Essay 1 What is pedal curve?
Essay 2 Paradoxes in Probability Problem click here
Essay 3 Sequences and their Exploration with Spreadsheet Understanding of Different Sequences with Spreadsheet
Unit 1 (2 day): Linear & Inverse: Hooke's Law & Varignon's Theorem click here
Unit 2 (3 day): Linear & Inverse: Telescope click here
Unit 3 (2 day): Quadratic: Plumber & Pipe Cleaners click here
Unit 4 (1 day): Trigonometry: Ferris Wheel click here
Unit 5 (1 day): Exponential: Bank Business click here
Unit 6 (1 day): Exponential: Graphic Understanding click here
These are the papers which I have written for my coursework
from Fall quarter, 1995. The papers contain my philosophy about
teaching and learning of Mathematics.
(1) Teaching Materials and Effective Curriculum Planning on Rational Numbers
(2) A Study of a Mathematics Education Project HiMAP,COMAP
(3) Teaching for Understanding: Effective Teaching of Mathematics
Personally, I like this paper very much. You will be able to see what I think important in preparing to be a good mathematics teacher.
(4) Teaching of Functions : Using PSL (Personal Science Laboratory, IBM)
This paper is containing a new educational material which was developed by IBM. Students will understand the relationship between physical movement and its functional concept. PSL is to coorperating science into mathematics teaching.
(5) Report on Instructional Interests and an example of class instruction design starting from a triangle, and going to the Fermat's Last Theorem
(6) Analysys on the 6th National Mathematics Curriculumin Korea. I am proud of having a chance to alnayze a curriculum from my country.
(7) Piaget's Sociological Studies. This is an interesting paper, I think, because some ideas with that we can re-think about Piaget's interpretation about knowledge and learning in a social plane.
(8) A Child's Usage of Korean and English in Natural Settings:A Case Study.This paper examined how a Korean child, 2nd grader in an American school uses English and Korean. I investigated the child's case for providing some suggestive explanations to parents who have problems in dealing with their children's language use in the two language.
(9) A Teacher's Belief and their Manifestation in Teaching Practices : This is a qualitative research paper (presented at ICMI-ASIA, August 17-21, Chungju, Korea) studying a teacher's beliefs in the teaching and learning of mathematics. I intervied an experienced mathematics teacher at a high school in Georgia and made observations in her classroom. In particular, this paper presents the methodological aspects of qualitative research as well as the findings of this study.
Writeup 1 Exploration of y = a sin(bx + c) click
Writeup 2 Some Different Ways to Examine a Quadratic Equation click here
Writeup 3 Exploration with the centers of a triangle click here
Writeup 4 Exploration of a Parametric Equation click here
Writeup 5 Fibonacci Sequence and Use of Spreadsheet click here
Writeup 6 Exploration of a Cubic Equation click here
My project is for preparing visual materials with graphical
interpretations of many functions which are in the Korean high
school mathematics textbook. Korea has a integrated curriculum
in Mathematics. There is no differentiation between Algebra, Geometry,
and Calculus. Every high school students study differential and
integral calculus when they get to second year of high school.
But, many complex high degree functions are introduced without
the help of graphic calculators or computer application. Students
are expected to solve problems just with pencil and paper. I am
going to use Algebra Xpresser, GSP, or Excel to give students
more active model for the functions so that they can think of
the problems visually. I think this project will be able to make
good educational materials so that I can use when I get back to
Part-1: How do Korean students graph a rational function just with pencil and paper? click here
Part-2: Is it more easier to handle a forth power function than a rational function?
Part-3: Let us go back to another rational function, and see how you understand the problem.
Part-4: O.K. It is getting exciting! Let's try more complex one than in Part-3. Click here
Part-5: Now, it is time to meet a rational function.
In Part-5, you will be able to see a limitation of Algebra Xpressor in graphing ability. But, the
limitation can be overcome by students' right interpretation of a function and related knowledge
about the function.
Part-6:Try this one. It's not going to disappoint your imagination from the previous work in
Part-5. Click here
Before you click Part-6 think about a graph of a product of two function, an exponentional and a
linear function. That will help.
Part-7: Do you think that you are ready to try a logarithmic function?
First of all, you should know how to differentiate a logarithmic function. Your calculus will
answer for it. High school students in Korea are expected to study calculus in fairly deep level of
Part-8:This is a
fourth power function. Can you explain the relationship of
a fourth function and its differentiated function? Sure You Can!!
This is the last part of the project.
I went to Chonbuk National University in Korea from 1991 till 1995. You can travel to CNU, one of the best universities in Korea.
If you have comments please send e-mail to firstname.lastname@example.org
You can link to Begles, a group of some graduate students in the Mathematics Education Department at the University of Georgia.