• Journal of the Korean School Mathematics Society
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• v.4 no.1
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• pp.91-101
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• 2001

Nowadays the number of students that is losing their interest as well as learning desire in mathematics is increasing because of lack of logical thought creative power and abstract expression that present-day mathematics requires by reason of discrepancy of extreme scholastic ability by speciality of mathematics. In these conditions, we reduce the number of learning depression by bringing about learning desire or learning interest on mathematics, and students learn effective learning methods to be voluntary learning of discovery themselves that studies basic concepts, principles, rules through logical thought of students to solve difference of scholastic ability, thus we assumed that debate studies through small group activities in ability group would be one of ways to improve learning power, so the results of our research are as follows; 1. Debate studies through small group activities were very effective because of reinforcing the achivement level of students. 2. By this learning method, an individual or cooperrative learning was fostered, and lively discussions were accomplished. And learning attitudes of students were changed by the extension of cooperative learning abilities through advices or by themselves. 3. A personal opinion is payed regard by accepting an individual idea in the process of making questions. Learners can correct wrong concepts in the process of correcting wrong answers. So if we apply above-mentioned studies with easy contents from the lower grades, the effectiveness would increase as learners go to the higher grade. According to the results of various researches as follows; "The teaching-learning method oriented coopperative debate studies is effective to find solutions to mathematical problems." If small group activities are applied in the educational situation to search the course of a desirable cooperation learning through small group activities to improve scholastic abilities for a discoverable problem-solving power. I think that the teaching-learning method oriented cooperative debate studies is one of the most desirable methods to increase the problem-solving ability.

• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.77-88
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• 2008

A programming education has favorable influence on creative / logical thinking and problem solving ability of students. However, students typically have to spend too much effort in learning basic grammar and the usage model of programming languages, which negatively affect their eagerness in learning. In this respect, we proposed to apply the 'Scratch' using the Creative Problem Solving(CPS) Teaching Model; Scratch is an easy-to-learn and intuitive Educational Programming Language(EPL) that helps improving the problem solving ability of the class. Then we verified the effect of Scratch EPL through the design of both pretest and posttest for a subject group. In summary, the CPS based Scratch EPL was shown to significantly improve the problem solving ability and also help them develop favorable attitude in programming.

• The Mathematical Education
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• v.43 no.3
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• pp.275-289
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• 2004

The purpose of the study is to investigate how children and preservice teachers would make a progress in solving the open-problems related to area. In knowledge-based information age, information inquiry, information construction, and problem solving are required. At the level of elementary school mathematics, area is mainly focused on the shape of polygon such as square, rectangle. However, the shape which we need to figure out at some point would not be always polygon-shape. With this perspective, many open-problems are introduced to children as well as preservice teacher. Then their responses are analyzed in terms of their logical thinking and their understanding of area. In order to make students improve their critical thinking and problem solving ability in real situation, the use of open problems could be one of the valuable methods to apply.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.341-349
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• 2001

Infinity is one of the important concept in mathematics, science, philosophy etc. In history of mathematics, potential infinity concept conflicts with actual infinity concept. Reason that mathematicians refuse actual infinity concept during long period is because that actual infinity concept causes difficulty in our perceptions. This phenomenon is called epistemological obstacle by Brousseau. Potential infinity concept causes difficulty like history of development of infinity concept in mathematics learning. Even though students team about actual infinity concept, they use potential infinity concept in problem solving process. Therefore, we must make clear epistemological obstacles of infinity concept and must overcome them in learning of infinity concept. For this, it is useful to experience visualization about infinity concept. Also, it is to develop meta-cognition ability that students analyze and control their problem solving process. Conclusively, students must adjust potential infinity concept, and understand actual infinity concept that is defined in formal mathematics system.

• Education of Primary School Mathematics
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• v.17 no.1
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• pp.1-16
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• 2014

The purpose of this study is to analyze whether analogy distance and mathematical knowledge affect on transfer problems solving with different analogy distance. To conduct the study, transfer problems were classified into multiple categories: mathematical word problem based on rates, science word problem based on rates, and real-life problem based on rates with different analogy distance. Then analysed there are differences in participants' transfer ability and which mathematical knowledge contributes to the solution on over the three transfer problem. The study demonstrated a statistical significant difference(.05) in participants' three transfer problem solving and a gradual decrease of the participants' success rates of on transfer problems solving. Moreover, conceptual knowledge influenced transfer problem solving more than factual knowledge about rates. The study has an important implications in that it provided new direction for study about transfer of learning, and also show a good mathematics instruction on where teachers will put the focus in mathematical lesson to foster elementary students' transfer ability.

• Education of Primary School Mathematics
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• v.19 no.2
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• pp.127-142
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• 2016

The purpose of this study was to examine the students' problem solving ability according to numeric expression and the semantic types of addition and subtraction word problems. For this, a research was to analyze the addition and subtraction calculation ability, word problem solving ability of the selected $2^{nd}$ grade(118) and 3rd grade(109) students. We got the conclusion as follows: When the students took the survey to assess their ability to solve the numerical expression and the word problems, the correct answer rates of the result unknown problems was larger than those of the change unknown problems or the start unknown problems. the correct answer rates of the change add-into situation was larger than those of the part-part-whole situation in the result unknown addition word problems: they often presented in text books. And, in the cases of the result unknown subtraction word problems that often presented in text books, the correct answer rates of the change take-away situation was the largest. It seemed probably because the students frequently experienced similar situations in the textbooks. We know that the formal calculation ability of the students was a precondition for successful word problem solving, but that it was not a sufficient condition for that.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.4
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• pp.336-344
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• 2019

The Ministry of Education (2015) announced the "2015 Revised Curriculum for Elementary and Secondary Schools" and announced that SW (Software) training for elementary and junior high school students to develop Computational Thinking will be gradually introduced from 2018. In addition, 'problem solving' and 'programming' have become important areas. Furthermore, the ability to analyze and utilize big data is becoming more emphasized. We developed and applied the statistical - Python programming convergence curriculum based on the idea that convergence education combining information and mathematics, programming and statistical literacy is needed according to current trends. Before and after the experiment, problem solving ability test and programming / mathematical interest test were conducted and compared with the corresponding sample t-test. According to the analysis results, there were significant differences in the pre- and post-test on problem solving ability, programming interest and mathematical interest at the significance level of 0.05.

• Communications of Mathematical Education
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• v.31 no.3
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• pp.257-277
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• 2017

The purpose of this research is divide into two kinds. First, develop the mathematical modeling program for mathematically gifted students focused on Voronoi diagram and Delaunay triangulation, and then gifted teachers can use it in the class. Voronoi diagram and Delaunay triangulation are Spatial partition theory use in engineering and geography field and improve gifted student's mathematical connections, problem solving competency and reasoning ability. Second, after applying the developed program to the class, I analyze gifted student's core competency. Applying the mathematical modeling program, the following findings were given. First, Voronoi diagram and Delaunay triangulation are received attention recently and suitable subject for mathematics gifted education. Second,, in third enrichment course(Student's Centered Mathematical Modeling Activity), gifted students conduct the problem presentation, division of roles, select and collect the information, draw conclusions by discussion. In process of achievement, high level mathematical competency and intellectual capacity are needed so synthetic thinking ability, problem solving, creativity and self-directed learning ability are appeared to gifted students. Third, in third enrichment course(Student's Centered Mathematical Modeling Activity), problem solving, mathematical connections, information processing competency are appeared.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.385-406
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• 2018

The purpose of this study is to investigate the effect of mathematics classes focused on mathematical problem posing activities on 10th grade students' mathematics achievement and affective characteristics of mathematics. This study was conducted in a total of 45 regular mathematics classrooms with 81 students from two classes through a nonequivalent control group design. The results of the study showed that the teaching method based on mathematical problem posing activities had a more positive effect on students' mathematics achievement and the affective characteristics of mathematics than the teaching method that focuses on problem solving. The teaching method based on problem posing activities proposed in this study could induce students' self-reflective learning motivation, which in turn gave them a more solid understanding of the mathematical concepts they had learned. In addition, it was found that students' problem solving ability, mathematical communication ability, and mathematical thinking ability were positively influenced by problem posing activities. Regarding the affective characteristics of mathematics, the mathematical problem-posing activity suggested in this study turned out to be a very effective strategy for improving students' interest in mathematics.

• The Mathematical Education
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• v.58 no.4
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• pp.519-530
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• 2019

According to previous studies, meta-affect based on the interaction between cognitive and affective elements in mathematics learning activities maintains a close mechanical relationship with the learner's mathematical ability in a similar way to meta-cognition. In this study, in order to grasp these characteristics phenomenologically, small group problem-solving cases of 5th grade elementary mathematically gifted children were analyzed from a meta-affective perspective. As a result, the two types of problem-solving cases of mathematically gifted children were relatively frequent in the types of meta-affect in which cognitive element related to the cognitive characteristics of mathematically gifted children appeared first. Meta-affects were actively acted as the meta-function of evaluation and attitude types. In the case of successful problem-solving, it was largely biased by the meta-function of evaluation type. In the case of unsuccessful problem-solving, it was largely biased by the meta-function of the monitoring type. It could be seen that the cognitive and affective characteristics of mathematically gifted children appear in problem solving activities through meta-affective activities. In particular, it was found that the affective competence of the problem solver acted on problem-solving activities by meta-affect in the form of emotion or attitude. The meta-affecive characteristics of mathematically gifted children and their working principles will provide implications in terms of emotions and attitudes related to mathematics learning.