• The Mathematical Education
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• v.49 no.4
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• pp.523-540
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• 2010

The purpose of the study were to analyze MathThematics textbooks and Korean middle school mathematics and to investigate the difference among the textbooks in the view of mathematical communication. According to the results, the textbook developers made a variety of efforts to develope students' mathematical communication ability. Students were encouraged to communicate with others about their mathematical ideas or problem solving processes in words or writing by means of discussion, oral report, presentation, journal, etc. MathThematics textbooks provided student self-assessment opportunity to improve student performance in problem solving, reasoning, and communication. In communication assessment, students can assess their use of mathematical vocabulary, notation, and symbols, the use of graphs, tables, models, diagrams and equation to solve problem and their presentation skills. The assessment activities would make a positive impact on the development of students' mathematical communication ability. MathThematics textbooks provided a variety of problem situation including history, science, sports, culture, art, and real world as a topic for communication, however, the researcher found that some of Korean textbooks depends heavily on mathematical problem situations.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.231-248
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• 2006

There are several kinds of mathematical thinking. The most basic mathematical thinking is analysis and synthesis. The problem of analysis and synthesis is one of the most important things in mathematics. We used mathematical textbook of Prof. Gusev for the study on the problem of analysis and synthesis. We suggested basic classification standard of problem of analysis and synthesis through historical survey and then suggested specific classification standard.

• East Asian mathematical journal
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• v.35 no.2
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• pp.217-237
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• 2019

This Modeling is a cyclical process of creating and modifying models of empirical situations to understand them better and improve decisions. The role of modeling and teaching mathematical modeling in school mathematics has received increasing attention as generating authentic learning and revealing the ways of thinking that produced it. In this paper and interactive lecture session, we will review a subset of the related literature, discuss benefits and challenges in teaching and learning mathematical modeling, and share our attempts to improve traditional textbook problems so that they can become more authentic modeling activities and implications for instruction and assessment as well as for research.

• East Asian mathematical journal
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• v.37 no.2
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• pp.223-243
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• 2021

The purpose of this thesis is to analyze the effect on formation of computational abilities and dispositions to the first grade of elementary school students by applying of communicative teaching and learning activity. As a result of analysis, we could get some suggestive points and also we could make sure that computational abilities and dispositions of the first grade students are formed by applying of communicative teaching and learning activity. However, help and control of teacher have to be with it.

• East Asian mathematical journal
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• v.34 no.2
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• pp.177-189
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• 2018

Recently, Topological Data Analysis (TDA) has attracted attention among various techniques for analyzing big data. Mapper algorithm, which is one of TDA techniques, is used to visualize the cluster diagram. In this study, students were clustered according to the characteristics and degree of mathematics anxiety using a mapper, and students were visualized according to mathematics anxiety. In order to do this, Mathematical Anxiety Scale (Ko & Yi, 2011) in the aspect of mathematical instability in terms of teaching - learning, ie, Nature of Mathematics, Learning Strategy, Test/Performance is used. And the number of questions that measure the anxiety of mathematics can be extracted by extracting the most relevant items among the items that measure the anxiety of mathematics.

• The Mathematical Education
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• v.38 no.2
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• pp.129-144
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• 1999

The purpose of our work is to developing the program of math. camp to improve underachiever's mathematical disposition. To do this, the following research were taken; (1)Analysis of current status of programs for underachievers (2)Analysis of inclination to mathematics(We collected the data from 2 classes of middle schools) (3)Prepare and apply the program of math. camp for the students including underachievers, and then analysis the effect of the math. camp The results of this study is as follows; (1)Only 40% of investigated schools have their own programs for underachievers. But almost all general high schools do not have such programs because students do not want. More than half of the investigated teachers suggested that the most important thing for underachievers is the induction of motivation for mathematics. (2)Many students dislike mathematics from 5∼6 grade of elementary school, and more than 50% of students think that 'measure' and 'equations' items are difficult. (3) After attending the math. camp based on the games and activities in small groups, the students in the middle-ranking group showed more positive reactions against the items of mathematical disposition and attitude tests. The students in the row-ranking group were improved in the 'self-confidence' and 'will' items of mathematical disposition test and in the 'superiority' and 'interest' items of mathematical attitude test.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.257-276
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• 2023

Mathematical modeling can be described as a series of processes in which real-world problem situations are understood, interpreted using mathematical methods, and solved based on mathematical models. The effectiveness of mathematics instruction using mathematical modeling has been demonstrated through prior research. This study aims to explore insights for mathematical modeling instruction by analyzing the metacognitive characteristics shown in the mathematical modeling cycle, according to the mathematical thinking styles of elementary math gifted students. To achieve this, a mathematical thinking style assessment was conducted with 39 elementary math gifted students from University-affiliated Science Gifted Education Center, and based on the assessment results, they were classified into visual, analytical, and mixed groups. The metacognition manifested during the process of mathematical modeling for each group was analyzed. The analysis results revealed that metacognitive elements varied depending on the phases of modeling cycle and their mathematical thinking styles. Based on these findings, didactical implications for mathematical modeling instruction were derived.

• Proceedings of the Korean Society for Noise and Vibration Engineering Conference
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• 2000.06a
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• pp.485-491
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• 2000

We obtain the mathematical model of the hard disk drive actuator system from the system response data of the finite element analysis or experimental results. System response data including the dynamics of the considered system are expressed as the mathematical model. It allows the dynamic analysis of the actuator system without resort to the repetitive finite element modeling work. Even though the dynamic characteristics of the system are affected somewhat by the structural modification and the change of the dynamic properties, we can use the modified size and material properties of the actuator system in the mathematical model to some extent. In this study, we express the mathematical model of the simplified rectangular plate first and then proceed to the actual hard disk drive actuator system.

• Communications of Mathematical Education
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• v.16
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• pp.1-65
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• 2003

The focus of this article is on the process of cultivating students' interests so that they come to view mathematics as an activity worthy of their engagement. We first define and operationalize the notion of interests, in the process developing a perspective in which they are seen to be generative, to evolve, and to be deeply cultural. We concretize this perspective by presenting an analysis of a classroom design experiment that documents both the process by which the students' interests evolved and the means by which these developments were supported. We then frame the analysis as a case in which to tease out the implications for a nascent design theory of mathematical interests and in doing so give particular attention to the issue of equity in students' access to significant mathematical ideas

• Research in Mathematical Education
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• v.13 no.4
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• pp.349-377
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• 2009

In this work we present a study undertaken with in-service mathematics teachers of primary and secondary school where we describe and analyze the didactical competences needed to implement an innovative design in geometry applying Van Hiele's models. The relationship between such competences and an ideal teacher profile is also studied. Teachers' epistemology is established in terms of didactical competences and we can see that this epistemology is an element that helps us understand the difficulties that teachers face in practice when implementing an innovative curriculum, in this case, geometry based on the Van Hiele theory.