• Research in Mathematical Education
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• v.14 no.2
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• pp.173-194
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• 2010

This study examines the differences and similarities of mathematics teachers' subject matter knowledge among England, the Chinese mainland and Hong Kong. Data were collected from a ten-item test in the SKIMA subject matter audit instrument [Rowland, T.; Martyn, S.; Barber, P. & Heal, C. (2000). Primary teacher trainees' mathematics subject knowledge and classroom performance. In: T. Rowland & C. Morgan (eds.), Research in Mathematics Education, Volume 2 (pp.3-18). ME 2000e.03066] from over 500 participants. Results showed that participants from England performed consistently better, with those from Hong Kong being next and then followed by those from the Chinese mainland. The qualitative data revealed that participants from Hong Kong and the Chinese mainland were fluent in applying routines to solve problems, but had some difficulties in offering explanations or justifications.

• Education of Primary School Mathematics
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• v.6 no.1
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• pp.41-54
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• 2002

The purpose of this study is to find out what mathematical situation means, how to pose a meaningful situation and how situation-centered teaching could be done. The obtained informations will help learners to improve their math abilities. A survey was done to investigate teachers' perception on teaching-learning in mathematics by elementary teachers. The result showed that students had to find solutions of the textbook problems accurately in the math classes, calculated many problems for the class time and disliked mathematics. We define mathematical situation. It is artificially scene that emphasize the process of learners doing mathematizing from physical world to identical world. When teacher poses and expresses mathematical situation, learners know mathematical concepts through the process of mathematizing in the mathematical situation. Mathematical situation contains many concepts and happens in real life. Learners act with real things or models in the mathematical situation. Mathematical situation can be posed by 5 steps(learners' environment investigation step, mathematical knowledge investigation step, mathematical situation development step, adaption step and reflection step). Situation-centered teaching enhances mathematical connections, arises learners' interest and develops the ability of doing mathematics. Therefore teachers have to reform textbook based on connections of mathematics, other subject and real life, math curriculum, learners' level, learners' experience, learners' interest and so on.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.165-180
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• 2014

This study analyzed in what ways the instructional materials have been dealing with the fraction as quotient, since the seventh national mathematics curriculum. An analysis of this study urged us to re-consider the content related to the fraction as quotient. First, the fraction as quotient has weakened in the current mathematics textbooks and workbooks in comparison to those developed under the previous curriculum. Second, the contexts of whole number division taught in grades 3 and 4 were not naturally connected to those of the fraction as quotient taught in grade 5. Third, the types of word problems, visual models, and partitioning strategies in the textbooks and the workbooks were partial, and the process of formalization was limited. Building on these results, this study is expected to suggest specific implications which may be taken into account in developing new instructional materials in process.

• Education of Primary School Mathematics
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• v.20 no.3
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• pp.205-224
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• 2017

A model method has been known as the main characteristic of Singaporean elementary mathematics textbooks. However, little research has been conducted on how the model method is employed in the textbooks. In this study, we extracted contents related to the model method in the Singaporean elementary mathematics curriculum and then analyzed the characteristics of the model method applied to the textbooks. Specifically, this study investigated the units and lessons where the model method was employed, and explored how it was addressed for what purpose according to the numbers and operations. The results of this study showed that the model method was applied to the units and lessons related to operations and word problems, starting from whole numbers through fractions to decimals. The model method was systematically applied to addition, subtraction, multiplication, and division tailored by the grade levels. It was also explicitly applied to all stages of the problem solving process. Based on these results, this study described the implications of using a main model in the textbooks to demonstrate the structure of the given problem consistently and systematically.

• Journal of Science Education
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• v.44 no.3
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• pp.331-344
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• 2020

This study aims to find meaningful implications for the development of Korean elementary school math education courses and textbooks by comparing and analyzing the number and arithmetic areas of Korean and Canadian math textbooks in fifth and sixth grades. To this end, the textbook composition system of Korean and Canadian elementary schools was compared and analyzed, and the number and timing of introduction of math textbooks and math textbooks by grade, and the number in fifth and sixth grade and the learning contents of math textbooks were compared and analyzed. The following conclusions were obtained from this study: First, it is necessary to organize a textbook that can solve the problem in an integrated way by introducing the learned mathematical concepts and computations naturally in the context of problems closely related to real life, regardless of the type of private calculation or mathematics area. Second, it is necessary to organize questions using materials such as real photography and mathematics, science, technology, engineering, art, etc. and to organize textbooks that make people feel the necessity and usefulness of mathematics. Third, sufficient learning of the principles of mathematics through the use of various actual teaching aids and mathematical models, and the construction of textbooks focusing on problem-solving strategies using engineering tools are needed. Fourth, in-depth discussions are needed on the timing of learning guidance for fractions and minority learning or how to organize and develop learning content.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.655-676
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• 2016

The purpose of this study is to examine the effects of teaching on functional thinking, one of the algebraic thinking in sixth grade students level. For this study, we developed functional thinking based-teaching through analyzing mathematical curriculum and preceding research, which consisted of 12 classes, and we investigated the effects of teaching through quantitative and qualitative analysis. In the results of this study, functional thinking based-teaching was statistically proven to be more effective in improving algebraic reasoning skills and lower elements which is an algebraic reasoning as generalized arithmetic and functional thinking, compared to traditional textbook-centered lessons. In addition, the functional thinking based-teaching gave a positive impact on the functional thinking level. Thus functional thinking based-teaching provides guidance on the implications for teaching and learning methods and study of the functional thinking in the future, because of the significant impact on the mathematics learning in six grade students.

• East Asian mathematical journal
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• v.31 no.2
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• pp.211-244
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• 2015

The arithmetic operation have double-sided character. One is calculation as a process, the other is understanding in results as an outcome of the operation. We harbored suspicion on students' misunderstanding in an outcome of the operation, because the curriculum has focused on the calculation, as a process of arithmetic operation. This study starts with the presentation of this problem, we tried to find the recognition ability and character in the arithmetic operation. We researched the recognition ability for 7th grade 27 students who have enough experience in arithmetic operation when studying in elementary school. And we had an interview with 3students individually, that has an error in understanding in results of arithmetic operation but has no error in calculation. We focused on 3students' detailed appearance of the ability to understand in results of arithmetic operation and analysed the changing appearance after recommending unit record using operation expression. As a result, we could find the abily to underatanding in results of arithmetic operation and applicability to recommend unit record using operation expression. Through these results, we suggested educational implications in understanding in results of arithmetic operation.

• East Asian mathematical journal
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• v.33 no.4
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• pp.381-411
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• 2017

The purpose of this study is to investigate how students' mathematical creativity changes through problem-solving instruction using problem-posing for elementary school students and to explore instructional methods to improve students' mathematical creativity in school curriculum. In this study, nonequivalent control group design was adopted, and the followings are main results. First, problem-solving lessons with problem-posing had a significant effect on students' mathematical creativity, and all three factors of mathematical creativity(fluency, flexibility, originality) were also significant. Second, the lessons showed meaningful results for all upper, middle, and lower groups of pupils according to the level of mathematical creativity. When analyzing the effects of sub-factors of mathematical creativity, there was no significant effect on fluency in the upper and middle groups. Based on the results, we suggest followings: First, there is a need for a systematic guidance plan that combines problem-solving and problem-posing, Second, a long-term lesson plan to help students cultivate novel mathematical problem-solving ability through insights. Third, research on teaching and learning methods that can improve mathematical creativity even for students with relatively high mathematical creativity is necessary. Lastly, various student-centered activities in math classes are important to enhance creativity.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.163-182
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• 2013

The purpose of this study is an analysis on the 3rd graders' achievement in the elementary school. For this purpose, this study, first, analysed on the 3rd graders' achievement like the ratios of the achievement levels for whole students, sexual students, and regional students. Second, this study analysed the 3rd graders' assessment results like the total averages, averages for the contents area, sexual students, and regional students. Third, this study analysed students' special responses on the items.

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.351-374
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• 2018

The purpose of this study is to support the understandings of teachers about the instructional strategies of collaborative problem solving and mathematical modeling as presented in the 2015 revised mathematics curriculum. For this, tasks of the Cubes unit from six grader's and lesson plans were developed. The specific problem solving processes of students and the practices of teachers which appeared in the classes were analyzed. In the course of solving a series of problems, students have formed a mathematical model of their own, modifying and complementing models in the process of sharing solutions. In particular, it was more effective when teachers explicitly taught students how to share and discuss problem-solving. Based on these results this study is expected to suggest implications on how to foster students' problem solving ability as mathematical subject competency in elementary classrooms.