• Research in Mathematical Education
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• v.11 no.2
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• pp.153-163
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• 2007

Utilizing the quantitative analysis methodology of questionnaire, the study explores the differences in the factors of achievement motivation, learning mathematics attitude and learning mathematics self-confidence and also the relationship between mathematics academic achievement and these factors in three areas in China. The following conclusions are drawn: 1. The subjects from different development level areas have significant differences in motivation, attitude and self-confidence in mathematics; 2. The subjects from different areas who possess the same ethnic group have significant differences. But the subjects from same area who possess different nationalities have little difference. It can be concluded that that the differences in these factors can be contributed to regional differences, rather than to ethnic differences; 3. The subjects from undeveloped areas have significant gender differences, and the levels of males are higher than those of female.

• Research in Mathematical Education
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• v.11 no.3
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• pp.197-207
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• 2007

Based on a survey on 1620 students in primary school and secondary school., by adopting Eysenck Personality Questionnaire (EPQ), we got the following findings : 1. There is close relationship between emotionality characteristics of temperament and mathematics academic achievement of the subjects at Grade 5 (Primary 5), Grade 8 (Junior Secondary 2), and Grade 10 (Senior Secondary 2). Also there is close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 5 and Grade 8. While there is not close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 10; 2. There is close relationship between temperament types and mathematics academic achievement of the subjects from the three grades. Superior temperament, which benefit learning mathematics, are sanguine, sanguine-phlegmatic and phlegmatic; While inferior temperament types, which don't benefit learning mathematics, are choleric, melancholic and choleric-melancholic. With the rising of grade, temperament types of benefiting learning mathematics converts from external directivity emotion balance to balance of internal-external directivity emotion stability. While temperament of no benefiting learning mathematics converts from internal directivity emotion balance to balance of internal-external directivity emotion instability; 3. In mathematics education, students' temperament difference, which affects learning mathematics, should be recognized. Mathematics teachers should find out the best teaching ways, forms and methods which are suitable for student's temperament type, so that the students with different temperament types can gain better mathematics academic achievement.

• Communications of Mathematical Education
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• v.28 no.3
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• pp.375-394
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• 2014

The purpose of this study is to examine the transition of mathematical representation in Joseon mathematics, which is focused on numbers and operations, letters and expressions. In Joseon mathematics, there had been two numeral systems, one by chinese character and the other by counting rods. These systems were changed into the decimal notation which used Indian-Arabic numerals in the late 19th century passing the stage of positional notation by Chinese character. The transition of the representation of operation and expressions was analogous to that of representation of numbers. In particular, Joseon mathematics represented the polynomials and equations by denoting the coefficients with counting rods. But the representation of European algebra was introduced in late Joseon Dynasty passing the transitional representation which used Chinese character. In conclusion, Joseon mathematics had the indigenous representation of numbers and mathematical symbols on our own. The transitional representation was found before the acceptance of European mathematical representations.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.1-19
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• 2011

HPM(History and Pedagogy of Mathematics) become an important issue to us now. Study on old Korean mathematics books were made recently. We study mathematics books in Kyujanggak in this article. Horng Wann-Sheng 洪萬生, an math. historian and a member of editorial board of Historia Mathematica, visited Kyujanggak, the royal library of Joseon Dynasty. After his visit, he published a paper, "The first visit to mathematics books in Kyujanggak 奎章閣收藏算書初訪"(2008 Kyujanggak 32, p. 283-293). In his paper, he also raised several research problems on the history of Korean mathematics. In this paper, we analyze his paper "The first visit to mathematics books in Kyujanggak" and give some answers to those raised problems on Korean mathematics. Also we correct some misunderstanding of Horng on some facts. Especially, we make it clear that the author of SinJungSanSul(New Arithmetics 新訂算術) was not Lee Sang-Seol(李相卨), whom Horng considered as the author, but Lee Gyo-Seung(李敎承) through the correct translation of its preface and an article about its copyright lawsuit. And we added some pathways how Chinese mathematics books were imported by Joseon. We introduce the case of Hong Dae-Yong(洪大容) in detail.

• Research in Mathematical Education
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• v.15 no.2
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• pp.105-114
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• 2011

During the 20th century, the secondary school mathematics teaching in China had been developing from the an old-style private school form with individual instruction to classroom teaching with Chinese characteristics, which experienced three stages of development; the stage for the formation of modern teaching system (1902-1949), the stage for development (1950-1976), and the stage for innovation (1977-2000). The characteristics and journey for the transformation will exert great for reference and effects for the reform of secondary school mathematics teaching nowadays.

• Research in Mathematical Education
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• v.18 no.4
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• pp.237-256
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• 2014

This paper reports findings from a written assessment which was designed to investigate Chinese primary school students' understanding of the equal sign and equation structure. The investigation included a sample of 110 Grade 3, 112 Grade 4, and 110 Grade 5 students from four schools in China. Significant differences were identified among the three grades and no gender differences were found. The majority of Grades 3 and 4 students were found to view the equal sign as a place indicator meaning "write the answer here" or "do something like computation", that is, holding an operational view of the equal sign. A part of Grade 5 students were found to be able to interpret the equal sign as meaning "the same as", that is, holding a relational view of the equal sign. In addition, even though it was difficult for Grade 3 students to recognize the underlying structure in arithmetic equation, quite a number of Grades 4 and 5 students were able to recognize the underlying structure on some tasks. Findings in this study suggest that Chinese primary school students demonstrate a relational understanding of the equal sign and a strong structural sense of equations in an earlier grade. Moreover, what found in the study support the argument that students' understanding of the equal sign is influenced by the context in which the equal sign is presented.

• Research in Mathematical Education
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• v.27 no.1
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• pp.1-24
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• 2024

In this paper, the author analyzed characteristics of deep mathematics learning in problem solving and problem-posing classroom teaching. Based on a simple wrong plane geometry problem, the author describes the classroom experience how one expert Chinese mathematics teacher guides students to modify geometry problems from solution to investigation, and guides the students to learn how to pose mathematics problems in inquiry-based deep learning classroom. This also demonstrates how expert mathematics teacher can effectively guide students to teach deep learning in regular classroom.

• Research in Mathematical Education
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• v.11 no.1
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• pp.1-31
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• 2007

Recent research has documented that there is a close relationship between problem posing and problem solving in arithmetic. However, most studies investigated the relationship between problem posing and problem solving only by means of standard problem situations. In order to overcome that shortcoming, a pilot study with Chinese fourth-graders was done to investigate this relationship using a non-standard, realistic problem situation. The results revealed a significant positive relationship between students' problem posing and solving abilities. Based on that pilot study, a more extensive and systematic ascertaining study was carried out to confirm the observed relationship between problem posing and problem solving among Chinese elementary school children. Results confirmed that there was indeed a close relationship between both skills.

• Research in Mathematical Education
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• v.14 no.2
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• pp.123-141
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• 2010

This study introduced a coding method for mathematical problems in the TIMSS 1999 Video Study, which used sixteen indicators to analyze mathematical problems in a lesson. Based on this framework for coding, the researcher analyzed three lesson videos on Binomial Theorem taught respectively by three Chinese teachers, and got some features of mathematical problems in these three lessons.

• Journal for History of Mathematics
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• v.19 no.4
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• pp.13-30
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• 2006

The purpose of this study is to investigate the meaning and roles of rhymes in oriental mathematics. To do this, we consider the rhymes in traditional chinese, korean, indian, arabian mathematical books and the mathematical knowledge which they implicate. And we discuss the reasons for which they were often used and the roles which they played. In addition, we suggest how to use them in teaching mathematics.