• East Asian mathematical journal
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• v.27 no.2
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• pp.117-139
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• 2011

This study aimed to examine what effects the lessons based on some mathematical tools have on the students' interest and problem solving ability. For this study, 2 classes of 5th graders who go to an elementary school were chosen and divided into an applied class and a comparative class. The applied class were taught through the lesson plans based on the mathematical tools and reorganized worksheets, and the comparative class were taught through the regular lesson plans based on the text. After conducting the lessons, examinations were implemented to check out the students' interest level and problem solving ability in the procedure of before-exam, during-exam, and after-exam.

• Communications of Mathematical Education
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• v.26 no.2
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• pp.221-249
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• 2012

The purpose of this study is to investigate students decision-making progress through ill-structured problem solving process. For this study, 25 fifth graders in an elementary school were observed by applying ABCDE model (Analyze - Browse - Create - Decision making - Evaluate), and analyzed their decision-making progress analyzing framework which follows 3 steps - making their own decision, discussing/revising with peers, and lastly decision making/solving problem. Upper two groups with better performance in ill-structured problem solving model among 6 groups showed active discussion in group and decision making process with 3 steps (making their own decision, discussing/revising with peers). Even though their decisions are not good-fit to mathematical reasoning result, development and application of ill-structured problems would bring better ability of high level thinking and problem solving to students.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.37-57
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• 2018

In the early days, the use of concept maps in mathematics education focused on how to represent mathematical ideas in the concept map. In recent years, however, concept maps have proved beneficial for improving problem solving ability. Conceptual diagrams can be used for collaboration among students, tools for exploring problems, tools for introducing problem structures, tools for developing and systematizing knowledge systems. In this study, we focused on the structure analysis of mathematical problems using Concept Map based on the analysis of previous research. In addition, we have devised a method of using concept maps for problem analysis and a method of analysis of systematic mathematical problem structure. The method developed in this study was found to have significant value by applying to the university scholastic ability test.

• School Mathematics
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• v.7 no.1
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• pp.17-32
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• 2005

The purpose of this study is to analyze the effects of calculator use, which is drawing more attention in elementary mathematics, on students' learning of mathematics and to suggest effective ways of using calculators. The present study examined appropriate items commonly used in other papers in the areas of number sense and concepts, problem solving, pattern exploration and reasoning ability. The process of item selection about calculator use were investigated through preservice elementary school teachers' responses to the Questionnaire. The use of calculators In elementary school should be based on teachers' under-standing about why calculators are useful tools for learning mathematics. For more effective use of calculators, more sophisticated experimental studies need to be conducted about selected questions.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.12
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• pp.1-10
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• 2018

The purpose of this study is to analyze the mathematics competencies required in middle school Korean language class to find out ways to improve student's debate ability. The results of the analysis showed that creativity and information processing ability in research activities; problem solving ability, creativity, information processing ability in planning activities; reasoning and creativity, information processing ability in rebutting activities; problem solving and reasoning in summary activities. In cross-inquiry activities, problem solving and reasoning, information processing, and creativity are required; creativity in final focus; problem solving and reasoning ability in judgment and general review; preparation time activities require problem solving, reasoning, and information processing ability. Therefore, in order to improve the debate ability of the students, it is required that the mathematics competencies such as problem solving, reasoning, information processing, and creativity are increased.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.439-467
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• 2022

The future society requires not only knowledge but also various competencies, including creativity, cooperative spirit and integrated thinking. This research develops a program for integrating mathematics and information science to enhance important mathematical competencies such as problem-solving and communication. This program does not require much prior knowledge, can be motivated using everyday language and easy-to-access tools, and is based on creative problem-solving activities with multilateral cooperation. The usefulness and rigor of mathematics are emphasized as the number of participants increases in the activities, and theoretical principles stem from the matrix theory over finite fields. Moreover, the activity highlights a connection with error-correcting codes, an important topic in information science. We expect that the real-world contexts of this program contribute to enhancing mathematical communication competence and providing an opportunity to experience the values of mathematics and that this program to be accessible to teachers since coding is not included.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.295-306
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• 2019

Despite the popularity and convenient accessibility of puzzles, the variety of puzzles have led to a lack of research on the nature of the puzzle itself. In guiding certain skills, such as abstractness, creativity, and logic, a teacher should have the thinking skill and strategy that appear in solving puzzles. In this study, the mathematical thinking that appears in solving puzzles from the perspective of experts is identified, and the strategies and characteristics are described and classified accordingly. For this purpose, we analyzed 85 math puzzles including the well-know puzzles to the public, plus puzzles from a popular book for the gifted student. The research analysis shows that there are 6 types of mathematics puzzles in which require mathematical thinking.

• Communications of Mathematical Education
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• v.3
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• pp.89-106
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• 1997

• Communications of Mathematical Education
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• v.3
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• pp.261-273
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• 1997

• Communications of Mathematical Education
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• v.23 no.3
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• pp.849-862
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• 2009

The goal of this study is to present essential methods of minimalizing Korean populism in our society through the investigation of relations between populism and mathematical education which people don't easily recognize. We made a thorough analysis on the populism-generating elements and then presented mathematical methods which could convert micro-way of thinking into macro-one. We believe that an explicit investigation of the relations between Korean populism and mathematical education and the ensuing appropriate role-setting of mathematical education would help secure an essential solution for minimalizing populism in our society.