• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.499-524
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• 2010

In this paper, we applied NIE(Newspaper In Education) to the course of study for statistics unit of elementary mathematics which can improve students' abilities of concept of statistics, analyzing data and problem solving so they can do these with direct activity by themselves and find out how NIE effects on children's learning achievement for statistics unit and more effective solution for the course of study for elementary mathematics.

• Education of Primary School Mathematics
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• v.15 no.3
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• pp.219-233
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• 2012

Practicality and value of mathematics can be verified when different problems that we face in life are resolved through mathematical knowledge. This study intends to identify whether the fraction teaching is being taught and learned at current elementary schools for students to recognize practicality and value of mathematical knowledge and to have the ability to apply the concept when solving problems in the real world. Accordingly, contextual problems and noncontextual problems are proposed around fractional arithmetic area, and compared and analyze the achievement level and problem solving processes of them. Analysis showed that there was significant difference in achievement level and solving process between contextual problems and noncontextual problems. To instruct more meaningful learning for student, contextual problems including historical context or practical situation should be presented for students to experience mathematics of creating mathematical knowledge on their own.

• East Asian mathematical journal
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• v.29 no.4
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• pp.393-407
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• 2013

The purpose of the study is to find out how to improve the ability of problem-solving for matriculants who have deficiency in understanding general mathematics. To figure out effective teaching method for the matriculants, we manage special lecture for basic mathematics and, analyze student assessment, course evaluation and also effects on calculus subject.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.123-139
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• 2015

The purpose of this study was to investigate the effects of the experiences of productive failures on students' mathematical problem solving abilities and mathematical dispositions. The experiment was conducted with two groups. The treatment group was applied with the productive mathematics failure program, and the comparative group was taught with traditional mathematics lessons. In this study, for quantitative analysis, the students were tested their understanding of mathematical concepts, mathematical reasoning abilities, students' various strategies and mathematical dispositions before and after using the program. For qualitative analysis, the researchers analyzed the discussion processes of the students, students's activity worksheets, and conducted interviews with selected students. The results showed the followings. First, use of productive failures showed students' enhancement in problem solving abilities. Second, the students who experienced productive failures positively affected the changes in students' mathematical dispositions. Along with the more detailed research on productive mathematical failures, the research results should be included in the development of mathematics textbooks and teaching and learning mathematics.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.525-541
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• 2010

The purpose of this thesis is to investigate the effects of the topics in basic mathematics on academic achievement in order to improve the problem-solving abilities of low achievement students in university general mathematics. This program has been conducted from P University as a part of Education Capacity Enhancing Project. The goals of this program are to make students who have fear to mathematics feel confident for mathematics, and make easier to study general mathematics and major field without any difficulties for the students. The topics in basic mathematics was enforced with solving problem based on comprehension of the basic concept and computer-based learning. The classes were organized as Algebra-Geometry, Calculus, and General mathematics class by students' applications for classes and basic academic ability. As a result, the topics in basic mathematics has been evaluated as positive way to effect satisfaction and learning effect for the students who have low-level in basic academic ability. And also, according to the survey, the result shows that assignment through Webwork system and Mathematica program practice are helpful for learning basic mathematics. But several measures are asked for participation in the class and prevention for quitter of participants.

• School Mathematics
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• v.18 no.2
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• pp.323-348
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• 2016

The 2009 revised national mathematics curriculum have inserted mathematical 'linking cube' activities in the 6th grade math classes to improve students' spatial problem solving abilities and communication skills. However, we found that it was hard for teachers to teach problem solving and communication skills due to the absence of mathematical way of representing linking cubes in the classroom. In this paper, we propose 3D 'turtle representation system' as teaching and learning tools for linking cube activities. After using turtle representation system for linking cube activities, teachers responded that turtle representation system is a valuable problem solving and communication tools for the linking cube mathematics classes. We conclude that turtle representation system is a well designed teaching and learning tools for linking cube activities, and there are lots of educational meanings in the 3D turtle representation system.

• Education of Primary School Mathematics
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• v.3 no.1
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• pp.79-88
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• 1999

This paper shows how the social tradition and belief of korea on education affects teachers and students and learning. 1 Interview with teacher. During surveying this teacher's class, we knowed that the teacher have accentuated algorism loaming and preparation fur external examination in math class. Teacher's beliefs about mathematics have a strong effect on the method of class and the performance of problem solving 2. Interview with students and short test. 1) Students usually had fine ability of calculation for number. But Many pupils didn't know the meaning of the operations. 2) The most of pupils are good at routine math problem solving but when the question whose the condition don't meet was given, they experienced difficulties.3.Korean sociocultural specialty on education: The korean place high emphasis on education and think of education as the means of success. This emphasis can be traced to the Confucian view. 1) tradition on examination culture. 2) the traditional convention of the learning method. Korean sociocultural specialty on education play role of strengthen role learning and algorism class. The important things to education reformation are getting a balance between practice and understanding. we should make changes not only in national dimension but also in math class.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.2
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• pp.161-181
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• 2018

This study involved an investigation of prospective elementary teachers' preconceptions and experiences of diagrams and their ability to draw diagrams in solving math word problems. A questionnaire and two math word problems were administered to prospective elementary teachers who began to taking an introductory mathematics education course. The results from the analysis of their responses to the questionnaire items indicate that prospective elementary teachers appreciate the value of diagrams as tools for problem solving and communication. In addition, prospective elementary teachers have the will not only to teach their future students how to use diagrams but also to encourage them to draw diagrams in solving math word problems. However, the results also indicates that prospective elementary teachers neither use diagrams spontaneously in their math problem solving activities nor have confidence in drawing useful diagrams. Prospective elementary teachers also manifested low scores on the questionnaire items asking whether they were taught how to draw useful diagrams or encouraged by their teachers to use diagrams in their previous learning experiences. The results from the analysis of the diagrams that prospective elementary teachers drew in solving math word problems showed that most of them had difficulty drawing diagrams that represent their reasoning and solving process.

• Journal of the Korean School Mathematics Society
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• v.9 no.2
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• pp.163-177
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• 2006

A new teaching-learning method is needed to improve creative problem-solving ability of the gifted students at mathematics. In response to this demand, I applied mentor-project studying to the mathematically gifted class students of Chungnam Science High School. The purpose of this monograph is to analyze in what situations they demonstrated mathematical creativity and whether the interactions among the gifted in the process of studying were of great help toward improving creativity. The effectiveness of mentor-project studying was especially verified by the analysis of creative problem-solving test results.

• Education of Primary School Mathematics
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• v.2 no.1
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• pp.3-13
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• 1998

In mathematics education we have focused on how to improve the problem-solving ability, which makes its way to the new direction with the introduction of meta-cognition. As meta-cognition is based on cognitive activity of learners and concerned about internal properties, we may find a more effective way to generate learners problem-solving power. Its means that learners can regulate cognitive process according to their gorls of learning by themselves. Moreover, they are expected to make active participation through this process. If specific meta problems designed to develop meta-cognition are offered, learners are able to work alone by means of their own cognition and regulation while solving problems. They can transfer meta-cognition to the other subjects as well as mathematics. The studies on meta-cognition conducted so far may be divided into these three types. First in Flavell(［3］) meta-cognition is defined as the matter of being conscious of one's own cognition, that is, recognizing cognition. He conducted an experiment with presschoolers and children who just entered primary school and concluded that their cognition may be described as general stage that can not link to specific situation in line with Piaget. Second, Brown(［1］, ［2］) and others argued that meta-cognition means control and regulation of one's own cognition and tried to apply such concept to classrooms. He tried to fined out the strategies used by intelligent students and teach such types of activity to other students. Third, Merleary-Ponty (1962) claimed that meta-cognition is children's way of understanding phenomena or objects. They worked on what would come out in children's cognition responding to their surrounding world. In this paper following the model of meta-cognition produced by Lester (［7］) based on such ideas, we develop types of meta-cognition. In the process of meta-cognition, the meta-cognition working for it is to be intentionally developed and to help unskilled students conduct meta-cognition. When meta-cognition is disciplined through meta problems, their problem-solving power will provide more refined methods for the given problems through autonomous meta-cognitive activity without any further meta problems.