• Education of Primary School Mathematics
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• v.15 no.2
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• pp.107-134
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• 2012

The purpose of this study is to investigate the effectiveness of two teaching methods of word problems, one based on mathematical modeling learning(ML) and the other on traditional learning(TL). Additionally, the influence of mathematical modeling learning in word problem solving behavior, application ability of real world experiences in word problem solving and the beliefs of word problem solving will be examined. The results of this study were as follows: First, as to word problem solving behavior, there was a significant difference between the two groups. This mean that the ML was effective for word problem solving behavior. Second, all of the students in the ML group and the TL group had a strong tendency to exclude real world knowledge and sense-making when solving word problems during the pre-test. but A significant difference appeared between the two groups during post-test. classroom culture improvement efforts. Third, mathematical modeling learning(ML) was effective for improvement of traditional beliefs about word problems. Fourth, mathematical modeling learning(ML) exerted more influence on mathematically strong and average students and a positive effect to mathematically weak students. High and average-level students tended to benefit from mathematical modeling learning(ML) more than their low-level peers. This difference was caused by less involvement from low-level students in group assignments and whole-class discussions. While using the mathematical modeling learning method, elementary students were able to build various models about problem situations, justify, and elaborate models by discussions and comparisons from each other. This proves that elementary students could participate in mathematical modeling activities via word problems, it results form the use of more authentic tasks, small group activities and whole-class discussions, exclusion of teacher's direct intervention, and classroom culture improvement efforts. The conclusions drawn from the results obtained in this study are as follows: First, mathematical modeling learning(ML) can become an effective method, guiding word problem solving behavior from the direct translation approach(DTA) based on numbers and key words without understanding about problem situations to the meaningful based approach(MBA) building rich models for problem situations. Second, mathematical modeling learning(ML) will contribute attitudes considering real world situations in solving word problems. Mathematical modeling activities for word problems can help elementary students to understand relations between word problems and the real world. It will be also help them to develop the ability to look at the real world mathematically. Third, mathematical modeling learning(ML) will contribute to the development of positive beliefs for mathematics and word problem solving. Word problem teaching focused on just mathematical operations can't develop proper beliefs for mathematics and word problem solving. Mathematical modeling learning(ML) for word problems provide elementary students the opportunity to understand the real world mathematically, and it increases students' modeling abilities. Futhermore, it is a very useful method of reforming the current problems of word problem teaching and learning. Therefore, word problems in school mathematics should be replaced by more authentic ones and modeling activities should be introduced early in elementary school eduction, which would help change the perceptions about word problem teaching.

• Education of Primary School Mathematics
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• v.19 no.3
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• pp.177-191
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• 2016

Students can calculate the addition and subtraction problem using informal knowledge before receiving the formal instruction. Recently, the value that a computation lesson focus on the understanding and developing the various strategies is highlighted by curriculum developers as well as in reports. Ideally, a educational setting and classroom culture reflected students' learning and problem solving strategies. So, this paper analyzed the similarity and difference with respect to the numeric sentence and word problem in the addition and subtraction. The subjects for the study were 100 third-grade Korean students and 68 third-grade American students. Researcher developed the questionnaire in the addition and subtraction and used it for the survey. The following results have been drawn from this study. The computational ability of Korean students was higher than that of American students in both the numeric sentence and word problem. And it was revealed the differences of the strategies which were used problem solving process. Korean students tended to use algorithms and numbers' characters and relations, but American students tended to use the drawings and algorithms with drawings.

• Journal of Engineering Education Research
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• v.12 no.3
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• pp.79-95
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• 2009

Women engineering education programs in the United States, Europe and Australia were analyzed. From 1970s, these countries focused on the low representation of women in engineering, and carried out extensive research and programs. Numerous studies identified the causes of low representation as low interests in mathematics and science during K-12 years, classroom environments which treat women differently (often referred as chilly climate), and the masculine culture in engineering. Comprehensive approaches were taken in the development of the programs: the programs utilized the schools and universities as well as various local institutes, and the programs were designed not only for female students from elementary to graduate levels, but also for parents, teachers, professors, and school administrators. In order to adopt these programs in Korea, the problems that Korean female engineering students are facing in the education environment must be investigated first. Then, unified efforts to change the educational system, environments and culture are needed by all in engineering fields, along with nation-wide policies and funding.

• School Mathematics
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• v.14 no.1
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• pp.85-107
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• 2012

Problem solving is important in school mathematics as the means and end of mathematics education. In elementary school, inductive reasoning is closely linked to problem solving. The purpose of this study was to examine ways of improving problem solving ability through analysis of inductive reasoning process. After the process of inductive reasoning in problem solving was analyzed, five different stages of inductive reasoning were selected. It's assumed that the flow of inductive reasoning would begin with stage 0 and then go on to the higher stages step by step, and diverse sorts of additional inductive reasoning flow were selected depending on what students would do in case of finding counter examples to a regulation found by them or to their inference. And then a case study was implemented after four elementary school students who were in their sixth grade were selected in order to check the appropriateness of the stages and flows of inductive reasoning selected in this study, and how to teach inductive reasoning and what to teach to improve problem solving ability in terms of questioning and advising, the creation of student-centered class culture and representation were discussed to map out lesson plans. The conclusion of the study and the implications of the conclusion were as follows: First, a change of teacher roles is required in problem-solving education. Teachers should provide students with a wide variety of problem-solving strategies, serve as facilitators of their thinking and give many chances for them ide splore the given problems on their own. And they should be careful entegieto take considerations on the level of each student's understanding, the changes of their thinking during problem-solving process and their response. Second, elementary schools also should provide more intensive education on justification, and one of the best teaching methods will be by taking generic examples. Third, a student-centered classroom should be created to further the class participation of students and encourage them to explore without any restrictions. Fourth, inductive reasoning should be viewed as a crucial means to boost mathematical creativity.