1 |
Baek, I., & Choi, C. (2015). Effects on mathematical thinking ability of mathematising learning with RME. Journal of Elementary Mathematics Education in Korea, 19(3), 323-345.
|
2 |
Blum, W. (2011). Can modelling be taught and learnt, some answers from empirical research. In G. Kaiser, W. Blum, R. Borromeo Ferri & G. Stillman (Eds.), Trends in teaching and learning of mathematical modeling (15-30). New York: Springer.
|
3 |
Blum, W., & Ferri, R. B. (2016). Advancing the teaching of mathematical modeling: research-based concepts and examples. In C. R. Hirsch & A. R. McDuffie (Eds.), Mathematical modeling and modeling mathematics (65-76). Reston, VA: NCTM.
|
4 |
Boaler, J., & Brodie, K. (2004). The importance, nature and impact of teacher questions. Proceedings of the 26th North American Chapter of the International Group for the Psychology of Mathematics Education (774-783). Toronto, Canada.
|
5 |
Chapin, S. H., O'Connor, C., & Anderson, N. C. (2003). Classroom discussions: Using math talk to help students learn, grades 1-6. Sausalito, Calif.: Math Solutions.
|
6 |
Cho, W. (2006). A study on mathematizing teaching and learning in highschool calculus. School Mathematics, 8(4), 417-439.
|
7 |
Choi, S., Ha, J., & Kim, D. (2016). An analysis of student engagement strategy and questioning strategy in a peer mentoring teaching method. Journal of the Korean School Mathematics Society, 19(2), 153-176.
|
8 |
Choi, J., & Kim, H. (2008). Development and application of learning materials for Freudenthal's mathematising activities in the middle school geometry. Journal of the Korean School Mathematics Society, 11(1), 69-96.
|
9 |
Choi, K. (2017). A design of teaching units for experiencing mathematising of elementary gifted students. Communications of Mathematical Education, 31(2), 223-239.
DOI
|
10 |
Choi, S. (2018). Mathematics teachers' discursive competency. Korea University Graduate School Doctoral thesis.
|
11 |
Choi, S., & Kim, D. (2017). Effects of a communicational approach to teacher education on cognitive changes in mathematical beliefs. Korean Journal of Teacher Education, 33(4), 25-50.
|
12 |
Choi-Koh, S., & Choi, K. (2006). Student's mathematization of equations in the middle school using the history of mathematics. Mathematical Education, 45(4), 439-457.
|
13 |
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating qualitative and qualitative research. Upper Saddle River, NJ: Pearson Education.
|
14 |
Freudenthal H. (1973). Mathematics as an Educational Task. Dordrecht: Kluwer Academic Publishers.
|
15 |
Glaser, B. F., & Strauss, A. L. (1967). The discovery of grounded theory. New York: Aldine de Gruyter.
|
16 |
Katano, Z. (2011). Sugakushi wo katsuyo shita kyozai kenkyu(translated by Kim, B., & Jeong, Y.). Seoul: kyungmoonsa(originally published in 1992)
|
17 |
Lee, K., & Kim, W. (2006). An analysis on mathematics teachers' questioning behaviour. Korean Journal of Teacher Education, 22(4), 111-133.
|
18 |
Kim, D., Shin, J., Lee, J., Lim, W., Lee, Y., & Choi, S. (2019). Conceptualizing discursive teaching capacity: A case study of a middle school mathematics teacher. School Mathematics, 21(2), 291-318.
DOI
|
19 |
Kwon, O., Ju, M., Park, J., Park, J., Oh, H., & Jo, H. (2013). The study on the development principles for the mathematics textbook based on storytelling and the possibility of implementation. Communications of Mathematical Education, 27(3), 249-266.
DOI
|
20 |
Lee, D., & Choe, S. (2006). A qualitative analysis on the characteristics of "Best Practice" in mathematics. Journal of the Korean School Mathematics Society, 9(3), 249-263.
|
21 |
Mehan, H. (1997). Students' interactional competence. In M. Cole, Y. Engestrom, & O. Vasquez(Eds.), Mind, Culture, and activity: Seminal papers from the laboratory of comparative human cognition (235-240). Cambridge, UK: Cambridge University Press.
|
22 |
NCTM (1991). Professional standards for teaching mathematics. Reston, VA: Author.
|
23 |
NCTM (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
|
24 |
NCTM (2007). Mathematics teaching today. Reston, VA: Author.
|
25 |
Oh, H. (2018). A study on understanding of differentiation. Communications of Mathematical Education, 32(2), 131-146.
DOI
|
26 |
Pyo, Y., & Lee, J. (2007). Development and application of real-life problems for uplifting problem solving skills. Communications of Mathematical Education, 21(2), 177-197.
|
27 |
Smith, M. S., & Stein, M. K. (2011). 5 practices for orchestrating productive mathematics discussion. Reston, VA: NCTM.
|
28 |
Schwartz, C. (2015). Developing the practice of teacher questioning through a K-2 elementary mathematics field experience. Investigations in Mathematics Learning, 7(3), 30-50.
DOI
|
29 |
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.
DOI
|
30 |
Sfard, A. (2008). Thinking as communicating. New York: Cambridge university press.
|
31 |
Stender, P., & Kaiser, G. (2016). Fostering modeling competencies for complex situations. In C. R. Hirsch & A. R. McDuffie (Eds.), Mathematical modeling and modeling mathematics (107-115). Reston, VA: NCTM.
|
32 |
Treffers, A. (1987). Three dimension. Dordrecht, Holland: Reidel Publishing Company.
|
33 |
Um, S., & Lee, K. (2006). The attitude and the features of learning process in a math history applied lesson. Korean Journal of Teacher Education, 22(4), 135-150.
|
34 |
Wood, T. (1998). Alternative patterns of communication in mathematics classes: Funneling or focusing? H. Steinbring, M. Bussi, & A. Sierpinska(Eds.), Language and communication in the mathematics classroom (167-178). Reston, VA: NCTM.
|
35 |
Yim, Y., & Hong, J. (2015). Primary gifted students" mathematical thinking and attitude related to problem solving of triangular array. School Mathematics, 17(3), 377-390.
|