전혜원 Jeon Hyewon , 김래영 Kim Rae Young

DOI: JANT Vol.33(No.4) 425-444, 2019

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Comparing to the U.S. mathematics textbooks, this study examines the opportunity to learn statistical processes represented in mathematics textbooks reflecting 2015 revised curriculum. Analyzing four different kinds of Korean middle school mathematics textbooks and two kinds of corresponding U.S. textbooks for seventh graders, we found that the tasks dealing with all the phases of statistical processes were found only in the U.S. textbooks while not even one task in such a case was not observed in the Korean textbooks. To make matters worse, the proportion of the tasks dealing with only one phase of statistical processes was 93.3% of all the tasks in Korean textbooks. In terms of types of tasks, the types of tasks were very homogeneous in Korean textbooks, usually Types FPR or PR while more various types of tasks were found in the U.S. textbooks such as Types FRI, PRI, FR, or RI. In views of features of each phase in statistical processes, Korean textbooks heavily focused only on some particular statistical behaviors such as ‘formulating a problem’,‘collecting data’,‘transforming data’, and ‘analyzing a part of data.’ The findings of this study provide meaningful implications for improving statistics education and developing mathematics textbooks to enhance students’ statistical thinking and problem-solving ability.

김리나 Kim Rina

DOI: JANT Vol.33(No.4) 445-453, 2019

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Gender might be interpreted in different roles and meanings depending on social and cultural backgrounds. Based on the premise that understanding of gender may change the direction of mathematics education, this paper confirmed how gender is interpreted in the preceding study of mathematics education in Korea by applying the literature research method. In particular, predictive model based on empirical perspective and gender schema model based on constructivist perspective. Based on the analysis of gender and research methods in cultural and historical composition models based on historical perspectives and postmodernism models based on postmodernism perspectives, this study analyzed trends in domestic mathematics education. As a result of the analysis, it is confirmed that gender is recognized as a biological difference in domestic mathematics education, and that analysis of gender and related elements of mathematics education is mainly used using statistical analysis techniques. This suggests that various approaches to interpreting gender's role in future mathematics education are needed. The existing mathematics education research on gender is composed in terms of gender differences. Since biology at the time did not explain this difference, however, it should now be based on the concept of gender, which is socially defined gender. Accurate understanding of gender and gender can be the basis for clearer understanding and interpretation of gender-related mathematics research.

권민진 Gweon Min Jin , 이지혜 Ee Ji Hye , 허난 Huh Nan

DOI: JANT Vol.33(No.4) 455-470, 2019

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The purpose of this study is to investigate of the North Korean adolescents defectors' mathematics learning. We have investgated the characteristics of the North Korean adolescents defectors' mathematics learning states and their difficulties in mathematics learning. As a result, the affective domain of the North Korean adolescents defectors was less confident, worthy, and motivated to learn than the South Korean students. The abandonment rate of the North Korean adolescents defectors was higher than that of the South Korean students. According to the results of the survey, the North Korean adolescents defectors who attended elementary school in Korea compared to the births of the North Koreans and other countries had higher interest and desire for learning. Especially, the result showed that the difficulty of learning the mathematics of the North Korean defectors was the linguistic factor.

김은숙 Kim Eun Suk , 조완영 Cho Wan Young

DOI: JANT Vol.33(No.4) 471-488, 2019

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This paper aims to examine how mathematical history is used in < Math II > textbooks according to the 2015-Revised Curriculum. We analyze the distribution and characteristics of making use of the mathematical history in the nine < Math II > textbooks, using the framework suggested by Jankvist (2009) on the whys and hows of using historical tasks. First, the tasks related to mathematical history in the textbooks are mostly used as an affective tool, while few tasks are used as a cognitive tool. Second, most of the historical tasks of the type of an affective tool are introducing the anecdotes of mathematicians or in the history of mathematics, and only one case is trying to show human nature of mathematics by illuminating the difficulties mathematicians were faced with. Third, all the mathematical history tasks used as affective tools and goals are illumination materials, while only two out of the ten tasks in the category of a cognitive tool are illumination materials, yet eight others are modular ones. Considering the importance and value of using mathematical history in the math education, this paper recommends that more modular materials on mathematical history tasks in the category of cognitive tools and goals should be developed and their deployment in the textbooks or courses should be promoted.