• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.273-289
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• 2001

Given that the culture of the mathematics classroom has been perceived as an important topic in mathematics education research, this paper deals with the construct of sociomathematical norms which can be used as an analytical tool in understanding classroom mathematical culture. This paper first reviews the theoretical foundations of the construct such as symbolic interactionism and ethnomethodology, and describes the actual classroom contexts in which social and sociomathematical norms were originally identified. This paper then provides a critical analysis of the previous studies with regard to sociomathematical norms. Whereas such studies analyze how sociomathematical norms become constituted and stabilized in the specific classroom contexts, they tend to briefly document sociomathematical norms mainly as a precursor to the detailed analysis of classroom mathematical practice. This paper reveals that the trend stems from the following two facts. First, the construct of sociomathematical norms evolved out of a classroom teaching experiment in which Cobb and his colleagues attempted to account for students' conceptual loaming as it occurred in the social context of an inquiry mathematics classroom. Second, the researchers' main role was to design instructional devices and sequences of specific mathematical content and to support the classroom teacher to foster students' mathematical learning using those sequences Given the limitations in terms of the utility of sociomathematical norms, this paper suggests the possibility of positioning the sociomathematical norms construct as more centrally reflecting the quality of students' mathematical engagement in collective classroom processes and predicting their conceptual teaming opportunities. This notion reflects the fact that the construct of sociomathematical norms is intended to capture the essence of the mathematical microculture established in a classroom community rather than its general social structure. The notion also allows us to see a teacher as promoting sociomathematical norms to the extent that she or he attends to concordance between the social processes of the classroom, and the characteristically mathematical ways of engaging. In this way, the construct of sociomathematical norms include, but in no ways needs to be limited to, teacher's mediation of mathematics discussions.

• Journal for History of Mathematics
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• v.35 no.5
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• pp.131-146
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• 2022

This study is to find out how to use the materials of East Asian history in mathematics classroom. Although the use of the history of mathematics in classroom is gradually considered advantageous, the usage is mainly limited to Western mathematics history. As a result, students tend to misunderstand mathematics as a preexisting thing in Western Europe. To fix this trend, it is necessary to deal with more East Asian history of mathematics in mathematics classrooms. These activities will be more effective if they are organized in the context of students' real life or include experiential activities and discussions. Here, the study suggests a way to utilize the mathematical ideas of Bāguà and Liùshísìguà, which are easily encountered in everyday life, and some concepts presented in 『Nine Chapter』 of China and 『GuSuRyak』 of Joseon. Through this activity, it is also important for students to understand mathematics in a more everyday context, and to recognize that the modern mathematics culture has been formed by interacting and influencing each other, not by the east and the west.

• Research in Mathematical Education
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• v.22 no.1
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• pp.35-46
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• 2019

This study examines how open-ended tasks can be implemented with the support of redefined learning goals and teaching practices from a student-centered perspective. In order to apply open-ended tasks, learning goals should be adopted by individual student's cognitive levels in the classroom context rather than by designated goals from curriculum. Equitable opportunities to share children's mathematical ideas are also attainable through flexible management of lesson-time. Eventually, students can foster their meta-cognition in the process of abstraction of what they've learned through discussions facilitated by teachers. A pedagogical implication for professional development is that teachers need to improve additional teaching practices such as how to tailor tasks relevant to their classroom context and how to set norms for students to appreciate peer's mathematical ideas in the discussions.

• Education of Primary School Mathematics
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• v.14 no.1
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• pp.1-12
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• 2011

This paper provides an outline of mathematics education based on the classroom ecology. Ecology is the subject that concentrates on the relations of human and environment. As mathematics education consists of many factors, it is natural that mathematics education should be interest in the perspective of ecology. This paper examines the meaning of ecology and classroom ecology of mathematics education in the perspective of ecology. And it provides the directions of ecological mathematics education. In special, I set the frame of mathematics classroom in the perspective of ecology. The ecological structure divides microsystem(teacher, student, content), mesosysten(relations of microsystems), exosystem(school), and macrosystem(the objects of mathematics education). Lastly, I suggest the ways of mathematical learning and research of classroom ecology in mathematics education. For we should focus the improvement of students' mathematical ability, we must search for the various teaching and learning methods and the ares of research in the perspective of ecology classroom. Therefore, we should be interested in the classroom environments as well as teaching methods, contents based on the ecology classroom in mathematics education.

• Proceedings of the Korea Contents Association Conference
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• 2004.11a
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• pp.5-10
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• 2004

In this paper, we propose a service control framework and user interface in a class automation of ubiquitous computing environment. We propose UPnP-based service control architecture and introduce an example service scenarios for automatic classroom. We present context-aware design approaches to argument user interface. We also present intelligent content authoring that facilitates producing e-learning content using activity context.

• School Mathematics
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• v.17 no.3
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• pp.423-446
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• 2015

This study aims to look into the characteristics of argumentation in the task context of 'Monty Hall problem' at a high school probability class. As a result of an analysis of classroom discourses on the argumentation between teachers and second-year students in one upper level class in high school using Toulmin's argument pattern, it was found that it would be important to create a task context and a safe classroom culture in which the students could ask questions and refute them in order to make it an argument-centered discourse community. In addition, through the argumentation of solving complex problems together, the students could be further engaged in the class, and the actual empirical context enriched the understanding of concepts. However, reasoning in argumentation was mostly not a statistical one, but a mathematical one centered around probability problem-solving. Through these results of the study, it was noted that the teachers should help the students actively participate in argumentation through the task context and question, and an understanding of a statistical reasoning of interpreting the context would be necessary in order to induce their thinking and reasoning about probability and statistics.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.415-429
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• 2011

In the elementary science classroom, inquiry-based learning activities are often limited to students' hands-on experiences. As a result, students often overlook core concepts they are supposed to acquire from the inquiry activities and show difficulties in applying those concepts in a real life context. To make a connection between the hands-on activities and the concept leaning, a small-group discussion can be considered. In this study, we designed a team-based learning (TBL) model for the elementary science classroom. We developed teaching and learning materials for the "Comfortable Environments" unit in the 6th grade curriculum based on the TBL model. After appling the model with 32 6th grade students, we compared the TBL participants' level of concept understanding and attitudes toward science before and after the intervention, and also compared them with their counterpart control group who participated in a traditional classroom. The results showed that the level of concept understanding of the TBL participants were higher than that of the control group. However, there was no statistically significant difference found in attitudes toward science between the TBL participants and the control group. In addition, the interviews with the TBL participants showed that they positively perceived the TBL experiences.

• Journal of Convergence for Information Technology
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• v.10 no.8
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• pp.161-172
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• 2020

The purpose of this study is to compare students' perception shaped by two different university classrooms: Traditional Classroom and ALC(Active learning classroom). We conducted survey of 71 university students who were taught by an identical instructor using same pedagogy. The survey questionnaires asked respondents about their perceptions on teaching and learning and physical environments relations, teaching proficiency, social context, student satisfaction and immersion. The data was analyzed using Student's T-test. The results showed that ALC group, compared to the traditional classroom group, demonstrated statistically higher awareness on teaching and learning and physical environments relations, teaching proficiency, and instructor-student unofficial relations. Based on these findings, implications and limitations of this study were discussed.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.832-847
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• 2008

This study aims to provide a cornerstone for 'Pedagogical Discourse Analysis' by connecting linguistic theory to science education practice. Pedagogical Discourse Analysis (PDA) focuses its attention on finding educational implications beyond description on classroom language. This study is specially aimed at PDA in terms of the textual aspect, which has not sparked interest in science classroom discourse. For this, we supposed that the framework of PDA composed of two axes: 'thematic flow' and 'information flow'. We presented a case of science classroom discourse in terms of PDA to investigate opportunities in its potential and utilities. This trial crosses the line of traditional science classroom discourse analysis, which has been inclined to linguistics theory. It will also suggest a new horizon for science classroom discourse in an educational context.

• International Journal of Contents
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• v.12 no.2
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• pp.49-57
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• 2016

This paper aims to explore instructional design of a cyber classroom for secondary students' basic English language competence. A paucity of support for low or under achieving students' English learning exists particularly at the secondary level. In order to bridge the gap, there has been demand for online educational resources considered to be an effective tool in improving students' self-directed learning and motivation. This study employs a comprehensive approach to instructional design for the asynchronous cyber classroom with the underlying premise that different learning theories can be applied in a complementary manner to serve different pedagogical purposes best. Gagné's conditions of learning theory, Bruner's constructivist theory, Carroll's minimalist theory, and Vygotsky's social cognitive development theory serve as the basis for designing instruction and selecting appropriate media. The ADDIE model is used to develop online teaching and learning materials. Twenty-five key grammatical features were selected through the analysis of the national curriculum of English, being grouped into five units. Each feature is covered in one cyber asynchronous class. An Integration Class is given at the end of every five classes for synthesis, where students can practice grammatical features in a communicative context. Related theories, pedagogical practices, and practical web-design strategies for cyber Basic English classes are discussed with suggestions for research, practice and policy to support self-directed learning through a cyber class.