A Case Study on College Mathematics Education in Untact DT Era
이상구 Lee Sang-gu , 함윤미 Ham Yoonmee , 이재화 Lee Jae Hwa , 박경은 Park Kyung-eun
34(3) 201-214, 2020
이상구 Lee Sang-gu , 함윤미 Ham Yoonmee , 이재화 Lee Jae Hwa , 박경은 Park Kyung-eun
DOI: JANT Vol.34(No.3) 201-214, 2020
In December 2019, new coronavirus (COVID-19) which was started from Wuhan caused a dramatic changes in college mathematics education around the world from the spring semester 2020. All classes in college was switched to online classes at once. As a result, many efforts were made to keep the quality of mathematics education in college. We have discussed the situation that we did experience and discussed a possible changes that future mathematics education and research can face in the post-corona era (after coronavirus, AC era). Finally, we discussed an evaluation method for student activities that can be used in online class evaluation.
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An Analysis Prospective Mathematics Teachers’ Perception on the Use of Artificial Intelligence(AI) in Mathematics Education
신동조 Shin Dongjo
34(3) 215-234, 2020
신동조 Shin Dongjo
DOI: JANT Vol.34(No.3) 215-234, 2020
With the advent of the AI, the need to use AI in the field of education is widely recognized. The purpose of this study is to shed light on how prospective mathematics teachers perceive the need for AI and the role of teachers in future mathematics education. As a result, with regard to teaching, prospective teachers recognized that the use of AI in school mathematics is a demand of a new era, that various types of lesson can be implemented, and that accurate knowledge and information can be delivered. On the other hand, they recognized that AI has limitations in having cognitive and emotional interactions with students. As for mathematics learning, the prospective teachers recognized that AI can provide individualized learning, be used for supplementary learning outside of school, and stimulate students’ interest in learning. However, they also said that learning through AI could undermine students’ ability to think on their own. With regard to assessment, the prospective teachers recognized that AI is objective, fair and can reduce teachers’ workload, but they also said that AI has limitations in evaluating students’ abilities in constructed-response items and in process-focused assessment. The roles of teachers that the prospective teachers think were to conduct a lesson, emotional interaction, unstructured assessment, and counseling, and those of AI were individualized learning, rote learning, structured assessment, and administrative works.
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Analysis of Pre-Service Mathematics Teachers’ Experience on Design Thinking based Teaching Practicum
이지연 Lee Jiyon , 김훈주 Kim Hoonjoo
34(3) 235-256, 2020
이지연 Lee Jiyon , 김훈주 Kim Hoonjoo
DOI: JANT Vol.34(No.3) 235-256, 2020
The purpose of this study was to investigate the experience of pre-service mathematics teachers who attended at a university course combined with teaching practicum based on design thinking process to identify the change of their awareness of its activities. For the research, 8 pre-service mathematics teachers participated in a mathematics major course, consisting of 5 phases of design thinking formed by Stanford d.school. In the end of the course, qualitative data were collected through individual and focus group interviews and the course activities. By data analysis, the results of this study were as follows. Firstly, the participants’ perspectives of design thinking activities were changed from the difficulty and ambiguity of its activity in the beginning of the process to positiveness with competence of solving authentic problem in terms of teaching practicum over time. Secondly, the participating pre-service teachers emphasized that design thinking activities helped them prepare well teaching practicum and raise understanding of students they met in the school fields. Thirdly, some research participants went through the difficulty in utilizing their products drawn from 4th phase (prototyping) of design thinking process depending on the acceptance of their guidance teachers. Fourthly, the research participants also pointed out that the design thinking was a significant activity in that they learned how to understand and communicate with their students and how to collaborate with team members and it gave an insight about the preparation for a class. Through these results, this study identified the possibility of using the design thinking process for pre-service mathematics teachers’ teaching practicum. In addition, the research put forward some implications for better use of design thinking in teacher education.
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A Study on the development and effect of the MKT development program for pre-service mathematics teachers
옥보명 Ok Bo-myoung , 한혜숙 Han Hyesook
34(3) 257-276, 2020
옥보명 Ok Bo-myoung , 한혜숙 Han Hyesook
DOI: JANT Vol.34(No.3) 257-276, 2020
In this study, the MKT level of pre-service mathematics teachers in the area of permutations and combinations was investigated, and MKT-Development Program(MKT-DP) focused on improving the MKT of pre-service mathematics teachers was developed and implemented to examine the effects of the program on the MKT in the area of permutations and combinations. Twenty-nine pre-service mathematics teachers participated in a four-week MKT-DP and MKT pre and post tests. According to the MKT pre test results for permutation and combination areas, pre-service teachers who participated in this study showed low levels of MKT in the permutation and combination areas, especially, the level of SCK and KCT was quite low. In order to examine the effects of MKT-DP, the results of pre- and post-MKT tests were analyzed, and a significant difference between pre- and post-tests was found only in the KCT sub-category. This shows that the MKT-DP developed in this study is effective in improving pre-services teachers’ KCT in the area of permutation and combination. Although there were no statistically significant differences between the three remaining sub-categories(CCK, SCK, and KCS), the positive influence of MKT-DP can be expected throughout MKT, as a result of some level increase in post-test compared to the pre-test.
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Comparison of the Mathematics Educational Values between Pre-service and In-service Elementary School Teachers
임민재 Yim Minjae , 조수윤 Cho Sooyun , 방정숙 Pang Jeongsuk
34(3) 277-297, 2020
임민재 Yim Minjae , 조수윤 Cho Sooyun , 방정숙 Pang Jeongsuk
DOI: JANT Vol.34(No.3) 277-297, 2020
The purpose of this study was to identify and compare the mathematics educational values of pre-service and in-service elementary school teachers. For this purpose, we implemented a questionnaire investigating mathematics educational values and used principal component analysis which resulted in six components. These components were named as fun, problem-solving, representation, computation, ability, and explanation through systematic labeling processes. Both pre-service and in-service elementary school teachers considered problem-solving the most important and there was no statistical difference between the teacher groups. They also considered fun the least important and in-service elementary school teachers regarded it more important than pre-service counterparts did. All value components except explanation were regarded as important by in-service elementary school teachers, fourth-year pre-service teachers, and first-year pre-service teachers in order. The result of noticeable differences between pre-service and in-service elementary school teachers implies that actual teaching experience may affect teachers’ mathematics educational values more than teacher preparation programs. Based on these findings, we need to discuss what should be regarded as important and worthwhile in teacher preparation programs to establish mathematics educational values for pre-service teachers. We also need to confirm whether the mathematics educational values by in-service elementary school teachers may be in line with what has been pursued in the national mathematics curriculum.
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High School Students’ Mathematics Learning Style and Its Characteristics According to Their MBTI Personality Disposition Types
강윤수 Kang Yun Soo
34(3) 299-324, 2020
강윤수 Kang Yun Soo
DOI: JANT Vol.34(No.3) 299-324, 2020
The purpose of this study was to identify high school students’ mathematics learning style and its characteristics according to their personality disposition types and to propose mathematics learning strategies fit into each personality disposition type. For this purpose, MBTI personality test and survey to find mathematics learning style for 375 high school students were executed. The results were as follows. First, many students highly evaluated the effects of private education and prefer reference book to textbook. Second, there were significant differences on following variable domains of mathematics learning style such as learning attitude, learning habit(concentrativeness to concept understanding), problem solving strategies(effort for problem comprehension, use of various strategies), self management(metacognition) by MBTI personality disposition types(SJ, SP, NT, NF groups). Third, based on the results, the following mathematics learning strategies fit into each personality disposition type were recommended. SJ type students are needed to effort creative approach for open problem and to use mindmap as mathematics learning strategy. SP type students are needed to fulfill stepwise problem solving process and to effort constantly practice long/short term learning objectives. NT type students are needed to expand opportunity to study with friends and to use SRN(self reflection note) or mathematics journal writings as mathematics learning strategy. NF type students are needed to use mathematics learning note writing activity which include logical basis for each step of problem solving and to invest more time on learning algebra which need meticulous calculation.
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Longitudinal Study on the Relationship and Effects of Internal and External Factors on Mathematics Academic Achievement -For Middle and High School Students-
김용석 Kim Yongseok , 한선영 Han Sunyoung
34(3) 325-354, 2020
김용석 Kim Yongseok , 한선영 Han Sunyoung
DOI: JANT Vol.34(No.3) 325-354, 2020
This study utilized longitudinal data from the 2013 year (Secondary Middle School) to 2017 year (Secondary High School) of the Seoul Education Termination Study. Using the latent growth model and the piecewise growth model, we investigated the changes in mathematics academic achievement, internal factors(self-concept, self-control, self-assessment of life satisfaction), and external factors(school climate, guardians) as students' grades increased, and examined whether internal factors and external factors influence the changes in mathematics academic achievement. We examined whether internal and external factors influence the change in academic achievement. As a result of analysis, it was found that mathematics academic achievement remained unchanged from the first grade of middle school to the second grade of middle school, and steadily increased from the second grade of middle school to the first grade of high school, and then decreased slightly in the second grade of high school. The internal and external factors had little change. It has been found that self-concept, self-control as internal factors, and school climate as external factors influence changes in mathematics academic achievement.
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A study on understanding of infinite series
오혜영 Oh Hye-young
34(3) 355-372, 2020
오혜영 Oh Hye-young
DOI: JANT Vol.34(No.3) 355-372, 2020
The concept of infinite series is an important subject of major mathematics curriculum in college. For several centuries it has provided learners not only counter-intuitive obstacles but also central role of analysis study. As the understanding in concept on infinite series became foundation of development of calculus in history of mathematics, it is essential to present students to study higher mathematics. Most students having concept of infinite sum have no difficulty in mathematical contents such as convergence test of infinite series. But they have difficulty in organizing concept of infinite series of partial sum.
Thus, in this study we try to analyze construct the concept of infinite series in terms of APOS theory and genetic decomposition. By checking to construct concept of infinite series, we try to get an useful educational implication on teaching of infinite series.
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Analysis Study on the Consistency of the Curriculum of Mathematics and Textbooks
서보억 Suh Bo Euk
34(3) 373-391, 2020
서보억 Suh Bo Euk
DOI: JANT Vol.34(No.3) 373-391, 2020
This study is an analytical study on textbooks of < Economy Mathematics >, which was first presented in the 2015 revised high school mathematics curriculum. The textbook < Economic Mathematics > has a very high educational significance in that it is the first textbook developed for students majoring in economics. Analyzing whether these textbooks faithfully follow the spirit of the curriculum is an essential study for nurturing creative and convergent human beings and for personal self-realization. Therefore, in this study, a consistency analysis was conducted to determine whether the textbook < Economy Mathematics > fits the textbook development direction suggested by the curriculum developer and is appropriate for the state-approved mathematics curriculum. As a result of analysis, the contents of the textbook < Economic Mathematics > did not partially meet these criteria and lacked consistency. In conclusion, it is necessary to prepare more thorough standards for the examination and recognition of high school elective courses in the future.
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Comparison of Trigonometry in Mathematics Textbooks in Korea, Australia, and Finland
최은 Choi Eun , 권오남 Kwon Oh Nam
34(3) 393-419, 2020
최은 Choi Eun , 권오남 Kwon Oh Nam
DOI: JANT Vol.34(No.3) 393-419, 2020
Trigonometry allows us to recognize the usefulness of mathematics through connection with real life and other disciplines, and lays the foundation for the concept of higher mathematics through connection with trigonometric functions. Since international comparisons on the trigonometry area of textbooks can give implications to trigonometry teaching and learning in Korea, this study attempted to compare trigonometry in textbooks in Korea, Australia and Finland. In this study, through the horizontal and vertical analysis presented by Charalambous et al.(2010), the objectives of the curriculum, content system, achievement standards, learning timing of trigonometry content, learning paths, and context of problems were analyzed. The order of learning in which the three countries expanded size of angle was similar, and there was a difference in the introduction of trigonometric functions and the continuity of grades dealing with trigonometry. In the learning path of textbooks on the definition method of trigonometric ratios, the unit circle method was developed from the triangle method to the trigonometric function. However, in Korea, after the explanation using the quadrant in middle school, the general angle and trigonometric functions were studied without expanding the angle. As a result of analyzing the context of the problem, the proportion of problems without context was the highest in all three countries, and the rate of camouflage context problem was twice as high in Korea as in Australia or Finland. Through this, the author suggest to include the unit circle method in the learning path in Korea, to present a problem that can emphasize the real-life context, to utilize technological tools, and to reconsider the ways and areas of the curriculum that deal with trigonometry.
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