Earticle

The purpose of this study is to analyze and compare the Korean textbooks and CMP textbooks according to 2009 revision curriculum from the viewpoint of RME. To do this, we compared the Accentuation of Negative of the 7th grade CMP textbooks with the elementary system, unit name, concept - principle, and goal in the first grade textbook of Korean middle school published in 2013. As a result of the analysis, Korean textbooks deal with only realistic material in the non-formal inquiry and application stage. The abstraction and formalization of the concept-principle extracted from the real material without returning to the process are done at once, It builds. However, in the CMP textbook, most of the learning contents are solved through problem solving in the real situation, and the concept-principle is gradually abstracted and formalized through the activity of finding the generalized pattern and establishing the strategy. Based on these research results, students should use the materials they are interested in to modify the problem, to describe the students themselves, to set up their own problem solving methods and to give them the opportunity to exchange opinions with other students.

The purpose of this research explores desirable Image of teacher from middle and high school. To do research execution, the framework was selected in Kang(2009) and the data which is collected in education office in Chung-Nam homepage contains contents that compliment teacher from middle and high school. The data was analyzed qualitatively by the framework. Consequently, data represents opposite result unlike precedent study. In data, People expect personality of teacher than instructional method of teacher. This conclusion proposes to rethinking about a desirable image of teacher in present.

In modern society, technological engineering has developed rapidly, leading to positive interest in the use of technology. This has led to changes in the curriculum as it continues to the field of education, and in this regard, research on mathematics education about the use of technology is also increasing. Therefore, this study aims to compare and analyze the technology utilization studies that have been performed in mathematics education until recently. In addition, it aims to suggest the direction and implications of the follow-up research to utilize the technology more effectively in mathematics education and to further develop and systematize it academically. As a result of the analysis, the research using technology in mathematics education can be divided into four categories. The first is the aspect of the theoretical consideration related to the technology, the second is the actual situation related to the technology, the third is the aspect of the teaching and learning method related to the technology, and the fourth is the aspect of the activation plan of the utilization of the technology. The results of these studies suggest that the educational effect of using technology is generally acceptable, but it does not incorporate the educational potential of technology in actual education. Therefore, future research on technology will need to be more concrete and approach in a practical context.

In this research, in recent years, many countries in the world actively undertook various research for mathematics education in the future society in which the Fourth Industrial Revolution pressed, the research area gradually expanded It tends to be. Therefore, in this paper I would like to emphasize the necessity by offering suggestions for future mathematics education and research on the 4th industrial revolution by looking at trends in the domestic fourth industrial revolution and mathematical education engineering research. Recently, I analyzed 9 papers in mathematics education published in journal of mathematics education by 2017 about the research method, contents category, mathematics education category from the meta viewpoint. The results of this study are as follows. First, domestic research papers of the 4th industrial revolution and mathematics education are provided very remotely. Second, there is a lack of quantitative, qualitative and mixed research that is actually needed at the class. Finally, we need research in various fields so that we can confirm.

The English-medium Instruction can be expected to have a positive effect in that major learning contents and improving English ability can be achieved at the same time. Many universities are already offering English-medium Instruction, and some universities offer both major and general courses. There are many controversies about the effectiveness and necessity of the lecture on mathematics in English, because lectures on mathematics are conducted in English, without considering the specificity of mathematics. On the basis of theses results, this paper discusses the general background of introducing English-medium Instruction, examines the concept of English-medium Instruction and their mathematical peculiarities, and suggests the direction in which English lectures in mathematics majoring in college should proceed in the future.

The purpose of this paper is to examine the curriculum for the second grade of middle school for the development of multicultural mathematics teaching materials. As a result, we could classify it as concrete manipulation instrument and software manipulation instrument. Successful multicultural mathematics classes require not only the language difficulties experienced by multicultural students, but also the development of meaningful contents for existing Korean students.