• School Mathematics
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• v.13 no.1
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• pp.155-173
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• 2011

Problem representation is a key aspect in solving word problems. The purpose of this study was to investigate the effects of instructional program based on visual schema representing five types of word problems(Marshall, 1995). Two second grade classes of an elementary school located in Seoul were participated in this study. In experimental class, an instructional program including schema tools were suggested and administered and the other comparison group did have regular classes using diagrams and tables. Pre and post test including 15 word problems each were utilized to test students' problem solving ability. In addition, test scores on students' language ability were used to control the effects of word comprehension level on problem solving. The result revealed that experimental group showed higher problem representation and solving scores after controling the effects of pre-test. In addition, there was significant positive correlation between the ability to apply exact problem schema and problem solving results. The correlation was .58. This study showed even in the early developmental stage young students can get benefits from having instructions of word problem schema.

• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.95-102
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• 2004

수학영재교육이 활성화되기 위해서는 학습자료, 특히 보충 ${\cdot}$ 심화 학습자료의 개발이 시급하다. 이 논문에서는 교육과정에 나타난 행렬의 위치를 파악하여, 문제해결력 신장에 도움이 되는, 행렬을 소재로 한몇 가지 예를 영재교육용 보충 ${\cdot}$ 심화 학습자료로 제시하였다.

• The Journal of Korean Association of Computer Education
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• v.22 no.3
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• pp.37-54
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• 2019

The main purpose of STEM education is to understand methods of inquiry in each discipline to develop convergent problem solving skills. To do this, we must first understand the problem-solving process that is regarded as an essential component of each discipline. The purposes of this study is to understand the relationship between the problem solving in science (S), engineering (E), mathematics (M), and computational thinking (CT) based on the comparative analysis of problem solving processes in each SEM discipline. To do so, first, the problem solving process of each SEM and CT discipline is compared and analyzed, and their commonalities and differences are described. Next, we divided the CT into the instrumental and thinking skill aspects and describe how CT's problem solving process differs from SEM's. Finally we suggest a model to explain the relationship between SEM and CT problem solving process. This study shows how SEM and CT can be converged as a problem solving process.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.519-538
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• 2011

The purpose of this study is to test whether the teaching method with the Zone of Proximal Development (ZPD) proposed by Vygotsky can be more effective at learning attitudes and problem-solving abilities in the middle school's after school class. This study find that there is meaningful difference between before and after learning attitudes and problem-solving abilities of control group students. This results accord closely with expected of after school as mentioned earlier.

• Communications of Mathematical Education
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• v.19 no.3 s.23
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• pp.527-542
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• 2005

최근에 교육부의 삼불정책 등으로 본고사 유형이 아닌 평가 방법에 대한 연구가 절실하다. 본 연구에서는 특수목적 고등학교 입시에서 수학 구술면접을 시행할 때 효율적인 평가 방안의 하나로 3개의 소문항을 가진 문제해결력 측정에 적합한 수학문제를 선택하는 유형선택방식과 활동지 작성을 통하여 구술면접하는 구술면접 시스템을 소개하며, 이 방안에 대한 설문조사 결과에 대하여 다룬다.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.539-564
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• 2011

This study examined how elementary teachers perceive and use "problem-posing" as a way to improve students' problem-solving skills in their mathematics classrooms. In the study, a total of 193 teachers in metropolitan areas were surveyed and a subset of 4 teachers were selected for depth-interviews. Results of the study included that teachers did not have a clear understanding of the study included that teachers did not have a clear understanding of the intended meaning of "problem-posing" although many of them have heard about the idea itself. Therefore, "problem-posing" was not fully utilized in their mathematics instructional and assessment. It is suggested that there is a need to develop instructional materials and related professional development of teachers for better instruction of problem-posing in the mathematics classroom.

• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.45-69
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• 2007

In the 21st century, knowledge-based and information-based society requires not just the capability of applying mathematics simply but mathematical power such as problem-solving ability which composes and solves problems using mathematical knowledge in real-life and fields of various subjects. However, to develop mathematical power, we need various teaching and learning methods which raise basic mathematical knowledge, the inference capability, problem- solving ability, the flexibility of thinking, the expressing and transforming ability of mathematical ideas, perseverance, interest, intellectual curiosity, and creativity. In this paper, we develop the teaching-learning plans based on real life using the various methods of learning and then we analyze the change of students's cognition of mathematics and the students's reaction of the class.

• School Mathematics
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• v.16 no.4
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• pp.691-708
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• 2014

In general, the intuitive knowledge that can use in mathematics problem solving is one of the important knowledge to teachers as well as students. So, this study is aimed to analyze the elementary preservice teachers' intuitive knowledge in relation to intuitive and counter-intuitive problem solving. For this, I performed survey to use questionnaire consisting of problems that can solve in intuitive methods and cause the errors by counter-intuitive methods. 161 preservice teachers participated in this study. I got the conclusion as follows. preservice teachers' intuitive problem solving ability is very low. I special, many preservice teachers preferred algorithmic problem solving to intuitive problem solving. So, it's needed to try to improve preservice teachers' problem solving ability via ensuring both the quality and quantity of problem solving education during preservice training courses. Many preservice teachers showed errors with incomplete knowledges or intuitive judges in counter-intuitive problem solving process. For improving preservice teachers' intuitive problem solving ability, we have to develop the teacher education curriculum and materials for preservice teachers to go through intuitive mathematical problem solving. Add to this, we will strive to improve preservice teachers' interest about mathematics itself and value of mathematics.

• The Mathematical Education
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• v.48 no.2
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• pp.149-167
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• 2009

This study was aimed to examine problem-solving ability of fifth graders on two types of mathematical essay problems, and to analyze the process of mathematical justification in solving the essay problems. For this purpose, a total of 14 mathematical essay problems were developed, in which half of the items were single tasks and the other half were data-provided tasks. Sixteen students with higher academic achievements in mathematics and the Korean language were chosen, and were given to solve the mathematical essay problems individually. They then were asked to justify their solution methods in groups of 4 and to reach a consensus through negotiation among group members. Students were good at understanding the given single tasks but they often revealed lack of logical thinking and representation. They also tended to use everyday language rather than mathematical language in explaining their solution processes. Some students experienced difficulty in understanding the meaning of data in the essay problems. With regard to mathematical justification, students employed more internal justification by experience or mathematical logic than external justification by authority. Given this, this paper includes implications for teachers on how they need to teach mathematics in order to foster students' logical thinking and communication.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.2
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• pp.203-225
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• 2012

The purpose of this study is to suggest a program for improvement of the mathematical creativity of mathematical gifted children in the elementary gifted class and to examine the effect of developed program. Gifted education program is developed through analyzing relevant literatures and materials. This program is based on the operation bingo game related to the area of number and operation, which accounts for the largest portion in the elementary mathematics. According to this direction, the mathematically gifted educational program has been developed. According to the results which examine the effectiveness of the creative problem solving by the developed program, students' performance ability has been gradually improved by feeding back and monitoring their problem solving process continuously.