• The Mathematical Education
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• v.55 no.4
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• pp.523-538
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• 2016

The purpose of this study is to explore the secondary mathematics teachers' technology integration self-efficacy with respect to geometry classes which they had experienced during last 1 year, 2015. For this study, we developed and validated the questionnaires based on TPACK framework in secondary geometry context. The questionnaires contained 28 items examining the secondary mathematics teachers' TPACK. We conducted the item analysis with 28 items and then the exploring factor analysis. As a result, 28 items was categorized into 5 constructs, TPCK, TCK, TK, PCK, PK, different from Mishra and Koehler's categorization. We analyzed the secondary mathematics teachers' technology integration self-efficacy with respect to geometry classes based on 5 TPACK constructs. The results indicated that there were no significant differences in technology integration self-efficacy according to gender. But technology integration self-efficacy according to the years of teaching experience differed significantly. The more years of teaching experiences teachers have, the lower level of TPCK and TK they have and the more years of teaching experiences teachers have, the higher level of PCK they have. The results also showed that there ware significant difference in TPCK according to the existence and non-existence of taking the technology courses during the time at university. Furthermore, we provide the implication for the professional preparation program for the mathematics teachers in middle schools.

• The Mathematical Education
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• v.53 no.3
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• pp.413-434
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• 2014

Logic lays the foundation of Mathematics and the development of Mathematics is dependent on critical thinking. So it is important that school mathematics helps students develop their logical and critical thinking ability for both mathematics learning and problem solving in general. MINDSTORMS, a LEGO based programming activity kit, is an effective teaching and learning tool that can be used to enhance logical and critical thinking in students. This study focused on measuring the growth of students' ability to think logically and critically when they used MINDSTORMS activities to learn programming. In addition, we investigated how the students' logical and critical thinking changed from the MINDSTORMS learning experience. The study confirmed that the programming activities using MINDSTORMS help to enhance logical and critical thinking in students. The students attitude about logical and critical thinking became more positive and the activities helped to engage students to think logically and critically. This type of programming activities should be valuable in mathematics education and it should be included in a general mathematics curriculum.

• Communications of Mathematical Education
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• v.15
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• pp.281-286
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• 2003

The primary purpose of this study was to investigate how and to what extent 'representations' affect the students' understanding and the growth of understanding in a technology [GSP]-based collegiate mathematics classroom. There are three themes related as frames of the study along with this purpose, which are mentioned in the first chapter and extended in the second chapter: technology in mathematics education; images on computer screen - visualization and representation; understanding and growth of understanding. Three research questions guided this study: 1) How do students present each component of representations when they study 'transformations' in a technology [GSP]-based classroom? If there is any difference between the first and second presentation for each component, how are they different?; 2) How and to what extent do representations affect the students' understanding and the growth of understanding in a technology [GSP]-based classroom?; What types of benefits and obstacles are there when students study 'transformations' in a technology [GSP]-based classroom?

• The Mathematical Education
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• v.63 no.3
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• pp.411-436
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• 2024

This study investigated how Korean elementary, middle, and high school students perceive mathematics learning situations to determine whether the mathematics classes provided in schools met the standards of a highquality educational experience. Using a comprehensive survey that considers both formal and implementation aspects of mathematics classes, responses from 15,418 students were analyzed to gain insights into their views on the classroom environment, instructional methods, and overall learning experience. The results indicate that as students advance in grade level, their perceptions of mathematics learning situations become increasingly negative, and mathematics classes are still perceived as being teacher-centered. Additionally, it was found that mathematical manipulatives and technological tools are not being effectively utilized, and that students' learning experiences are influenced by class size and the availability of mathematics subject-exclusive classrooms. Based on these findings, several recommendations were made to improve the quality of mathematics education and enhance students' perceptions: implementing teaching methods that increase student engagement in learnercentered classes, providing opportunities for active and diverse use of teaching aids and technological tools beyond simple calculations, maintaining appropriate class sizes, and expanding the use of mathematics subject-exclusive classrooms. These considerations are crucial for creating a more engaging and effective mathematics learning environment that aligns with evolving educational standards and meets students' needs. The findings of this study provide actionable insights for educators and policymakers aiming to improve the quality of mathematics education in Korea.

• School Mathematics
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• v.13 no.2
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• pp.229-243
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• 2011

The mathematics exhibition gives visitors a special chance to experience mathematics materials through a variety of exhibits. Thus, the study should be carried out by examining the impact on students' perception in the area of mathematics education. This study was conducted based on the three domestic mathematics exhibitions. I carried out the study, with the population of the middle and high school students consisted of 393 attendees and 135 volunteers at the exhibitions, to examine (1) the current condition of exhibitions' operating system and exhibits, (2) the reaction to the exhibits' contents, presentation methods, exhibitions' operating systems, and facilities, and (3) the cognitive and affective effects on the students' perception, engagement, and motivation. From the research-based study, I found more pros on the mathematics exhibition than cons. Therefore, in my opinion, the exhibition's role should be defined as an efficient supplementary method to complement the school curriculum. It is also necessary to develop the appropriate exhibits' contents reflecting the students' levels and needs. The government should provide enough financial supports to various mathematics exhibitions in order to install amenities and facilities for visitors.

• Journal of Educational Research in Mathematics
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• v.12 no.3
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• pp.409-424
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• 2002

The historico-genetic principle has been advocated continuously, as an alternative one to the traditional deductive method of teaching and learning mathematics, by Clairaut, Cajori, Smith, Klein, Poincar$\'{e}$, La Cour, Branford, Toeplitz, etc. since 18C. And recently we could find various studies in relation to the historico-genetic principle. Lakatos', Freudenthal's, and Brousseau's are representative in them. But they are different from the previous historico- genetic principle in many aspects. In this study, the previous historico- genetic principle is called as classical historico- genetic principle and the other one as modern historico-genetic principle. This study shows that the differences between them arise from the historical views of mathematics and the development of the theories of mathematics education. Dewey thinks that education is a constant reconstruction of experience. This study shows the historico-genetic principle could us embody the Dewey's psycological method. Bruner's discipline-centered curriculum based on Piaget's genetic epistemology insists on teaching mathematics in the reverse order of historical genesis. This study shows the real understaning the structure of knowledge could not neglect the connection with histogenesis of them. This study shows the historico-genetic principle could help us realize Bruner's point of view on the teaching of the structure of mathematical knowledge. In this study, on the basis of the examination of the development of the historico-genetic principle, we try to stipulate the principle more clearly, and we also try to present teaching unit for the logarithm according to the historico- genetic principle.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.423-439
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• 2015

This study examines the relationship between prior learning experience, the high school records, mathematics grade in the KSAT(Korean Scholastic Aptitude Test) and mathematics achievement, GPA(grade point average) of college freshmen. It analyses how much mathematics capacities in the time of high school affect mathematics achievement of college freshmen. This study surveyed 193 freshmen, attending in a college of science and engineering, taking the 'basic differential and integral calculus' lecture, which was opened for the first semester of 2014 in the A university. The data processing was fulfilled by means of technical statistics, correlation analysis, difference test, ANOVA, ex post facto test, and regression analysis. The outcomes of this survey are followings: Firstly, over 90 percent of college freshmen underwent prior learning of mathematics when they attended high school. Secondly, their perception of effectiveness for prior learning is founded to be meaningfully lower than their perception of its needfulness. Thirdly, while there is higher positive correlation between mathematics achievement and GPA in the college, there is little correlation between high school records and GPA in the college. Also, there is little correlation between mathematics grade in the KSAT and mathematics achievement in the college. Fourthly, the accomplishments in the high school(The high school records, mathematics grade in the KSAT) and the efforts, satisfaction, necessity, etc. for prior learning had little effect on academic achievement in college mathematics. Based on these results, this study makes some suggestions for developing academical achievement in college mathematics.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.657-677
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• 2014

Considering the expansion of gifted education and the quantitative increase the Gifted Science Academy, it is important to seek the appropriate methods of mathematics teaching for gifted high school students. In particular, to reflect current trends in mathematics education that the mathematical creativity is being presented as an important educational goal, Now is the time we need student-centered discussion model for regular mathematics classes, not teacher-centered instruction in the way of knowledge transfer. In this study, class model of preparation-based discussion was designed and applied to the regular mathematics classes for the Science Academy. Students participating in this research had a lot of pressure in preparation activities for discussion, but they said that the discussion compared to traditional lecture was mathematically meaningful experience. These findings suggest the implication that class model of preparation-based discussion can be meaningfully applied to the regular mathematics class.

• School Mathematics
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• v.14 no.2
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• pp.233-253
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• 2012

The purpose of the study investigate mathematics content knowledge(MCK) of prospective teachers in differential area. 70 prospective teachers were asked to perform six questions based on Cho's MCK (2010, 2011). The results show that depending on whether they experience any teacher education program, the level of prospective teachers' mathematics content knowledge may vary. In particular, prospective teachers struggled with an unfamiliar problem situations. We also found that prospective mathematics teachers have some difficulty in solving problem about the use of mean value theorem and derivative.

• The Mathematical Education
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• v.53 no.3
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• pp.399-412
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• 2014

The purpose of this article is to suggest using cooperative microteaching in pre-service mathematics teachers education based on their perceptions of it after actual application case. The background of this study is that cooperative learning came into the highlight as a good method to cultivate teachers' competencies for creativity and character education as well as students' creativity and character in the mathematics classroom. 20 pre-service mathematics teachers participated in their cooperative microteaching and 16 of them responded to the survey. The collected data showed that the merits of cooperative microteaching are to ease the burden of preparing for class, to discuss how to teach mathematics, to debate what lesson is better, to receive valuable feedback form their peer, and so on. Also, it provided them with the chance for self-improvement in that they kept to make up for the week points in their teaching behavior. Meanwhile, they wanted longer time to experience their teaching and their own lesson.