 김동중 Dongjoong Kim
30(3) 375392, 2016
최상호 Sangho Choi , 하정미 Jeongmi Ha , 김동중 Dongjoong Kim
DOI: JANT Vol.30(No.3) 375392, 2016
The purpose of this study is to provide a philosophical reflection on mathematical process consistently emphasized in our curriculum and to stress the importance of sharing creativity and its applicability to the mathematical process with the value of sharing and participation. For this purpose, we describe five stages of changing process in a peer mentoring teaching method conducted by a teacher who taught this method for 17 years with the goal of sharing creativity and examine components of mathematical process and their impact on it in each stage based on learning environment, learning process, and assessment. Results suggest that six principles should be underlined and considered for students to be actively involved in mathematical process. After analyzing changes in the five stages of the peer mentoring teaching method, the five principles scrutinized in mathematical process are the principles of continuous interactivity, contextual dependence, bidirectional development, teacher capability, and student participation. On the basis of these five principles, the principle of cooperative creativity is extracted from effective changes of mathematical process as a guiding force.

A Study on the Development of Teaching Materials about Utilizing Counterexmples Focusing on Proposition in High School
오세현 Oh Se Hyun , 고호경 Ko Ho Kyoung
30(3) 393418, 2016
오세현 Oh Se Hyun , 고호경 Ko Ho Kyoung
DOI: JANT Vol.30(No.3) 393418, 2016
Theory and fundamentals of mathematics consist mostly of proposition form. Activities by research of the proposition which leads to determine the true or false, justify the true propositions and refute with counterexample improve logical reasoning skills of students in emphases on mathematics education. Also, utilizing of counterexamples in school mathematics combines mathematical knowledge through the process of finding a counterexample, help the concept study and increase the critical thinking. These effects have been found through previous research. But many studies say that the learners have difficulty in generating counterexamples for false propositions and materials have not been developed a lot for the counterexample utilizing that can be applied in schools. So, this study analyzed the current textbook and examined the use of counterexamples and developed educational materials for counterexamples that can be applied at schools. That materials consisted of making true & false propositions and students was divided into three groups of academic achievement level. And then this study looked at the change of the students’ thinking after counterexample classes. As a study result, in all three groups was showed a positive change in the cognitive domain and affective domain. Especially, in toplevel group was mainly showed a positive change in the cognitive domain, in uppermiddle group was mainly showed in the cognitive and the affective domain, in the subgroup was mainly found a positive change in the affective domain. Also in this study shows that the class that makes true or false propositions in education of utilizing counterexample, made students understand a given proposition, pay attention to easily overlooked condition, carefully observe symbol sign and change thinking of cognitive domain helping concept learning regardless of academic achievement levels of learners. Also , that class gave positive affect to affective domain that increase interest in the proposition and gain confidence about proposition.

A Comparative Study of Contents between JuSeoGwanGyeon and GuJangSanSul
허난 Huh Nan
30(3) 419434, 2016
허난 Huh Nan
DOI: JANT Vol.30(No.3) 419434, 2016
JuSeoGwanGyeon is a mathematical book of Chosun dynasty in the early 18th century. This study is to analyze and compare the contents between JuSeoGwanGyeon and GuJangSanSul. From this study, we are able to see the contents of JuSeoGwanGyeon that has been unknown in detail so far. In this comparative study, the following facts are found. First, many problems in JuSeoGwanGyeon are similar to the GuJangSanSul on the contents and frame. Most of them are same type. But some of problems in JuSeoGwanGyeon have been developed. Second, there are distinct differences of description type. And JuSeoGwanGyeon was influenced by GuJangSanSul but also other mathematical books. We expect that the results provide basic information for mathematics history in Korea.
