• The Mathematical Education
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• v.47 no.2
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• pp.169-180
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• 2008

The purpose of this study was to analyze the elementary students' mathematical thinking, which is found during mathematical problem solving processes based on mathematical knowledge, heuristics, control, and mathematical disposition. The participants were 8 fifth grade elementary students in Seoul. A qualitative case study was used for investigating the students' mathematical thinking. The data were coded according to the four components of the students' mathematical thinking. The results of the analyses concerning mathematical thinking of the elementary students were as follows: First, in terms of mathematical knowledge, the elementary students frequently used conceptual knowledge, procedural knowledge and informal knowledge during problem solving processes. Second, students tended not to find new heuristics or apply new one, but they only used the heuristics acquired from the experiences of the class and prior experiences. Third, control was found while students were solving problems. Last, mathematical disposition influenced on the mathematical problem solving processes. Teachers need to in-depth observations on the problem solving processes of students, which leads to teachers'effective assistance on facilitating students' problem solving skills.

• Journal of Educational Research in Mathematics
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• v.12 no.2
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• pp.163-180
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• 2002

The purpose of this paper is to reconsider the meaning of mathematical literacy based on the investigation of the nature of mathematical knowledge communicated in university level mathematics classes. The analysis of classroom discourse has revealed three different kinds of mathematical knowledge circulated in mathematics class, which include 'factual mathematics', 'mathematical fantasy', and 'mathematical savior faire.' The fact that a mathematics teacher delivers diverse categories of mathematics knowledge suggests that the mathematical literacy is not confined to the development of technical competence. More specifically, the kinds of mathematical knowledge identified above tell that mathematical literacy developed through learning mathematics reflects the cultural norms and values of doing mathematics. This means that mathematical literacy is not merely involve with technical competence but rather with cultural competence. In this regard, this paper highlights the meaning of mathematical literacy as a cultural identity, which has been underestimated in the theory and practice of mathematics education dominated by technocracy of the twentieth century In particular, the notion of mathematical savior faire implies that teaching and teaming mathematics ultimately deals with a system of cultural meaning. Hence, through learning mathematics, a learner gets transformed as a whole person according to the cultural norms and values. In this regard, it is concluded that mathematical literacy can be considered as a necessary condition to become a competent member of mathematics community sharing cultural norms of doing mathematics as well as a repertoire of mathematical skills.

• Research in Mathematical Education
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• v.12 no.2
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• pp.127-142
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• 2008

The most important aim of mathematics education is to promote mathematical thinking. In the Hong Kong primary school, mathematical thinking is usually conducted through the use of formula and working on "application problem" or "word problems". However, there are many other ways that can promote mathematical thinking, and investigation on mathematical structure by using counting is one important source for promoting mathematical thinking for primary school children, as every children can count and hence a well designed question that can be solved by counting can enable children of different abilities to work together and obtain different results.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.347-370
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• 2015

The purpose of this study is to examine the effects of mathematical modeling activities on mathematical problem solving abilities and mathematical dispositions in elementary school students. For this study, we administered mathematical modeling activities to fifth graders, which consisted of 8 topics taught over 16 classes. In the results of this study, mathematical modeling activities were statistically proven to be more effective in improving mathematical problem solving abilities and mathematical dispositions compared to traditional textbook-centered lessons. Also, it was found that mathematical modeling activities promoted student's mathematical thinking such as communication, reasoning, reflective thinking and critical thinking. It is a way to raise the formation of desirable mathematical dispositions by actively participating in modeling activities. It is proved that mathematical modeling activities quantitatively and qualitatively affect elementary school students's mathematical learning. Therefore, Educators may recognize the applicability of mathematical modeling on elementary school, and consider changing elementary teaching-learning methods and environment.

• Education of Primary School Mathematics
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• v.6 no.2
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• pp.65-74
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• 2002

In this paper, inquiry-oriented mathematics instruction was suggested as a teaching method to foster mathematical creativity. And it is argued that inquiry learning assist students to explore the mathematical problem actively and thus participate in mathematical activities like mathematicians. Through inquiry activities, the students learn mathematical ideas and develop new and creative mathematical ideas. Although creativity is often viewed as being associated with exceptional ability, for mathematics teacher who want to develop students' mathematical creativity, it is productive to view mathematical creativity as a mathematical ability that can be fostered in general school education. And also, both teacher and student have to think that they can develop mathematical ideas by themselves. That is very important to foster mathematical creativity in the mathematics class.

• East Asian mathematical journal
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• v.35 no.2
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• pp.163-172
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• 2019

In recent years, the term core literacy has been popular in educational circles all over the world, and there are more and more research on core literacy. At the same time, the mathematical culture has also been highly valued on a global scale. The mathematical culture is a part of college students' cultural quality, and then, what is the connection between the mathematical culture and mathematical core literacy? How to improve the mathematical core literacy of contemporary college students? This paper gives the corresponding answers to these two questions. By illustrating the concrete implementation of the course "Mathematical Culture" offered by Yanbian University, this paper discusses various measures for cultivating students' core qualities in Chinese universities. It must be useful and promote the research on mathematical core literacy for the educators in various countries.

• Journal of the Chungcheong Mathematical Society
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• v.26 no.1
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• pp.243-248
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• 2013

In this paper, we introduce the mathematical resistance and examine its properties and consider the applications of mathematical resistance to conformal mappings. We obtain the theorems in the connection with "the mathematical resistance zero" and "the fundamental sequences".

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.557-580
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• 2012

Common Core State Standards for Mathematics(CCSSM) is a blueprint for school mathematics in 2010s of the United States. CCSSM can be divided into two major parts, the standards for mathematical content and the standards for mathematical practice. This study focused on the latter. Mathematical practice comes from the mathematical process in 'Principles and standards for school mathematics(NCTM, 2000)' as well as the mathematical proficiency in 'Adding it up(NRC, 2001)'. It is composed of eight standards which mathematically proficient students are expected to do. From Korean perspective, it can also be comparable with the mathematical process which contains mathematical problem solving, mathematical reasoning, and mathematical communication and was provided by the 2009 revised national curriculum for mathematics in Korea. However, few focused the standards for mathematical practice among the studies related to CCSSM in Korea. Moreover, there is a study that even ignores the existence of the standards for mathematical practice itself. This study aims to understand the standards for mathematical practice through analysing the document of CCSSM and its successive materials for implementing the CCSSM. This understanding will help effective implementation of the mathematical process in Korea.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.31-49
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• 2009

Utilizing the mathematical materials in elementary mathematics education is known to increase the learners' creativity and interests for mathematics. Although the effects of mathematical materials have been frequently researched, a practical plan and a process to utilize the mathematical materials has been rarely researched. The dependence on the mathematical materials is tested by the students' responses to the mathematical problems in the class that allowed to use mathematical materials. The activities in the text book are reorganized to seven chapters for utilizing the mathematical materials. The dependence on the mathematical materials when solving the mathematical problems is investigated by the textbook, students' answers, and handouts. The conclusions of this study are: First of all, the activities using mathematical materials are reorganized within the mathematics education curriculum. The high interests are also investigated in all the learning level of learners. Second, the learners in the high learning level use the mathematical materials for their needs and the correction of their mistakes. The dependence on mathematical materials is lowest compared to the other level learners. Third, the learners in the mid learning level also use the mathematical materials for their needs and their mistakes, but are often confused when utilizing the materials. Fourth, the learners in the low learning level show their interests, and enthusiasm in the mathematical materials themselves. Their interests help to solve mathematical problems. The dependence on the materials is higher than the other level learners, but the dependence is not shown only for the low level learners.

• Korean Journal of Human Ecology
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• v.19 no.2
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• pp.271-283
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• 2010

This study was planned to investigate the effects of mathematical games with motion on young children's development. The study was performed to compose mathematical games with motion and just mathematical games for young children. The games were set up to be executed 16 times for 8 weeks. The results of this study were as follows: Mathematical games with motion had a significant effect on young children's mathematical problem-solving ability. Mathematical games with motion had a significant effect in every category on young children's ability for motion competence and mathematical games with motion had a significant effect on young children's socio-emotional development. There were significant differences between the control group and the experimental group except for the independence from teachers and peer interaction. Mathematical games with motion had a significant effect on young children's language ability.