• Research in Mathematical Education
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• v.7 no.4
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• pp.223-234
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• 2003

Children interest themselves in all different toys they see, before beginning to speak. The psychological reasons for children′s interest in toys have been investigated for a long time. Thus many scientists have studied on the question "what is game？", but they have not reached a consensus yet. Such contradiction may be dependent upon different points of view of the researchers about game. Besides, the view of game of a child and an adult is different too. According to an adult game is a rebirth and escape from monotony. For child it is a work. The aim of this study is to make mathematics regarding a mass of abstract concepts for the students of grade 1-3 of primary school in the concrete operations period, more attractive with the help of educational and instructional games, and to contribute to student′s developing. The capability of thinking and producing by changing abstract concepts into concrete ones.

• The Mathematical Education
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• v.44 no.1 s.108
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• pp.143-152
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• 2005

The purpose of this study is to investigate responses or phenomena shown by the students in the process of manipulative activities in order to use manipulatives effectively in the elementary school geometry classes. The fualitative study used for this research analyzed phenomena in the process of learning programs offered to students. The five participants of this research were selected from the third graders at C Elementary School in Seoul city. The researcher recorded all the activities of students, watching them thoroughly and extracting significant statements from each description. These statements were formulated by their meanings, and then those meanings were analyzed into classified themes. The results through this research are as follows: First, previous activities affected later activities positively in the conjoining case, but negatively in the disjoining case and hence it required adventurous thinking. Second, students tried various attempts for solving given problems.

• The Pure and Applied Mathematics
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• v.13 no.4 s.34
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• pp.281-294
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• 2006

Many partial differential equations defined on a rectangular domain can be solved numerically by using a domain decomposition method. The most commonly used decompositions are the domain being decomposed in stripwise and rectangular way. Theories for non-overlapping domain decomposition(in which two adjacent subdomains share an interface) were often focused on the stripwise decomposition and claimed that extensions could be made to the rectangular decomposition without further discussions. In this paper we focus on the comparisons of the two ways of decompositions. We consider the unconditionally stable scheme, the MIP algorithm, for solving parabolic partial differential equations. The SOR iterative method is used in the MIP algorithm. Even though the theories are the same but the performances are different. We found out that the stripwise decomposition has better performance.

• The Pure and Applied Mathematics
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• v.13 no.4 s.34
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• pp.295-301
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• 2006

We Investigate the relation between the multi-variable bi-additive functional equation f(x+y+z,u+v+w)=f(x,u)+f(x,v)+f(x,w)+f(y,u)+f(y,v)+f(y,w)+f(z,u)+f(z,v)+f(z,w) and the multi-variable quadratic functional equation g(x+y+z)+g(x-y+z)+g(x+y-z)+g(-x+y+z)=4g(x)+4g(y)+4g(z). Furthermore, we find out the general solution of the above two functional equations.

• Research in Mathematical Education
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• v.6 no.1
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• pp.1-28
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• 2002

This study explored teachers (n = 219) from northern, central, southern and eastern Taiwan concerning their views about children's learning difficulties, mathematical instruction and school mathematics curricular. Results showed that teachers' mathematics knowledge or their instruction methods had no significant influence on their views of children's learning difficulties. Even though teachers indicated that understanding of abstract mathematical concepts was the most prominent difficulty for children, they tended to employ direct instruction rather than constructive and cooperative problem solving in their teaching. However, teachers' views of children's learning difficulties did influence their instructional practice. Results from in-dept interviews revealed that there were some obstacles that prevented teachers from putting constructiveism perspectives of instruction into teaching practice. Further investigation is needed to develop a better understanding of epistemology and teaming psychology as well as to help teachers create constructive learning situations.

• Research in Mathematical Education
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• v.6 no.1
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• pp.39-51
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• 2002

This study described an elementary teacher's practical knowledge of selecting and using mathematical tasks for promoting students' understanding and discourse. The informant of this ethnographic inquiry was a third grade teacher and has 10 years of teaching experience. According to the analysis of multiple data sources, this study showed that based on his beliefs about the development of understanding of mathematics and discourse, he continually employed two different types of tasks: open-ended tasks and tasks from students' mistakes and comments during discourse. Teachers' practical knowledge of teaching mathematics and the classroom norms for students' understanding and discourse are suggested to be given attention for further research on this area.

• Research in Mathematical Education
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• v.6 no.1
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• pp.65-80
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• 2002

The current reform recommendations in the United States have been widely recognized but the outcomes with regard to the teaching practice in the classroom were evaluated as ineffective to faster students' mathematical learning. Given this, this paper reviews the current mathematics education reform in terms of the typical and the recommended teaching practices. An analysis of influences of theoretical perspectives is then provided as an attempt to explore the underpinnings that implicitly motivate the current reform movement. This paper then identifies the difficulties in implementing reform ideals. Building on the review and the analysis, this paper finally provides implications of re-conceptualizing mathematics instruction in the current reform era.

• The Mathematical Education
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• v.39 no.2
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• pp.167-177
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• 2000

In this thesis we concerned with the degree of similarity in pairs of scores having a common mean and variance could express similarity in terms of the absolute difference between the standardized scores. We particulary discussed the distribution of absolute differences between pairs of T scores among many standardized scores and demonstrated the procedures for calculating the lower limit of Med(│d│) values i. e. the maximum possible similarity with medians and correlation coefficients of the equivalent form tests by using the folded normal distribution, although other researchers expressed the degree of similarity using only the standard normal distribution. We also described many cases how to use those techniques and to apply effectively them in real evaluation fields.

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.151-165
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• 2005

효과적인 교육을 위한 다양한 연구들이 진행되어 왔지만, 이러한 결과를 실제 수업현장에 적용하기에는 많은 시간과 노력 등이 필요하여 잘 활용되지 못하고 있는 것이 현실이다. 따라서 교실 수업, 특히 지필 위주의 수업에서는 여전히 따분해하며 집중하지 못하는 학생들을 흔하게 볼 수 있다. 본 연구에서는 학생들의 적극적 참여를 통한 효과적인 교육을 구현하기 위한 방안으로 구성주의적 교수학습 방안과 정보 기술을 기반으로 교수자와 개별 학생들 사이의 실시간 상호작용을 극대화시키는 교수방안을 제안하고자 한다. 구현 사례로 통계적 추정의 표본추출 단원에 적용할 수 있는 교수학습 모형과 시스템을 제시한다.

• The Pure and Applied Mathematics
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• v.13 no.4 s.34
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• pp.255-259
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• 2006

In 1994, Lavoie et al. have obtained twenty tree interesting results closely related to the classical Dixon's theorem on the sum of a $_3F_2$ by making a systematic use of some known relations among contiguous functions. We aim at showing that these results can be derived by using the same technique developed by Bailey with the help of Gauss's summation theorem and generalized Kummer's theorem obtained by Lavoie et al..