Abstract
Mathematics is quite important for all students for promoting national and individual development. In this paper, I start with the general question regarding mathematics pedagogy; “How do we provide them curriculum and instruction so that they can grow up with learning an easier, a more interesting, a more meaningful mathematics to themselves?” To make things clear, I first introduce the pedagogical exemplary cases for Korean math learning and teaching based on qualitative approach after reviewing aShi short history of curriculum revision in Korea. Having the successive revision path in 1973, 1997 and 2011, the 2015 Revised National Curriculum affected the Math curriculum more significantly to math teachers and students. It aimed at nurturing a creative and integrative learner, as part of the central goals to normalize public education. I highlighted a case where a dedicated math teacher had been struggled with her students in math classroom since a novice teacher (Jun, Jung, & Shin, 2016). The second part of this paper deals with several cases of utilizing such tools for computational thinking such as NetLogo and Mathematica. As known for computational modeling tool, NetLogo is quite useful for promoting mathematics learning with computational thinking capabilities. Mathematica is another useful tool for both teachers and students. This computer algebra system is designed for the students to enhance their computational thinking skills by exploring algorithms for solving calculus problems, for example. At the end, I present Korean cases of utilizing such tools for the science education center for the gifted and university classroom situations. Those cases will be possibly adopted in other international classrooms, especially in Japan as well.
