• School Mathematics
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• v.16 no.3
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• pp.445-469
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• 2014

This study aims to examine secondary mathematics teachers' understanding of the levels of cognitive demand on mathematical tasks suggested in mathematics textbooks. The study also attempts to investigate whether the teachers are able to characterize the tasks accordingly and to change low level tasks to high level ones. For this purpose, we developed a survey and 50 secondary mathematics teachers participated in the survey. The findings from the data analysis suggest that 59 percent of the teachers selected high level tasks as appropriate for achieving the national curricular goals, but about 1/3 of the teachers identified PNC tasks as high level ones. The results also reveal that more than half of the teachers were not able to transform low level into high level tasks and only 4 teachers out of 50 were able to transform successfully. The teachers seem to find difficulty in transforming low level tasks into high level ones.

• Research in Mathematical Education
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• v.17 no.2
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• pp.119-131
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• 2013

It is the first time that there is a subject, advanced mathematics in the 2009 revised high school curriculum. Therefore it is posing a challenge to the teachers who are teaching it. At the advanced level, it is important for learners to reflect on their mental mathematical activities. This research analysed pre-service secondary teachers' reflective thinking in solving the tasks specific for the teaching and learning of polar coordinates. We report how and through what process mathematical tasks that can create disequilibrium for pre-service secondary teachers enable reflective thinking and expand preservice secondary teachers' thoughts and recognition of defining reflective thinking in looking back on one's problem solving and thinking processes.

• The Mathematical Education
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• v.38 no.1
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• pp.15-35
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• 1999

The purpose of the study was to suggest a few fundamental ideas to secondary mathematics teachers regarding using LOGO in their classrooms. Even though this software is "classic" in mathematics lessons in the States and western countries, Korean secondary mathematics teachers did not have much opportunities to become familiar with this software and its applications in their classrooms. This article offered a few suggestions with the specific guidelines. Basic commands were also listed for those who are not familiar with this software. Since the current Korean educational curriculum do not allow to use LOGO in regular classrooms as substitute lessons, it is recommended to implement these ideas in extra curriculum lessons or "Math Club" as trial basis.

• Research in Mathematical Education
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• v.9 no.1 s.21
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• pp.25-45
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• 2005

Background Phenomenography suggests that more variation is associated with wider ways of experiencing phenomena. In the discipline of mathematics, broadening the 'lived space' of mathematics learning might enhance students' ability to solve mathematics problems Aims The aim of the present study is to: 1. enhance secondary school students' capabilities for dealing with mathematical problems; and 2. examine if students' conception of mathematics can thereby be broadened. Sample 410 Secondary 1 students from ten schools participated in the study and the reference group consisted of 275 Secondary 1 students. Methods The students were provided with non-routine problems in their normal mathematics classes for one academic year. Their attitudes toward mathematics, their conceptions of mathematics, and their problem-solving performance were measured both at the beginning and at the end of the year. Results and conclusions Hierarchical regression analyses revealed that the problem-solving performance of students receiving non-routine problems improved more than that of other students, but the effect depended on the level of use of the non-routine problems and the academic standards of the students. Thus, use of non-routine mathematical problems that appropriately fits students' ability levels can induce changes in their lived space of mathematics learning and broaden their conceptions of mathematics and of mathematics learning.

• Journal for History of Mathematics
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• v.27 no.5
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• pp.347-364
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• 2014

This study aims at what is required knowledge and ability to pre-service math teachers in teacher certificate examination. First, the items are analyzed and among questions of discipline of mathematics education in the last five years are analyzed and classified. Second, an analytical framework suitable for item analysis is examined and the items are analysed by the analytical framework. Finally, helpful implications for discipline of mathematics education assessment can be drawn from this study. It is found that the discipline of mathematics education assessment has the following characteristics: 1) It assesses specific content of the assessment component; 2) It assesses a teacher's theoretical knowledge, practical knowledge and creative knowledge in terms of teaching ability; 3) There are six cognitive assessments; 4) There is an item for difficulty adjustment.

• Research in Mathematical Education
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• v.5 no.1
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• pp.25-44
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• 2001

The purposes of this paper are to understand the functions of technology TI92 graphing calculator and to develop some typical examples showing that current Korean secondary school mathematics curriculum can be treated with the technology. This study is consisted with five chapters. In Chapter 1, the background and purposes for this study is described. In Chapter 2, the textbooks developed by Core-plus Mathematics Project to reform mathematics education in the United states are analyzed to find the possibilities for practical uses in mathematics classrooms. In Chapter 3, the functions of TI-92 are analyzed with regard to how they can be applied to mathematics education. In Chapter 4, some examples are developed to show that TI-92 can be used for Korean secondary school mathematics education. Chapter 5 is consisted with summaries of this study and some suggestions for further study.

• Research in Mathematical Education
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• v.3 no.1
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• pp.1-8
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• 1999

The present study extends previous research in this area by investigating perceptions of change and reactions to reform efforts by pre-service and practicing secondary school mathematics teachers in the People's Republic of China (PRC) and the United States of America. Interviews were used to gather data about school experiences, teaching practices, and planned changes in mathematics programs. Analysis of the interview data supported earlier findings with respect to the well-planned nature of lessons by PRC teachers and the influence of mathematics contents and examination systems in the PRC. Findings also indicated a general agreement among teachers from both countries favoring less lecturing and more discussion and interactive activities. There were contrasts by nationality in descriptions of future teaching, ideal lessons, sources of teaching ideas, and preferences about school mathematics programs.

• Journal for History of Mathematics
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• v.13 no.2
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• pp.73-86
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• 2000

This paper introduces an hypermedia program supportable for teaching secondary and upper secondary level geometry. This program links users to files written in other softwares and internet web sites to provide information and exploratory environments with softwares. The linkage with the interactive dynamic software(GSP) files to teach hyperbolic geometry is illustrated with sample screens.

• Journal for History of Mathematics
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• v.14 no.1
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• pp.61-72
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• 2001

In this paper we collect applications of secondary school mathematics which can be used in classroom instruction. With these applications we can also show the utility of mathematics.

• Journal of applied mathematics & informatics
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• v.33 no.1_2
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• pp.211-217
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• 2015

A dynamic spectrum access scheme with channel partitioning for secondary handover calls in cognitive radio networks is proposed to reduce forced termination probability due to spectrum handover failure. A continuous-time Markov chain method for evaluating its performance such as blocking probability, forced termination probability, and throughput is presented. Numerical and simulation results are provided to demonstrate the effectiveness of the proposed scheme with channel partitioning.