• Communications of Mathematical Education
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• v.10
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• pp.487-504
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• 2000

앞으로의 수학교육은 직관과 조작 활동에 바탕을 둔 경험에서 수학적 형식, 관계, 개념, 원리 및 법칙 등을 이해하도록 지도되어야 한다. 따라서 추상적인 수학적 지식을 다양한 수학 교육공학 매체와 적합한 상황과 대상을 제공할 수 있는 컴퓨터 응용소프트웨어를 활용하여, 실제 수업에서 학생 스스로 시각적${\cdot}$직관적으로 개념을 재구성할 수 있도록 여러 가지 도입 및 전개 방안을 제시하고자 한다.

• Communications of Mathematical Education
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• v.15
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• pp.153-159
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• 2003

수학 학습의 목표를 수학적 사고력의 신장이라는 측면에서 보았을 때 이를 위하여 문제에 대한 다양한 해법을 찾는 활동은 중요하다. 문제에 대한 다양한 접근은 문제해결의 전략을 학습시키고 사고의 유연성을 길러줄 수 있는 방법이 된다. 문제에 대한 다양한 해법을 찾는 과정에서 이미 알고 있는 지식이 어떻게 응용되는지를 알게 된다. 특히 기하 문제에 대한 다양한 접근은 문제해결의 전략을 학습시킬 수 있는 좋은 예가 된다. 본고에서는 문제해결을 통한 수학적 일반성을 발견하기 위한 방법으로서 문제에 대한 다양한 해법을 연역과 귀납에 의하여 일반화하는 과정을 탐색하고자 한다. 특히 수학 문제에 대한 다양한 해법을 찾는 것은 문제해결 전략으로서 뿐만 아니라 창의적 사고의 신장 측면에서 시사점을 던져준다.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.411-428
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• 2012

There is no single definition of mathematical creativity. But creativity is a key competency to adapt and live in the future. So, there are so many attentions to develop students' mathematical creativity in school mathematics. In special, mathematical problem posing activity is a good method in enhancing mathematical creativity. The purpose of this paper is to analyse on the students' mathematical creativity using problems which are made by students in problem posing activities. 16 children who consist of three groups(high, middle, low) are participated in this study. They are trained to make the problem by Brown & Walter's 'What if not' strategy. The results are as follows: Total creativity is proportional to general achievement levels. There is a difference total creativity between items contents. The number of problems differs little according to the general achievement levels. According to the qualitative analysis, students make the problems using the change of terms. And there is no problem to generalize. Based on this paper, I suggest comparing the creativity between problem posing activity and other creative fields. And we need the deeper qualitative analysis on the students' creative output.

• Journal of Educational Research in Mathematics
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• v.21 no.4
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• pp.379-398
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• 2011

In learning environment at mathematics education, prove and refute are essential abilities to demonstrate whether and why a statement is true or false. Learning proofs and counter examples within the domain of limit of sequence is important because preservice teacher encounter limit of sequence in many mathematics courses. Recently, a number of studies have showed evidence that pre service and students have problem with mathematical proofs but many research studies have focused on abilities to produce proofs and counter examples in domain of limit of sequence. The aim of this study is to contribute to research on preservice teachers' productions of proofs and counter examples, as participants showed difficulty in writing these proposition. More importantly, the analysis provides insight and understanding into the design of curriculum and instruction that may improve preservice teachers' learning in mathematics courses.

• Journal for History of Mathematics
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• v.23 no.3
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• pp.141-168
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• 2010

Mathematical communication is necessary to exchange mathematical idea among participants in teaching-learning process. The promotion of mathematical communication competence is clearly stated in many parts of the 2007 revised curriculum. As a result, mathematical communication tasks are contained in 'high school Mathematics' textbook. At this point of time when increasing importance of mathematical communication is realized, we will check over mathematical communication and analyze communicative tasks corner in 'high school Mathematics' textbook in this paper And thereby we hope this study help prepare for practical communicative tasks corner suggesting a way for invigoration of mathematical communication.

• Journal for History of Mathematics
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• v.26 no.1
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• pp.57-83
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• 2013

This study focuses on the use of mathematics notes in elementary school mathematics classes as a way of practicing mathematical communication, which was introduced as one of the main themes in the 2007 Mathematical Curriculum Revision. We investigate, through interviews with teachers and questionnaires, why and how mathematics notes are used and what are included in them, finding out various aspects of the use of mathematics notes such as the purposes, the necessities and the types. We draw some helpful suggestions for using mathematics notes in classes which has positive effects such as enhancing students' mathematical thinking and calculation ability. This study is to provide teachers with an appropriate information and basic materials on the use of mathematics notes.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.527-544
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• 2015

Storytelling is one of the important features in the elementary school mathematics textbooks of the 2009 revised curriculum. In particular, the whole 'comparing objects' unit in the first grade mathematics textbook is based on storytelling method. In this study, we investigate the contents of the stories and the mathematical activities in the 'comparing objects' unit from both mathematical and character educational viewpoints. Based on our investigations, we analyze educational problems on teaching and learning mathematics as storytelling, suggest reconstructed alternative mathematical activities, and drew their educational implications.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.641-654
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• 2011

In order to grow students' rational and creative problem-solving ability which is one of the primary goals in mathematics education. students' proper understanding of mathematical concepts, principles, and rules must be backed up as its foundational basis. For the relevant teaching strategies. National Mathematics Curriculum advises that students should be allowed to discover and justify the concepts, principles, and rules by themselves not only through the concrete hands-on activities but also through inquiry-based activities based on the learning topics experienced from the diverse phenomena in their surroundings. Hereby, this paper, firstly, looks into both the meaning and the inductive reasoning process of mathematical principles and rules, secondly, suggest "learning through discovery teaching method" for the proper teaching of the mathematical principles and rules recommended by the National Curriculum, and, thirdly, examines the possible discovery-led teaching strategies using inductive methods with the related matters to be attended to.

• Communications of Mathematical Education
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• v.34 no.2
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• pp.179-200
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• 2020

The study investigates how two different methods of peer tutoring impact academic achievement and student affect in a high school mathematics class. The two methods include the one-on-one non-reciprocal peer tutoring and the one-on-four interactive peer-tutoring method. We looked into students' cognitive gains and their affect toward mathematics after students had experienced peer tutoring for six weeks. Further, we analyzed student responses in a survey about peer tutoring activities. A finding is that the two methods produced no statistically significant difference in both cognitive gains and student affect toward mathematics. As students expressed views about their peer tutoring experiences, their comments, however, revealed the multifaceted aspects of peer tutoring in the classroom setting. In turn, this supports the use of diverse peer tutoring methods especially when the teacher makes incremental changes in teaching practices to improve student learning. Findings also indicate that appropriate peer tutoring experiences have the potential to create intellectually safe learning environments with high student engagement. This underscores the benefit of designing and implementing diverse peer tutoring methods that are effective in engaging students in learning and increasing the opportunity to learn and create knowledge with peers.

• School Mathematics
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• v.15 no.4
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• pp.701-721
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• 2013

In this study, I set the 5th grade children mathematically gifted in elementary school to pose freely the creative and difficult mathematical problems by using their knowledges and experiences they have learned till now. I wanted to find out that the math brains in elementary school 5th grade could posed mathematical problems to a certain levels and by the various and divergent thinking activities. Analyzing the mathematical problems of the mathematically gifted 5th grade children posed, I found out the math brains in 5th grade can create various and refined problems mathematically and also they did effort to make the mathematically good problems for various regions in curriculum. As these results, I could conclude that they have had the various and divergent thinking activities in posing those problems. It is a large goal for the children to bring up the creativities by the learning mathematics in the 2009 refined elementary mathematics curriculum. I emphasize that it is very important to learn and teach the mathematical problem posing to rear the various and divergent thinking powers in the school mathematics.