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
Introduction
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
here
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
my country.
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
difficulty.
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 kjeon@sage.coe.uga.edu
You can link to Begles,
a group of some graduate students in the Mathematics Education
Department at the University of Georgia.
construction.(tel) 1-706-542-4194
(fax) 1-706-542-4551