Ohnam Kwon

This study investigates students' retention of mathematical knowledge and skills in two differential equations classes. Posttests and delayed posttests after 1 year were administered to students in inquiry‐oriented and traditional classes. The results show that students in the inquiry‐oriented class retained conceptual knowledge, as seen by their performance on modeling problems, and retained equal proficiency in procedural problems, when compared with students in the traditionally taught classe

Abstract In this exploratory study, we investigate undergraduate students’ engagement with generative Artificial Intelligence (genAI) in proving mathematical statements. We selected six mathematical statements to conduct interviews with three students. We present the emergent framework, Students’ Interactive Proving Experience with AI (SIPE-AI), which explains the processes of students’ use of genAI in their proving and the factors influencing these processes. Our findings identify three factors

Middle school students can learn to communicate with graphs in the context of appropriate Calculator‐Based Ranger (CBR) activities. Three issues about CBR activities on graphing abilities were addressed in this study: (a) the effect of CBR activities on graphing abilities; (b) the extent to which prior knowledge about graphing skills affects graphing ability; (c) the influence of instructional styles on students' graphing abilities. Following the use of CBR activities, students' graphing abiliti

Visual displays in the news media become critical during escalating events such as the COVID-19 pandemic, as they facilitate the communication of complex information to the public. This article investigates the use of graphs in Korea's news media during the COVID-19 outbreak. We selected 12 dates that represent turning points in the outbreak of the disease and collected news stories including graphs from seven Korean daily newspapers issued on those dates. First, we analyzed the usage of graphs

The direction of recent education literature points to the importance of creativity and creative practices, which also plays an important role in character education and has been recognized as being invaluable for the educational goals of the 21st century. As such, the goal of mathematics educators and researchers has also been on emphasizing the importance of building character and promoting creative practices. In this research, we study the pedagogical measures that can be easily implemented i

The undergraduate curriculum in differential equations has undergone important changes in favor of the visual and numerical aspects of the course primarily because of recent technological advances. Yet, research findings that have analyzed students ’ thinking and understanding in a reformed setting are still lacking. This paper discusses an ongoing developmental research effort to adapt the instructional design perspective of Realistic Mathematics Education (RME) to the teaching and learning of

This study has examined the current status of mathematics education departments by analyzing its curriculum and teaching methods. We analyzed data set of the number of faculty and students, curricula, textbooks and instructional methods among 23 mathematics education department in Korea. The data reveals that the curricula of the universities of education has shown that more content knowledge subjects are taught than pedagogy knowledge subjects. However, it is important to note that there is inc

본 연구의 목적은 수학교육에서 스토티텔링의 의미와 스토리텔링 수학 모델 교과서의 개발 원리를 문헌을 통해 도출하고, 개발된 교과서의 현장적용 결과를 보고함으로써 스토리텔링 수학 모델 교과서의 적용가능성을 탐색하려는 것이다. 스토리텔링 수학 모델 교과서는 학생들이 수학을 흥미 있고 의미 있게 학습할 수 있도록 개발한 교과서이다. 교과서의 학습 효과를 극대화할 수 있도록 개발 원리로 맥락성의 원리, 과정지향성의 원리, 소통의 원리, 다양성의원리를 제안하였다. 또한 수학 모델 교과서의 적용 가능성을 판단하기 위해 현장적용을 실시하였다. 설문지 분석과면담분석을 통해 스토리텔링 수학 모델 교과서가 교수.학습 방법에서 의미 있는 시도이며 수학을 흥미 있게 학습할 수 있는 대안이 될 수 있음을 알 수 있었다. 마지막으로 스토리텔링 수학 모델 교과서를 개발할 때 고려해야 할부분에 대한 함의점을 제안하였다.