A Study on Evaluation in College Mathematics Education in the New Normal Era
이상구 Lee¸ Sanggu , 함윤미 Ham¸ Yoonmee , 이재화 Lee¸ Jae Hwa
34(4) 421437, 2020
이상구 Lee¸ Sanggu , 함윤미 Ham¸ Yoonmee , 이재화 Lee¸ Jae Hwa
DOI: JANT Vol.34(No.4) 421437, 2020
Problem/Project based learning(PBL) is a studentcentered teaching method in which students collaboratively solve problems and reflect their experiences. According to the results of PBL study and the experiences of the authors in PBL instruction, this paper introduced the necessities, output and significance of learning process PBL evaluation method and sums up our PBL evaluation process. The issue of appropriate and fair evaluation has been raised in untact (noncontact) university mathematics education due to the novel coronavirus (COVID19) of the year 2020. To this end, when we had the course on < Basic Mathematics for Artificial Intelligence > for the summer semester held at S University in the summer of 2020. To ensure the fairness in evaluation and to improve the quality of our college math education, the PBL evaluation method was fully adapted. As a result, most of the students who took the lecture have learned a wide range of related knowledge without a single exception, and students agreed it is an ideal, fair, rational, and effective evaluation method applicable to other online courses in the era of untact education. This case was summarized in detail and introduced in this paper.

Research Trends in Mathematics Teacher Learning Community : Literature Review
김원 Kim¸ Won , 임웅 Lim¸ Woong
34(4) 439464, 2020
김원 Kim¸ Won , 임웅 Lim¸ Woong
DOI: JANT Vol.34(No.4) 439464, 2020
This study conducted a systematic review of mathematics teacher learning communities, especially the characteristics of teacher collaboration in community activities. Our review includes 14 research papers published in national academic journals indexed in KCI and 24 research papers in international academic journals indexed in SSCI from 2003 to 2019. Results show that the literature varied in research design, research topics, and patterns relating to teacher collaboration. While both international and national papers report teacher community activities concerning the organization, management, and participation, there were different levels of involvement, visions, and activities across the communities of practice. For example, research in national journals has presented teacher community as professional development while papers in international journals have focused on documenting teacher community becoming a reflective community of practice. This study contributes to understanding the interplay of context, conflicting epistemic culture, and professional agency in fostering collaboration in teacher communities. This paper also discusses relevant research methods to investigate mathematics teacher communities and insights into the policy and practice of mathematics teacher education.

Development and Effect of MathTour to improve Mathematics Study Attitude
허선 Heo Seon , 오홍식 Oh¸ Hong Sik
34(4) 465484, 2020
허선 Heo Seon , 오홍식 Oh¸ Hong Sik
DOI: JANT Vol.34(No.4) 465484, 2020
The purpose of this study was to prove the effect of Mathematics field experience trip program on students’ attitude in learning Mathematics. For this we developed JejumokGwanna MathTour program in 2019 for students which would make them to walk and experience mathematics in the field. In that program, we suggested several Mathematics examples about natural objects and artifacts in JejumokGwanna. After that, we let A middle school students within Jeju to experience this program in order to see the effect of this program. We asked participants to write pre and past questionnaire, have an interview, and write review. After analyzing those, this study concluded that the effect of JejumokGwanna MathTour on student’s attitude in learning mathematics was statically significant. The result of this study suggested that Mathematics Field Experience Study Program could be useful to improve student’s attitude in learning mathematics.

Analysis of the Effect in Mathematics Teachers Beliefs on their Students Beliefs by Latent Class Regression Model
강성권 Kang¸ Sung Kwon , 홍진곤 Hong¸ Jinkon
34(4) 485506, 2020
강성권 Kang¸ Sung Kwon , 홍진곤 Hong¸ Jinkon
DOI: JANT Vol.34(No.4) 485506, 2020
The purpose of this study is to analyze of the effect in Mathematics Teachers beliefs on their students beliefs by Latent Class Regression Model (LCRM). For this analysis, the study used the findings and surveys of Kang, Hong (2020) who developed a belief profile by analyzing the mathematical beliefs of 60 high school teachers and 1,850 secondyear high school students learning from them through the Latent Class Analysis (LCA). As a result It was observed that ‘Nature of Mathematics’, ‘Mathematic Teaching’ and ‘Mathematical Ability’ of mathematics teachers beliefs influence the mathematical beliefs of students. The teacher's belief of ‘Nature of Mathematics’ statistically significant effects on students' beliefs in 'School Mathematics', 'Problem Solving', 'Mathematics Learning'. The teacher's belief of ‘Teaching Mathematics’ ,‘Mathematical Ability’ statistically significant effects on students' beliefs in 'School Mathematics', 'Problem Solving', ‘SelfConcept’. The results of this study can give a preview of the phenomenon in which teacher's mathematical beliefs are reproduced into student's mathematical beliefs. In addition, the results of observation of this study can be used to the contents that can achieve the purpose of reorientation for mathematics teachers.

The Development of the Items on Mathematical Instructional Evaluation based on the Teacher’s Practical Knowledge
황혜정 Hwang¸ Hye Jeang
34(4) 507523, 2020
황혜정 Hwang¸ Hye Jeang
DOI: JANT Vol.34(No.4) 507523, 2020
This study is to establish the items on instructional evaluation based on the teacher’s practical knowledge in mathematics educations. Namely, this study deals with the items on how preservice or inservice teachers reflect and revise their own or peer’s class. To accomplish this, first of all the items on instructional evaluation was developed by researchers of this study on the basis of the results of two previous study. One is the literature of Elbaz(1981) and the other is the literature of Hwang(2013). Elbaz(1981) defined the definition of practical knowledge and five subdomains of the practical knowledge. On the other hand, Hwang(2013) defined the teacher knowledge in mathematics education and four subdomains of the teacher knowledge. According to these four domains, Hwang(2013) developed the items on the instructional evaluation in mathematics class. From now on, based on these two study, this study was to develop the items on the instructional evaluation involving the practical knowledge. Futhermore, the final and ideal items on the instruction would be established through the reflection and comments of professionals such as mathematics teachers, professors, and researchers.

A Longitudinal Study on the Influence of Attitude, Mood, and Satisfaction toward Mathematics Class on Mathematics Academic Achievement
김용석 Kim¸ Yongseok
34(4) 525544, 2020
김용석 Kim¸ Yongseok
DOI: JANT Vol.34(No.4) 525544, 2020
There are many factors that affect academic achievement, and the influences of those factors are also complex. Since the factors that influence mathematics academic achievement are constantly changing and developing, longitudinal studies to predict and analyze the growth of learners are needed. This study uses longitudinal data from 2014 (second year of middle school) to 2017 (second year of high school) of the Seoul Education Longitudibal Study, and divides it into groups with similar longitudinal patterns of change in mathematics academic achievement. The longitudinal change patterns and direct influence of mood and satisfaction were examined. As a result of the study, it was found that the mathematics academic achievement of the first group (1456 students, 68.3%) including the majority of students and the second group (677 students) of the top 31.7% had a direct influence on the mathematics class attitude. It was found that the mood and satisfaction of mathematics classes did not have a direct effect. In addition, the influence of mathematics class attitude on mathematics academic achievement was different according to the group. In addition, students in group 2 with high academic achievement in mathematics showed higher mathematics class attitude, mood, and satisfaction. In addition, the attitude, atmosphere, and satisfaction of mathematics classes were found to change continuously from the second year of middle school to the second year of high school, and the extent of the change was small.

Applications and Possibilities of Artificial Intelligence in Mathematics Education
박만구 Park¸ Mangoo
34(4) 545561, 2020
박만구 Park¸ Mangoo
DOI: JANT Vol.34(No.4) 545561, 2020
The purpose of this study is to investigate the applications and possibilities of major programs that provide services using artificial intelligence in mathematics education. For this study, related papers, reports, and materials were collected and analyzed, focusing on materials mostly published within the last five years. The researcher searched the keywords of "artificial intelligence", "artificial intelligence", "AI" and "mathematics education" independently or in combination. As a result of the study, artificial intelligence for mathematics education was mostly supporting learners' personalized mathematics learning, defining it as an auxiliary role to support human mathematics teachers, and upgrading the technology of not only cognitive aspects but also affective aspects. As suggestions, the researcher argued that followings are necessary: Research for the establishment of an elaborate artificial intelligence mathematical system, discovery of artificial intelligence technology for appropriate use to support mathematics education, development of high quality of mathematics contents for artificial intelligence, and the establishment and operation of a cloudbased comprehensive system for mathematics education. The researcher proposed that continuous research to effectively help students study mathematics using artificial intelligence including students' emotional or empathetic abilities, and collaborative learning, which is only possible in offline environments. Also, the researcher suggested that more sophisticated materials should be developed for designing mathematics teaching and learning by using artificial intelligence.

A Study on Development of Integrating Mathematics and Coding Teaching & Learning Materials Using Python for Prime Factorization in 7th Grade
김예미 Kim¸ Ye Mi , 고호경 Ko¸ Ho Kyoung , 허난 Huh¸ Nan
34(4) 563585, 2020
김예미 Kim¸ Ye Mi , 고호경 Ko¸ Ho Kyoung , 허난 Huh¸ Nan
DOI: JANT Vol.34(No.4) 563585, 2020
This study developed teachinglearning materials for mathematics and coding convergence classes using Python, focusing on 'Prime Factorization' of seventh graders. After applying the teaching methods and contents to the students, they analyzed whether the learners achieved their learning goals. The results were used to modify and supplement teaching and learning materials. Affective domain of learners were also analyzed. The results are that the teaching methods and contents of the developed teachinglearning materials were generally appropriate for learners. The learners understood most of the lessons according to the set teaching methods of all classes. And learners have mostly reached their learning goals. In addition, as a result of analyzing the definition characteristics of learners through followup interviews, the interest in mathematics and programming has improved. The developed teaching and learning materials of this study are well consisted mostly of the teaching methods and the contents of the classes, and are organized so that learners can reach most of the learning goals. It also brought positive changes to the affective domain of mathematics and coding, demonstrating the potential for useful use in school.

A Study on the Model for the Development of Tools for Math Activities & it’s Application
서보억 Suh¸ Bo Euk
34(4) 587603, 2020
서보억 Suh¸ Bo Euk
DOI: JANT Vol.34(No.4) 587603, 2020
This study is a basic study to effectively develop a mathematics experience object, an important tool and educational tool in mathematics education. Recently, as mathematics education based on action theory is emphasized, various mathematics experience objects are being developed. It is also used through various afterschool activities in the school. However, there are insufficient cases in which a mathematics experience teaching tools is developed and used as a tool for explaining mathematics concepts in mathematics classrooms. Also, the mathematical background of the mathematics experience teaching tools used by students is unclear. For this reason, the mathematical understanding of the toolst for mathematics experience is also very insufficient.
Therefore, in this study, a development model is proposed as a systematic method for developing a mathematics experience teaching tools. Also, in this study, we developed ‘the Great Common Divisor' mathematics experience teaching tool according to the development model. Through the model proposed through this study and the actual mathematics experience teaching tool, the development of various tools for mathematical experience will be practically implemented. In addition, it is expected that various tools for experiencing mathematics based on mathematical foundations will be developed.
