• Education of Primary School Mathematics
• /
• v.14 no.2
• /
• pp.147-164
• /
• 2011

The national mathematics curriculum revised in 2007 emphasized students' mathematical communication and the curriculum is currently applied to all grades. In order to promote students' mathematical communication, the teacher needs to understand full implications and apply them to instruction. This study examined how teachers employed mathematical communication in their instruction and how they perceived it. The results showed that teachers had lack of understanding of student-centered instruction and mathematical communication. They also did not use various representation activities and discussion-based activities as expected. The number of students per classroom was reported by teachers as a main barrier to promote mathematical communication, but it did not make substantial differences in practice. Building on the results, this paper included implications for improving teachers' conception of mathematical communication.

• Journal of Educational Research in Mathematics
• /
• v.18 no.3
• /
• pp.391-405
• /
• 2008

There are some studies on tangram a kind of jigsaw(silhouette or dissection) puzzle. And Korean national curriculums mention about tangram. But the past studies and the textbooks are not so related to curriculums. So this study is focused on some problems and limitations of tangram activities related to curriculum. This study gives some educational suggestions using tangram: (1) alternate drawing of tangram (2) making mathematical figures instead of shapes (3) proper activities related to the national curriculum (especially, polygons and angles) and mathematical thinking (4) examples of exploring mathematical figures and angles coming in and out of national curriculum In addition to, this study suggests some mathematical activities of using similar tangrams (especially sphinx puzzle).

• Communications of Mathematical Education
• /
• v.23 no.3
• /
• pp.863-885
• /
• 2009

In the era of wireless internet, we are apt to use a mobile phone for learning mathematics, besides the pc computer and the notebook computer. This study was to investigate the effect of M-learning when students were given a wireless mobile phone in terms of their perspectives towards the use of a mobile phone, achievement and attitudes towards mathematics. They were the 3th grader in a high school, who were expected to take Aptitude Test for the entrance of the university level. The most students who took an ubiquitous environment of M-learning showed it as a benefit for learning mathematics and did not spend time at other activities such as listening to music, sending text-message, playing games, etc, but at the M-learning activities. The students who engaged in the M-learning activities were improved a significantly higher score at Aptitude Test than the students who took the make-up courses in the school and also did a significantly higher disposition towards mathematics which was caused by curiosity among 7 components of the mathematical disposition.

• Research in Mathematical Education
• /
• v.4 no.2
• /
• pp.63-77
• /
• 2000

The purpose of this article is to devise the activities based on van Hiele levels of geometric thought using computer software, Geometer\\\\`s Sketchpad(GSP) as a tool. The most challenging task facing teachers of geometry is the development of student facility for understanding geometric concepts and properties. The National Council of teachers of Mathematics(Curriculum and Evaluation Standards for School Mathematics, 1991; Principles and Standards for School Mathematics, 2000) and the National Re-search Council(Hill, Griffiths, Bucy, et al., Everybody Counts, 1989) have supported the development of exploring and conjecturing ability for helping students to have mathematical power. The examples of the activities built is GSP for students ar designed to illustrate the ways in which van Hiele\\\\`s model can be implemented into classroom practice.

• Research in Mathematical Education
• /
• v.15 no.2
• /
• pp.141-158
• /
• 2011

In recent years, an increasing number of viewpoints hold that students should be engaged in a learning environment where understanding and knowledge transfer take place. This study introduces Mathematics Created by You (MCY)-mentoring program, which allows students to construct artefacts that are required to learn. This program is online-based and so can be shared by several people and mathematics leaning takes place through interactions within this carefully designed environment. Also, MCY intends to provide students a series of sequential activities related to creative play, creative learning and creative inquiry based on a Constructive and interactive environment. Furthermore, a creative activity- constructing a creative product using building blocks- was presented as an example. Finally, we investigate the pedagogical implications and suggest directions for the further development.

• The Mathematical Education
• /
• v.51 no.3
• /
• pp.197-210
• /
• 2012

In this study, we will develop and implement the teaching program of 'Function', on the subject of "Poster-Making utilizing the Graph Art" in the Math Camp for middle-school students. And we will examine the didactical significance through student's activities and products. The teaching program of 'Function' utilizing the Graph Art can be promoted self-directly the understanding of 'Function' concept and the ability for handling 'Function'. In the process of drawing up the graph art, in particular, this program help students to promote the ability for problem-solving and mathematical thinking, and to communicate mathematically and attain the his own level. Ultimately, this program have a positive influence upon cognitive and affective and areas with regard to mathematics.

• Journal of Educational Research in Mathematics
• /
• v.14 no.4
• /
• pp.403-419
• /
• 2004

The perspective on this study assumes that the mathematical modeling activity provides students with the environment which promotes metacognitive thinking. The purposes of this paper are to investigate metacognitive thinking on the mathematical modeling with the result of case study. The study revealed that development of students' model was accompanied with the control and monitoring of modeling activities. Also students refined the model by self-assessment and peer-assessment in small group modeling activities and developed generalizable model.

• Journal of Engineering Education Research
• /
• v.21 no.4
• /
• pp.28-34
• /
• 2018

Design class through team activities is increasing in engineering education. Team-based education has been known to improve students' creativity, problem solving ability, cooperative ability, self-directed learning ability, and communication ability. How to organize a team is an important issue that affects the performance of team activities as well as student satisfaction. However, previous studies have focused on the causal relationship between team formation and the team's performance. This paper deals with how to organize a balanced team in a real class. When the basic characteristic values of students are givens, the aim is to make the sum of the characteristic values as fair as possible for each team. We propose a mathematical team formation model and show how to apply it through case studies.

• Korean Journal of Child Studies
• /
• v.28 no.4
• /
• pp.319-331
• /
• 2007

This review of literature establishes a contemporary meaning of mathematical problem solving including young children's mathematical problem solving processes/assessments and teaching strategies. The contemporary meaning of mathematical problem solving involves complicated higher thinking processes. Explanations of the mathematical problem solving processes of young children include the four steps suggested by $P{\acute{o}}lya$(1957) : understand the problem, devise a plan, carry out the plan, and review/extend the plan. Assessments of children's mathematical problem solving include both the process and the product of problem solving. Teaching strategies to support children's mathematical problem solving include mathematical problems built upon children's daily activities, interests, and questions and helping children to generate new approaches to solve problems.

• Communications of Mathematical Education
• /
• v.30 no.2
• /
• pp.139-159
• /
• 2016

This study is the field of mathematics education on the assumption that they can extend outside the classroom. Recent mathematics education is increasing the importance of field experience and various activities based on real-life math education. Thus, it is necessary to consider this situation in pre-service teacher's education. The purpose of this study is to apply the 'Mathematics Field Trips Activities' in the pre-mathematics teacher education. So the specific case of 'Mathematics Field Trips Activities' was analyzed. Mathematics teachers conducted preliminary exploration activities on the historical cultural property which were effective in the following four aspects. First, cognitive effects and second, definitive effect. Third, cultural-mathematical effect. Fourth, the effect on improving math class. Finally they were summarized and divided into classes target content knowledge and teaching knowledge both sides. As a result, the 'Mathematics Field Trips Activities' were found to have significant effects on pre-service math teacher. Finally, ongoing research is needed to settle into a new teaching and learning methods.