• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.293-305
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• 2012

The purpose of this study was to analyze the secondary school students' reasoning types in regards to measurement and to get implications for science education. The subjects were 197 middle school students and 200 high school students. The PMQ1 written instrument was used to explore students' ideas. Students' ideas about measurement were classified in two types of point and set reasoning. The reasoning types distribution were analyzed by grade and measurement step such as data collection, data processing, and data comparison. Reasoning types distribution by measurement step indicated that set reasoning type showed high figures in data processing, but point reasoning type appeared in data collection, and data comparison. Set reasoning type increased significantly by grade in data comparison. The majority of students recognized that the true value of the measurand can not be determined.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.421-433
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• 2023

This study examined the reasoning of gifted elementary science students in a socioscientific issues (SSI) classroom discussion on COVID-19-related trash disposal challenges. This study aimed to understand the characteristics of evidence use and decision-making difficulties in each type of SSI-related reasoning. To this end, the transcripts of 17 gifted students of elementary science discussing SSIs in a classroom were analyzed within the framework of informal reasoning. The analysis framework was categorized into three types according to the primary influence involved in reasoning: rational, emotional, and intuitive. The analysis showed that students exhibited four categories of evidence use in SSI reasoning. First, in the rational reasoning category, students deemed and recorded scientific knowledge, numbers, and statistics as objective evidence. However, students who experienced difficulty in investigating such scientific data were less likely to have factored them in subsequent decisions. Second, in the emotional reasoning category, students' solutions varied considerably depending on the perspective they empathized with and reasoned from. Differences in their views led to conflicting perspectives on SSIs and consequent disagreement. Third, in the intuitive reasoning category, students disagreed with the opinions of their peers but did not explain their positions precisely. Intuitive reasoning also created challenges as students avoided problem-solving in the discussion and did not critically examine their opinions. Fourth, a mixed category of reasoning emerged: intuition combined with rationality or emotion. When combined with emotion, intuitive reasoning was characterized by deep empathy arising from personal experience, and when combined with rationality, the result was only an impulsive reaction. These findings indicate that research on student understanding and faculty knowledge of SSIs discussed in classrooms should consider the difficulties in informal reasoning and decision-making.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.161-167
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• 2002

본 연구의 목적은 초등학생들이 자신의 전제 해석 유형에 따라 일정한 추론 결과를 내는가를 알아봄으로서, 초등학생들이 일정한 법칙에 따라 사고하는가를 알아보고자 하는데 있다. 지필 검사와 면담을 통해 24명의 대상아동 중 20명(83%)이 자신의 전제 해석 유형에 따라 일정한 추론 결과를 내고 있음을 알 수 있었다. 이를 통해 초등학생의 추론 과정은 일정한 법칙을 따르고 있다는 것을 알 수 있었다. 산발적이라고 생각되는 초등학생의 답일지라도 면밀히 관찰해 보면 그들 나름의 일정한 법칙에 의해 산출한 답이었다. 이러한 사실은 사고의 결과 뿐 아니라 사고의 과정에 대한 깊은 관심이 필요하다는 것을 시사한다.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.57-79
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• 2022

Current mathematics It is necessary to ensure that ratio and proportion concept is not distorted or broken while being treated as if they were easy to teach and learn in school. Therefore, the purpose of this study is to analyze the activities presented in the textbook. Based on prior work, this study reinterpreted the proportional reasoning task from the proportional perspective of Beckmann and Izsak(2015) to the multiplicative structure of Vergnaud(1996) in four ways. This compared how they interpreted the multiplicative structure and relationships between two measurement spaces of ratio and rate units and proportional expression and proportional distribution units presented in the revised textbooks of 2007, 2009, and 2015 curriculum. First, the study found that the proportional reasoning task presented in the ratio and rate section varied by increasing both the ratio structure type and the proportional reasoning activity during the 2009 curriculum, but simplified the content by decreasing both the percentage structure type and the proportional reasoning activity. In addition, during the 2015 curriculum, the content was simplified by decreasing both the type of multiplicative structure of ratio and rate and the type of proportional reasoning, but both the type of multiplicative structure of percentage and the content varied. Second, the study found that, the proportional reasoning task presented in the proportional expression and proportional distribute sections was similar to the previous one, as both the type of multiplicative structure and the type of proportional reasoning strategy increased during the 2009 curriculum. In addition, during the 2015 curriculum, both the type of multiplicative structure and the activity of proportional reasoning increased, but the proportional distribution were similar to the previous one as there was no significant change in the type of multiplicative structure and proportional reasoning. Therefore, teachers need to make efforts to analyze the multiplicative structure and proportional reasoning strategies of the activities presented in the textbook and reconstruct them according to the concepts to teach them so that students can experience proportional reasoning in various situations.

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.293-310
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• 2015

The purpose of this study is to investigate the differences that appeared in the episodes in understandings of the emotional display rules according to the types of emotions and subjects for expressing emotions. In addition, the interaction effects of intention reasoning types and gender on children's understandings of the real emotions and emotional display rules are explored. 144 4-5 year old children in Chungbuk province participated in the experimental interviews. The results are as follows. First, children comprehended the emotional display rules more clearly in a relationship with peers than adults. In terms of a type of emotion, it was the negative emotions rather than positives ones that those children understood better for real emotions and emotional display rules. Second, the main effect of the intention reasoning types on children's understanding of the emotional display rules appeared significant in all episodes. Especially, in negative emotion-peer episode, children with different types of intention reasoning showed a different level of understanding emotional display rules depending on gender of the children.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.601-625
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• 2016

In this study, I hoped to reveal the understanding of pre-service elementary teachers about proportional reasoning and the traits of proportional reasoning strategy used by pre-service elementary teachers. The results of this study are as follows. Pre-service elementary teachers should deal with various proportional reasoning tasks and make a conscious effort to analyze proportional reasoning task and investigate various proportional reasoning strategies through teacher education program. It is necessary that pre-service elementary teachers supplement the lacking tasks such as qualitative reasoning and distinction between proportional situation and non-proportional situation. Finally, It is suggested to preform the future research on teachers' errors and mis-conceptions of proportional reasoning.

• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.79-101
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• 2013

This study examined how practical reasoning processes were reflected in the revised consumer education of technology & home economics textbooks in secondary schools. Twenty-four textbooks from secondary schools for 7th to 10th grades were analyzed. Areas of textbooks analyzed were introduction, body content, learning activity, and evaluation. Analysis criteria were extracted from the previous literature regarding contents and questions dealing with practical reasoning processes and revised by a researcher of this paper. The results and conclusions of this study are as follows. The results of the analysis of the practical reasoning processes showed that, across all grades, "contexts" was the most common element, and "alternatives and means" was the second most common elements. The elements of "consequences", "action and reflection" were less represented in the textbooks, with the exception of the learning activity part. The types of practical reasoning process reflected were classified either as the entire process of reasoning being reflected or some of the process being reflected, or included in the body content. Most of these were some of the process being reflected. Since there were a lot of concept-oriented statements rather than questions, more practical reasoning questions should be developed to increase the reasoning process. In addition, a need exists to develop a variety of ways to utilize the entire practical reasoning processes in the textbooks to help teachers apply the practical reasoning processes to their lessons.

• School Mathematics
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• v.19 no.1
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• pp.153-170
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• 2017

This study conducted an analysis of types of reasoning shown in students' solving a problem and processes of students' reasoning according to type of problem by posing an open-ended problem where students' reasoning activity is expected to be vigorous and a multiple-choice problem with which students are familiar. And it examined teacher's role of promoting the reasoning in solving an open-ended problem. Students showed more various types of reasoning in solving an open-ended problem compared with multiple-choice problem, and showed a process of extending the reasoning as chains of reasoning are performed. Abduction, a type of students' probable reasoning, was active in the open-ended problem, accordingly teacher played a role of encouragement, prompt and guidance. Teachers posed a problem after varying it from previous problem type to open-ended problem in teaching and evaluation, and played a role of helping students' reasoning become more vigorous by proper questioning when students had difficulty reasoning.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.321-340
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• 2009

The purpose of this study was to analyze how lower graders in elementary school might respond to 4 different problem types in the context of measuring length: unit-length comparison, units and unit counting, unit-length expectation, and length comparison. A total of 375 students(185 second graders and 190 third graders) were surveyed and analyzed. The results showed that students were good at 'unit-length comparison' and 'units and unit counting', whereas they were not as to 'length comparison', This paper includes detailed analysis of students' responses as to both correct answer and incorrect one in conjunction with their typical answers and reasoning behind the answers. This paper suggests that teachers be sensitive to the certain level of reasoning tied to each type of problems and attend to students' difficulties in comparing length.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.719-743
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• 2013

Proportional reasoning is considered as a difficult concept to most elementary school students and might be connect to functional thinking, algebraic thinking, and mathematical thinking later. The purpose of this study is to analyze the sixth graders' development level of proportional reasoning so that children's problem solving processes on different proportional problem items were investigated in a way how the problem type of proportion and the degree of ill-structured affect to their levels. Results showed that the greater part of participants solved problems on the level of proportional reasoning and various development levels according to type of problem. In addition, they showed highly the level of transition and proportional reasoning on missing value problems rather than numerical comparison problems.