• School Mathematics
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• v.11 no.3
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• pp.335-349
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• 2009

The purpose of this study is to explore how a mathematics teacher's beliefs about mathematics and teaching and learning and mathematics and how such beliefs are related to her knowledge manifested in her mathematics instruction. The study illustrates images of teaching practice of an American mathematics teacher in middle grades mathematics classrooms. Results suggest that the teacher seems consistent in teaching in terms of her beliefs about mathematics and learning and teaching mathematics in some degrees. In particular, the teacher's beliefs affected the ways in which mathematics teacher organized and structured her lessons.

• School Mathematics
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• v.4 no.4
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• pp.555-563
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• 2002

The purpose of this paper is to try formulating a working definition of connection of informal and formal mathematical knowledge. Many researchers have suggested that informal mathematical knowledge should be connected with school mathematics in the process of learning and teaching it. It is because informal mathematical knowledge might play a important role as a cognitive anchor for understanding school mathematics. To implement the connection of them we need to know what the connection means. In this paper, the connection between informal and formal mathematical knowledge refers to the making of relationship between common attributions involved with the two knowledge. To make it clear, it is discussed that informal knowledge consists of two properties of procedures and conceptions as well as formal mathematical knowledge does. Then, it is possible to make a connection of them. Now it is time to make contribution of our efforts to develop appropriate models to connect informal and formal mathematical knowledge.

• Communications of Mathematical Education
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• v.15
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• pp.175-180
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• 2003

본 연구에서는 중학교 과정에서 기본이 되는 개념이라 할 수 있는 음수 개념의 이해실태를 중학교 1학년 학생들을 대상으로 분석하고, 예비수학교사들이 음수 개념에 대해 어느 정도의 '교수학적 내용지식'을 갖고있는지 파악하여 분석하고자 하였다. 또 학생들이 겪는 음수개념 학습에서의 어려움을 해결하기 위한 방안을 제시하여 음수 개념 지도에 도움을 주고자 한다.

• School Mathematics
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• v.5 no.3
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• pp.297-314
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• 2003

Mathematics students must appropriate their mathematical knowledge which has the definition and theorem of mathematics, algorithm, reasonable thought, heuristic, and mathematics language, and so on. That is, students should construct, use, and apply their own knowledge during learning. Appropriation of mathematical knowledge is practicable when mathematics language is in charge of many functions that Vygotsky cited. To reach the potential development level with mathematics language, students need the zones that they interact themselves and peers, as well as teacher. On that ground, this study presented the interactional zones of IZPD, ZPP, and ZAD, and modeled mathematics learning. By the case of 2 students, we found that ZPP and ZAD were necessary and important.

• School Mathematics
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• v.11 no.4
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• pp.707-722
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• 2009

Various theories of mathematics education which have been considered by many European researchers particularly, in France, recently are introduced. The Anthropological Theory of the didactic discussed by Chevallard will be briefly introduced. Then the praxeology as Anthropological model according to Chevallard's theory will be discussed. The necessity of Anthropological Theory, its background of development through transition process of didactic, and its basic elements will be discussed further. Additionally, teaching limit of sequences in high school mathematics will be suggested according to the theory.

• Journal of the Korean Society for information Management
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• v.35 no.4
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• pp.195-222
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• 2018

This study aims to identify the effects of instruction methods on the students' knowledge and attitudes to persue an effective instruction for information literacy. For this purpose, a copyright class as a quasi-experiment is provided to students in a high school in different ways including the teacher-centered lecture and the student-centered Jigsaw cooperative learning program. As a result, Group D (Jjgsaw method) showed the highest educational effectiveness among the four groups in terms of the knowledge of copyright. the group also showed higher instructional effectiveness compared to other groups in the practical attitude, which was one of the three types of attitude to copyright.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.41-61
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• 1999

In this study I defined the direction Integrated Science Education(ISE) should take. So that I groped for the direction ISE should take in the inherent nature of science and education, analyzing their respective validity from philosophical and psychological angles. Based upon these researches, I formulated the three directions for ISE to take; knowledge-centered, social problem-centered, and individual interest-centered. The results of this thesis may be summed up as follows: 1. The knowledge-centered ISE that thinks the inherent nature of science is in the scientific knowledge is based upon Hirst's integrated logic which is built on discipline-centered educational viewpoint. Now, the focus of interdisciplinary integration consists in clarifying the meanings of knowledge and the logical relations between one knowledge and another according to the respective form of exploration. The knowledge-centered ISE, therefore, was analyzed to find its justification in the educational philosophy of idealism, realism, neo-scholasticism; in the educational theories of essentialism, behaviorism, perennial ism; in the scientific philosophy of empiricism. positivism; in the educational psychology of developmental psychology and constructivism. 2. The social problem-centered ISE that thinks the inherent nature of science is the process of social concord is based upon Dewey's integrated logic which is built on experience-centered educational viewpoint. Now, the focus of interdisciplinary integration consists in the methodological aspect facilitating the process of experience. The social problem-centered ISE, therefore, was analyzed to find its theoretical justification in the educational philosophy of pragmatism; in the educational theory of progressivism; in the scientific philosophy of relativism and rationalism; and in the educational psychology of developmental psychology and constructivism. 3. The individual interest-centered ISE is based upon Patterson's integrated logic which is built on human-centered educational viewpoint. The focus of education here is self-realization. Therefore, rather than provide in learning conditions from outside, one is made to choose them oneself and the process of satisfying one's motive is emphasized. The individual interest-centered ISE, therefore, was analyzed to find its theoretical justification in the educational philosophy of existentialism; in the educational theory of humanism; in the scientific philosophy of relativism; and in Gestalt psychology.

• School Mathematics
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• v.14 no.1
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• pp.165-190
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• 2012

Recently, the Korean government develops a variety of policies for the improvement of school education. Among the policies, convergence education is considered as essential. Moreover, as the policies declare that mathematics is expected to play a central role in the convergence education, mathematics educators are required to seek for ways of how to approach convergence education in mathematics. In this context, this paper reviewed diverse viewpoints on what kind of contribution convergence education make to the improvement of school mathematics. While the argument constructed around the issue of national competitiveness is the most prevalent in the political discourse, this paper recommends to introduce the epistemological norms raised by the knowledge integration through history. In addition, this paper presents both domestic and international programs to discuss how to develop educational program for convergence education in mathematics.

• Journal of Educational Research in Mathematics
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• v.20 no.2
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• pp.145-161
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• 2010

Concepts in mathematics have been formulated for unifying and abstractizing materials in mathematics. In this procedure, usually some developments happen by necessity as well as for their own rights, so that various interesting materials can be produced as byproducts. These byproducts can also be established by themselves mathematically, which is called byproduct mathematization (sub-mathematization). As result, mathematization and its byproduct mathematization interrelated to be developed to obtain interesting results and concepts in mathematics. In this paper, we provide explicit examples：the mathematization is the continuity of trigonometric functions, while its byproduct mathematization is various trigonometric identities. This suggestion for explaining and showing mathematization as well as its byproduct mathematization enhance students to understand trigonometric functions and their related interesting materials.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.1-8
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• 2006

In this article, the importance of creative product fur the gifted and talented is discussed. It is shown that Mathematics competition contest should replaced by creative product to enhance the creativity of the gifted and talented.