• Title/Summary/Keyword: Mathematical Development

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A Hypermedia Video-Case: A New Tool for Teachers' Professional Development

  • Bao, Jiansheng
    • Research in Mathematical Education
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    • v.11 no.3
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    • pp.177-184
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    • 2007
  • The purpose of this paper is to introduce the development of a new Lesson Video-Case Lab (LVCL) program in Suzhou, China. This program involves the creation of several series of hypermedia video-cases on teaching and learning designed to facilitate mathematics teachers' professional development. Each of these video-cases consists of lesson clips, case questions, interviews with experts, comments by peers, responses by students and other related resources. The study has implications pertaining to the use of technology in teacher development, the production of hypermedia video-cases, as well as research on case-based pedagogy and pedagogy in general.

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A Study of Mathematics Educational Multimedia Development: Focused on the Jasper Series (수학교육용 멀티미디어 개발에 관한 연구 -Jasper 시리즈 사례를 중심으로-)

  • 김민경
    • The Mathematical Education
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    • v.39 no.1
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    • pp.59-69
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    • 2000
  • In order to serve effective teaching and teaming environments with an appropriate harmony of hard technologies and soft technologies and to contribute to multimedia contents design and development this study shows that the theoretical backgrounds, producing backgrounds, contents scenario, and related research as well as their use and integration into realistic classroom. In our environments, it is believed that it is possible for us to develop effective mathematics educational multimedia development fitting to our culture and emotion. Thus it is urged that the government should support the professional multimedia development & production association enthusiastically.

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The Relationship between Mathematics Teachers' Noticing and Responsive Teaching:In the Context of Teaching for All Students' Mathematical Thinking (수학 교사의 주목하기와 반응적 교수의 관계:모든 학생의 수학적 사고 계발을 지향하는 수업 상황에서)

  • Kim, Hee-jeong;Han, Chaereen;Bae, Mi Seon;Kwon, Oh Nam
    • The Mathematical Education
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    • v.56 no.3
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    • pp.341-363
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    • 2017
  • This case study contributes to the efforts on identifying the essential features of responsive teaching practice where students' mathematical thinking is central in instructional interactions. We firstly conceptualize responsive teaching as a type of teachers' instructional decisions based on noticing literature, and agree on the claim which teachers' responsive decisions should be accounted in classroom interactional contexts where teacher, students and content are actively interacting with each other. Building on this responsive teaching model, we analyze classroom observation data of a 7th grade teacher who implemented a lesson package specifically designed to respond to students' mathematical thinking, called Formative Assessment Lessons. Our findings suggest the characteristics of responsive teaching practice and identify the relationship between noticing and responsive teaching as: (a) noticing on students' current status of mathematical thinking by eliciting and anticipating, (b) noticing on students' potential conceptual development with follow-up questions, and (c) noticing for all students' conceptual development by orchestrating productive discussions. This study sheds light on the actual teachable moments in the practice of mathematics teachers and explains what, when and how to support teachers to improve their classroom practice focusing on supporting all students' mathematical conceptual development.

A Study on the Development of Mathematical Anxiety Test for Middle School Students (중학교 학생을 위한 수학불안 검사 개발 연구)

  • Lee, So Ra;Koo, Ye Lee
    • Journal of the Korean School Mathematics Society
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    • v.23 no.4
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    • pp.469-489
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    • 2020
  • Middle school students are known to have high levels of math anxiety. According to the need for test tools that reflect the characteristics of today's middle school students, it was intended to develop a mathematical anxiety test for middle school students. Sub-factors of mathematical anxiety were established based on prior research and questions corresponding to each factor were produced. The suitability and validity of the questions were analyzed through two pilot tests. Then some of the questions were revised. This test was conducted on 255 middle school students using the revised questions, and the validity and reliability of the test tools were analyzed on 246 student responses. The final developed test tool consisted of 6 sub-factors and a total of 36 questions, and was intended to provide students, teachers, and parents with information about students' mathematical anxiety by providing criteria for the degree of anxiety.

격자론의 기원

  • 홍영희
    • Journal for History of Mathematics
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    • v.12 no.2
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    • pp.15-23
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    • 1999
  • This paper deals with the origin of the concept of lattices in mathematics and its development until 1930's. Although it is purely mathematical, its formation is due to the development of symbolic logic Further, logicians were mostly concerned about how to imitate the methods and duplicate the problems of algebra but not the application to mathematics. The first purely mathematical approach was given by Dedekind and his results were neglected and then reappeared in 1930's.

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Piaget's Theory in the Development of Creative Thinking

  • Supratman, Ahman Maedi
    • Research in Mathematical Education
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    • v.17 no.4
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    • pp.291-307
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    • 2013
  • Piaget's revolutionary study on the cognitive development of children has focused on the development of logic. Logical operations and a variety of classifications based on the set of accepted rules involve convergent thinking. Children and adults have logical and creative thinking which deal with a reality of thinking. This study aims to examine a cognitive structure of students, which is closely related to the Piaget's cognitive development theories of students when creative thinking. Students were given an open mathematical problem and were expected to be able to take advantage of sensitivity, fluency, flexibility, originality, and elaboration which can be seen as clearly of their structure cognitive.

Development of the Evaluation Criterion for Mathematically Gifted Students Creative Product in View of Mathematical History (수학사에 근거한 수학영재의 창의적 산출물 평가 준거 개발)

  • Kim Sun Hee
    • Journal for History of Mathematics
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    • v.18 no.2
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    • pp.75-94
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    • 2005
  • This study is intended to develop the criterion for evaluating the creative products that mathematically gifted students produce in their education program to enhance the development of creative productive ability. 1 distinguish the mathematical creativity with the creativity in the general domain, and make the production model of the creative mathematical product grounded on the mathematicians' work through the mathematical history. The model has the following components; the mathematical knowledge, the mathematical thinking and the mathematical inquiry skill, surrounding the resultive creative product. The students products are focused on one component of the model. Thus the criterion for the creative products is grounded on the each component of the model. According to it, teachers could evaluate the students'work, which got the validity and the reliability.

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A case study of the impact of inquiry-oriented instruction with guided reinvention on students' mathematical activities (안내된 재발명을 포함한 탐구-중심 수업이 학생들의 수학적 활동에 미치는 영향에 관한 사례연구)

  • Kim, Ik-Pyo
    • The Mathematical Education
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    • v.49 no.2
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    • pp.223-246
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    • 2010
  • Goos(2004) introduced educational researchers' demand for change on the way that mathematics is taught in schools and the series of curriculum documents produced by the National council of Teachers of Mathematics. The documents have placed emphasis on the processes of problem solving, reasoning, and communication. In Korea, the national curriculum documents have also placed increased emphasis on mathematical activities such as reasoning and communication(1997, 2007).The purpose of this study is to analyze the impact of inquiry-oriented instruction with guided reinvention on students' mathematical activities containing communication and reasoning for science high school students. In this paper, we introduce an inquiry-oriented instruction containing Polya's plausible reasoning, Freudenthal's guided reinvention, Forman's sociocultural approach of learning, and Vygotsky's zone of proximal development. We analyze the impact of mathematical findings from inquiry-oriented instruction on students' mathematical activities containing communication and reasoning.