• School Mathematics
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• v.2 no.1
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• pp.1-27
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• 2000

In the past half century little effort has been made for the improvement of teaching and learning statistics compared with other parts of school mathematics. But recently data analysis has begun to play a prominant role in the national reform efforts of mathematics curricula in the United States of America and the United Kingdom. In this paper we overview modern statistical thinking differed from mathematical thinking and examine the problems of current old-style teaching of statistics. And, we discuss the current data handling(or data analysis) emphasis in the national curriculum of mathematics in the countries mentioned above. We explore the reform direction of statistics teaching; changing the philosophy of teaching statistics, teaching real data analysis, emphasis of using computer, and teaching statistical inference not as mathematics but as intuitive data-centered approach.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.153-171
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• 2013

The purpose of this study is to investigate characteristics of students' problem solving processes based on their mathematical thinking styles and thus to provide implications for teachers regarding how to employ multiple representations. In order to analyze these characteristics, 202 university freshmen were recruited for a paper-and-pencil survey. The participants were divided into four groups on a mathematical-thinking-style basis. There were two students in each group with a total of eight students being interviewed. Results show that mathematical thinking styles are related to defining a mathematical concept, problem solving in relation to representation, and translating between mathematical representations. These results imply methods of utilizing multiple representations in learning and teaching mathematics by embodying Dienes' perceptual variability principle.

• The Mathematical Education
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• v.45 no.4 s.115
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• pp.493-505
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• 2006

This research studied learning model for the purpose of renovation of mathematics teaching methods. Especially, this research classified the types of cooperative learning, the theoretical background for cooperative learning, the need of cooperative learning in school mathematics, and the differences between cooperative learning and traditional small group learning, This research also suggested special features of cooperative learning and various types of cooperative learning models. The main types of cooperative learning which this research supported are TAI(Team-Assisted Individualization, JIGSAW cooperative learning, JIGSAW II cooperative learning, JIGSAW III cooperative learning, STAD(Student Team-Achievement division) cooperative learning, and TGT(Teams-Games-Tournament).

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.541-551
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• 1998

Recently, the importance of participating in classes activity and cultivating student's thinking ability is emphasized in the mathematics education society. Teachers are demanded to change their teaching style centered pencile-and paper into using the variety instructional aids, such as calculator, video tape, computer, ohp, and projector, etc. In this paper, we search for the mathematica's function and the method that apply mathematical to the secondary school mathematics. Mathematical has many functions: calculator, algebra, graphics, animations, programing, notebook. We find that mathematica can be applied to the graph of function, the understand of simultaneous equations, the graph of trigonometry function, the calculation of limit, the computation of areas as limits, the derivative of a function and tangent line, a solid figure, and others in secondary school mathematics.

• The Mathematical Education
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• v.48 no.4
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• pp.419-442
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• 2009

This study was to find the difficulties students faced in their mathematical learning and to identify the instructional dimensions a teacher provided for the students from multi-cultural background. Since the study was focused on the process of students' learning, the qualitative method was chosen through clinical interviews with 2 students in a total of 11 units which played a role of compensating their learning of mathematics as an extra curriculum. The students solved the computational problems relying on formal procedure without understanding of concepts and principles and solved the word problems based on own interpretation of certain words without semantic comprehension out of math sentences. As the instructional dimensions of teaching mathematics, tasks, a tool and classroom norm were found in the activities they performed. For the tasks, situated tasks, challenging tasks, tasks with lack of conditions, and open-ended exploratory tasks were used. As the tool, pictorial representations were very useful to describe their ideas. Finally, as the classroom norm, consider equity for everyone, and cooperate and encourage each other were found.

• Journal of the Korean School Mathematics Society
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• v.8 no.1
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• pp.101-116
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• 2005

The purpose of this study is to survey mathematics teacher's cognition of proof along with their proof forms of expression and proof ability, and to explore the relationship between their proof scheme and teaching practice. This study shows that mathematics teachers tend to regard proof as a deduction from assumption to conclusion and that they prefer formal proof with mathematical symbols. Mathematics teachers also recognize that prof is an important area in school mathematics but they reveal poor understanding of teaching methods of proof. Teachers tend to depend on the proof style employed in mathematics textbooks. This study demonstrates that a proof scheme is a major factor of determining the teaching method of proof.

• Journal for History of Mathematics
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• v.20 no.4
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• pp.175-190
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• 2007

In the nineteenth century was Augustus De Morgan, British mathematician, a great mathematics teacher. Although his name is well known to everybody who is interested in set theory, his major mathematical legacy would arise from his novel research in logic. In this article, we first investigate De Morgan's life briefly; we then consider his precious philosophy of mathematics education based on his students' remarks and his works. Finally, by considering his teaching style, we highlight some of the ingredients that go into making a great mathematics teacher.

• The Journal of the Korea Contents Association
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• v.8 no.7
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• pp.103-111
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• 2008

There have been a few mathematic education programs that based on operating activity considering cognitive development level of elementary student, although we can find a variety of computer-aided mathematic teaching methods for elementary school. The purpose of this paper was to examine the effect of mathematical program based on operating activity developed as teaching materials in plain figures. As results of the post-achievement test and attitude test, it was found that the math program has been improved the achievement positively. By a result that inspects mathematical learning attitude of the experiment group, it was found that variable factors such as interest, confidence, self-learning were changed significantly more important in statistics.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.3
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• pp.267-282
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• 2018

The purpose of this study is to develop and apply a Convergence program for teaching of congruence and symmetry and to investigate the effects of the mathematical creativity and convergence talent. For these purposes, research questions were set up as follows: 1. How is a Convergence program for teaching of congruence and symmetry developed? 2. How does a Convergence program affect the mathematics creativity and convergence talent of fifth grade student in elementary school? The subjects in this study were 16 students in fifth-grade class in elementary school located in Songpa-gu, Seoul. A Convergence program was developed using the integrated unit design process chose the concept of congruence and symmetryas its topic. The developed program consisted of a total 12 class activities plan, lesson plans for 5 activities. Mathematics creativity test, a test on affective domain related with convergence talent measurement were carried out before and after the application of the developed program so as to analyze the its effects. In addition, students' satisfaction for the developed program was investigated by a questionnaire. The results of this study were as follows: First, A convergence program should be developed using the integrated unit design process to avoid focusing on the content of any one subject area. The program for teaching of congruence and symmetry should be considered students' learning style and their preferences for media. Second, the convergence program improved the students' mathematical creativity and convergence talent. Among the sub-factors of mathematical creativity, originality was especially improved by this program. Students thought that the program is good for their creativity. Plus, this program use two subject class, Math and Art, so student do not think about one subject but focus on topic 'congruence and symmetry'. It help students to develop their convergence talent.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.211-227
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• 2013

This study is designed to help pre-service teachers to improve their teaching skills in elementary math class. For this, the consulting program with 5-steps was planned and applied to three elementary pre-service teachers. Each class the teachers performed was analyzed by both Flanders's Interaction Analysis Category System and participant observation. As results of consulting, the common characteristics of three pre-service teachers are shown. Firstly their teaching style is non directive, but they fail to induce their students spontaneously respond. They often ignore or don't use their students' respond they think incorrect to develop the next ideas. Simply saying, their classes are typically teacher-oriented but they are not authoritative. It is proved that consulting program is effective for improving developing non directive teaching skills, but is not much effective decreasing teachers' comment and increasing students' rolls in a math class.