• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.387-407
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• 2014

This study investigeted secondary math teachers' difficulties of technology in geometry class with grounded theory by Strauss and Corbin. 178 secondary math teachers attending the professional development program on technology-based geometry teaching at eight locations in January 2014, participated in this study with informed consents. Data was collected with an open-ended questionnaire survey. In line with grounded theory, open, axial and selective coding were applied to data analysis. According to the results of this study, teachers were found to experience resistance in using technology due to new learning and changes, with knowledge and awareness of technology effectively interacting to lessen such resistance. In using technology, teachers were found to go through the 'access-resistance-unaccepted use-acceptance' stages. Teachers having difficulties in using technology included the following four types: 'inaccessible, denial of acceptance, discontinuation of use, and acceptance 'These findings suggest novel perspectives towards teachers having difficulties in using technology, providing implications for teachers' professional development.

• Communications of Mathematical Education
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• v.22 no.3
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• pp.275-288
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• 2008

The study aims to figure phenomena and changes that underachievers in mathematics show in the process of learning a function. It is necessary to remind basic concepts once again in advance at a time of teaching underachievers in mathematics to check what they have difficulties in learning for further teaching later on. Five participating students said that teachers' detailed explanation was more helpful, and they found it difficult to learn tables, graphs and formulas at first, but as time progressed, they naturally accepted them. In this regard, it is necessary to use various expressions and means to teach underachievers in mathematics.

• 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.

• The Mathematical Education
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• v.61 no.1
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• pp.179-198
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• 2022

Teaching is delicate, complicated, and demanding work, and especially beginning teachers set forth their difficulties in preparing and implementing mathematics instruction. It is important to ensure the quality of beginning mathematics teachers' instruction above a consistent level because such affirmation justifies the national policy on teacher education as well as the individual efforts of preservice teachers in South Korea. The current study collected mathematics lessons of the two beginning teachers who graduated from the same teacher training institute and worked at the same high school. The findings reported what features their lessons have with regard to the learning environment, engaging students in learning, deepening student learning, and using representations of the edTPA in order to identify what can or cannot be expected in their mathematics instruction. The instruction of the one teacher was assessed middle or more than middle scores throughout the rubrics, but the other one had lower scores. Based on these findings, this study suggested the implications for teacher education in ways of improving the quality of instruction of beginning mathematics teachers.

• School Mathematics
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• v.4 no.1
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• pp.49-62
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• 2002

developed by solving practical problems and gradually formalized and abstracted. But school mathematics seemed to stress the formalized and abstracted mathematics. The same is the case with calculus. In particular, it appeared extremely in teaching of calculus. It caused hindrance of learning and indeed, many students had difficulties in teaming of calculus. Therefore this study investigates the various approaches of calculus teaching and the history of calculus which include approaches by Archimedes, Galileo, Newton, Leibniz and Weierstrass etc. This may offer the implication for calculus teaching and we can find the alternative on the method of calculus teaching in historico-genetic principle. Finally we suggest the direction of calculus teaching from this perspective in tile concrete.

• Communications of Mathematical Education
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• v.23 no.4
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• pp.1131-1148
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• 2009

Algebra is one of the important subjects that not only mathematics but many science major students should know at least at the elementary level. Unfortunately abstract algebra, specially, is seen as an extremely difficult course to learn. One reason of difficulties is because of its very abstract nature, and the other is due to the lecture method that simply telling students about mathematical contents. In this paper we study about the teaching and learning abstract algebra in universities in corporation of a programming language such as ISETL. ISETL is a language whose syntax closely imitates that of mathematics. In asking students to read and write code in ISETL before they learn in class, we observe that students can much understand and construct formal statements that express a precise idea. We discuss about the classroom activities that may help students to construct and internalize mathematical ideas, and also discuss about some barriers we might overcome.

• The Mathematical Education
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• v.51 no.2
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• pp.161-171
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• 2012

Generally mathematics is regarded as a subtle subject to grasp their true meaning. And teacher's personal conceptions of mathematics influence greatly on the teaching and learning of mathematics. More over often teachers confess their difficulties in explaining the true nature of mathematics. In this paper, applying the theory of epistemology, we tried to search factors that must be counted important when trying to understand the true nature of mathematics. As results, we identified five characteristics of mathematical knowledge such as logical reasoning, abstractive concept, mathematical representation, systematical structure, and axiomatic validation. Next, we tried to investigate math education major students' conception of mathematics using these items. To proceed this research we asked 51 students from three Universities to answer their opinion on 'What do you think is mathematics?'. Analysing their answers in the light of the above five items, we got the following facts. 1. Only 38% of the students regarded mathematics as one of the five items, which can be considered to reveal students' low concern about the basic nature of mathematics. 2. The status of students' responses to the question were greatly different among the three Universities. This shows that mathematics professors need to lead students to have concern about the true nature of mathematics.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.295-326
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• 2006

Despite the importance of mathematics education, many students in high school have lost their interests and felt difficulties and they don't have 'mathematical' experience with meanings attached because of the entrance examination. This paper attempted to resolve these problems and find the teaching-method with which students can study by themselves with more confidence. Nowadays students' use of Internet is very popular. After develop 'the development of mathematical power' program based on mathematics history, history, science, the application of problems in real world, and self-evaluation, I made students repeat them after making teaching lessons in classroom as moving pictures. Through this processes, I attempted to develop the Self-Directed Learning' ability by making public education substantial. First of all I analyzed the actual conditions on 'Self-Directed Learning' ability in mathematics subject, the conditions of seeing and hearing in Internet learning program, and students' and their parents' interests in Internet education. By analyzing the records, I observed the significance of the introducing mathematics history in mathematics subject in early stager, cooperative-learning, leveled-learning, self-directed learning, and Internet learning. Actually in aspect of applying 'the development of mathematical power' program, at first I made up the educational conditions to fix the program, collected the teaching materials, established the system of teaching-learning model, developed materials for the learning applying Internet mail and instruments of classroom, and carried out instruction to establish and practice mathematics learning plan. Then I applied the teaching-learning model of leveled cooperation and presentation loaming and at the same time constructed and used the leveled learning materials of complementary, average, and advanced process and instructed to watch teaching moving pictures through Internet mail and in the classroom. After that I observed how effective this program was through the interest arid attitude toward mathematics subject, learning accomplishment, and the change of self-directed learning. Finally, I wrote the conclusion and suggestion on the preparation of conditions fur the students' voluntary participation in mathematics learning and the project and application on 'the development of mathematical power' program and repeated learning with the materials of moving pictures in classroom.

• The Mathematical Education
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• v.63 no.1
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• pp.1-18
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• 2024

This study aims to analyze low-performing high school students' difficulties in constructed response (CR) mathematics assessments and explore ways to use writing activities to support student learning. The participants took CR assessments, engaged in guided writing activities across 15 lessons, and provided responses to our interviews. The study identified 20 types of student difficulties, which were sorted into two main categories: "mathematical difficulties" and "CR difficulties." The difficult nature of mathematics as a school subject included a lack of understanding of mathematical concepts, students' difficulty with mathematical symbols and notations, and struggles with word problems. Challenges specific to CR assessments included students' difficulties arising from the testing conditions unlike those of multiple-choice items, and included issues related to constructing appropriate responses and psychological barriers. To address these challenges in CR assessments, the study conducted guided writing activities as an intervention, through which six themes were identified: (1) internalization of mathematical concepts, (2) mathematical thinking through relational understanding, (3) diverse problem-solving methods, (4) use of mathematical symbols, (5) reflective thinking, and (6) strategies to overcome psychological barriers.

• Journal of Educational Research in Mathematics
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• v.9 no.2
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• pp.419-438
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• 1999

This paper explored the impact of dynamic geometry software such as CabriII, GSP on student's understanding deductive justification, on the assumption that proof in school mathematics should be used in the broader, psychological sense of justification rather than in the narrow sense of deductive, formal proof. The following results have been drawn: Dynamic geometry provided positive impact on interacting between empirical justification and deductive justification, especially on understanding the necessity of deductive justification. And teacher in the computer environment played crucial role in reducing on difficulties in connecting empirical justification to deductive justification. At the beginning of the research, however, it was not the case. However, once students got intocul-de-sac in empirical justification and understood the need of deductive justification, they tried to justify deductively. Compared with current paper-and-pencil environment that many students fail to learn the basic knowledge on proof, dynamic geometry software will give more positive ffect for learning. Dynamic geometry software may promote interaction between empirical justification and edeductive justification and give a feedback to students about results of their own actions. At present, there is some very helpful computer software. However the presence of good dynamic geometry software can not be the solution in itself. Since learning on proof is a function of various factors such as curriculum organization, evaluation method, the role of teacher and student. Most of all, the meaning of proof need to be reconceptualized in the future research.