• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.205-225
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• 2014

This study analyzed how two sixth graders recognized, generalized, and represented functional relationships in exploring geometric growing patterns. The results showed that at first the students had a tendency to solve the given problem using the picture in it, but later attempted to generalize the functional relationships in exploring subsequent items. The students also represented the patterns with their own methods, which in turn had an impact on the process of generalizing and applying the patterns to a related context. Given these results, this paper includes issues and implications on how to foster functional thinking ability at the elementary school.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2010.04a
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• pp.183-187
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• 2010

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2010.04a
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• pp.165-177
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• 2010

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.05a
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• pp.37-48
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• 2006

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.10a
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• pp.119-128
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• 2006

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.10a
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• pp.163-172
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• 2006

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2007.02a
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• pp.37-59
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• 2007

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.39-60
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• 2015

It is one of the fundamental issues that students in teaching and learning process should take a proactive role in school mathematics. Inquiry or discovery learning in school mathematics is the specific method for students to participate in lessons on their own initiative, which is supported by many scholars in mathematics education. In this paper, we investigate pre-service teachers' perspectives of Inquiry or discovery learning by intensively analyzing information and guided orientation in teaching practice. From this, we find the direction of the pre-service teacher training program for carrying out pre-service teachers' role to help students to take a proactive role in school mathematics.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.177-193
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• 2010

The purpose of this study is to explore normal distribution in probability distributions of the area of statistics in high school mathematics. To do this these contents such as approximation of normal distribution from binomial distribution, investigation of normal distribution curve and the area under its curve through the method of Monte Carlo, linear transformations of normal distribution curve, and various types of normal distribution curves are explored with CAS calculator. It will not be ablt to be attained for the objectives suggested the area of probability distribution in a paper-and-pencil classroom environment from the perspectives of tools of CAS calculator such as trivialization, experimentation, visualization, and concentration. Thus, this study is to explore various properties of normal distribution curve with CAS calculator and derive from pedagogical implications of teaching and learning normal distribution curve.

• School Mathematics
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• v.11 no.3
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• pp.415-429
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• 2009

In this study, in order to use history of mathematics in mathematical learning effectively, we investigate application of history of mathematics shown textbooks in simultaneous equations. History of Mathematics can be used in order to enhance comprehension and increase interest in an introduction to the simultaneous equations. It also can be used to help motivate middle school students to solve the simultaneous equations with much interest during the development phase, and develope open thinking and reflective thinking in the enrichment learning.