• Education of Primary School Mathematics
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• v.5 no.1
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• pp.13-20
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• 2001

Interaction through communication plays critical role in the mathematics learning in the sociocultural perspectives. The communication make the students construct shared knowledge, and also plays a role of mediation in making meaning. So, we have to consider sociocultural eprspectives in design of the mathematics leaning using computer. While Computer Assisted Instruction was the one-directional teaching program which proceed from computer to students, mathematics leaning using computer in the sociocultural perspectives have to consider two-directional instruction that proceed from computer to students as well as from students to computer. This interactional activity is the critical thing in the mathematics learning using computer.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.87-98
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• 1997

A practice is classified into the practice as a content and the practice as a method. The former means that the practical nature of mathematical knowledge itself should be a content of mathematics and the latter means that one should teach the mathematical knowledge in such a way as the practical nature is not damaged. The practical nature of mathematics means mathematician's activity as it is actually done. Activities of the mathematician are not only discovering strict proofs or building axiomatic system but informal thinking activities such as generalization, analogy, abstraction, induction etc. In this study, it is found that the most instructive ones for the future users of mathematics are such practice as content. For the practice as a method, students might learn, by becoming apprentice mathematicians, to do what master mathematicians do in their everyday practice. Classrooms are cultural milieux and microsoms of mathematical culture in which there are sets of beliefs and values that are perpetuated by the day-to-day practices and rituals of the cultures. Therefore, the students' sense of ‘what mathematics is really about’ is shaped by the culture of school mathematics. In turn, the sense of what mathematics is really all about determines how the students use the mathematics they have learned. In this sense, the practice on which classroom instruction might be modelled is that of mathematicians at work. To learn mathematics is to enter into an ongoing conversation conducted between practitioners who share common language. So students should experience mathematics in a way similar to the way mathematicians live it. It implies a view of mathematics classrooms as a places in which classroom activity is directed not simply toward the acquisition of the content of mathematics in the form of concepts and procedures but rather toward the individual and collaborative practice of mathematical thinking.

• Journal of Educational Research in Mathematics
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• v.13 no.4
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• pp.447-462
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• 2003

The purpose of this study was to Investigate the preservice elementary teachers' pedagogical content knowledge of addition and subtraction. The subjects for data collection were 29 preservice elementary teachers and data were collected through open ended problems. The findings imply that the preservice elementary teachers show low level of understanding of addition and subtraction such as the word problem posing and the contexts of part-part-whole and compare. The research results indicate that the preservice elementary teachers possess primarily a procedural knowledge of pedagogical content knowledge and don't understand relationship with real-world situation. This study provide the information available on developing program for preservice elementary teachers.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.299-312
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• 1998

In this study, we have investigated the meaning and mechanism of the 'construction' in the operational constructivism and the social constructivism. According to Piaget, a mathematical concept is the operational sch me, which is constructed through the reflective abstraction from a general coordination of activities and operations. The process of the reflective abstraction consists of 'reflechissement'and 'reflexion'. The reflechissement starting from 'intriorisation' concludes with 'thematisation', and the reflexion consists in the 'equilibration' of the result of reflechissement. The 'construction' in the social constructivism includes two process. One is the process from the individual, subjective knowledge of mathematics to the social, objective knowledge of mathematics, and the other is vice versa. The emphases is placed on the 'social interaction' and the 'representation' in this two processes. In this context, if we want to apply the social constructivism, we should clarify the meaning of 'society', and consider the difference between the society of mathematicians and the society of students.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.86-93
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• 2022

To combine the science and technology creativity necessary in the era of the 4th Industrial Revolution, it is necessary to cultivate talents who can discover new knowledge and create new values by combining various knowledge with self-directed mathematical competencies. This research attempted to lay the foundation for the curriculum for fostering future creative convergence talent by preparing, executing, and reflecting on the learning plan after learners themselves understand their level and status through self-directed learning. Firstly, We would like to present a teaching-learning plan based on the essential capabilities of the future society, where the development of a curriculum based on mathematics curriculum and intelligent informatization are accelerated. Secondly, an educational design model system diagram was presented to strengthen the self-directed learning ability of mathematics subjects in the electronic engineering curriculum. Consequently, through a survey, we would like to propose the establishment of an educational system necessary for the 4th industry by analyzing learning ability through self-directed learning teaching methods of subjects related to mathematics, probability, and statistics.

• School Mathematics
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• v.11 no.4
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• pp.625-642
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• 2009

This paper presents an overview of theories about ethnomathematics to seek for implications for multicultural mathematics education. Initiated by anthropological inquiries into mathematics outside of Europe, research of ethnomathematics has revealed the facets of mathematics as a historicocultural construct of a community. Specifically, it has been shown that mathematics is culturally relative knowledge system situated within a certain communal epistemological norms. This implies that indigenous mathematics, which had traditionally been regarded as primitive and marginal knowledge, is a historicocultural construct whose legitimacy is conferred by the system of the communal epistemological norms. The recognition of the cultural facets in mathematics has faciliated the reconsideration of what is legitimate mathematics. what is mathematical competence, and what teaching and learning mathematics is an about. This paper inquires multicultral discourses of mathematics education that research of ethnomathematics provides and identifies its implications concerning multicultural mathematics education.

• Journal for History of Mathematics
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• v.18 no.2
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• pp.95-106
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• 2005

This paper is investigated conception and methodology of data selection, cleaning, integration, transformation, reduction, selection and application of data mining techniques, and model evaluation during procedure of the knowledge discovery in database (KDD) based on Mathematics. Statistical role and methodology in KDD is studied as branch of Mathematics. Also, we investigate the history, mathematical background, important modeling techniques using statistics and information, practical applied field and entire examples of data mining. Also we study the differences between data mining and statistics.

• Research in Mathematical Education
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• v.25 no.2
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• pp.135-158
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• 2022

This study aimed to building models to understand the relationships between reasoning resources and content knowledge. We applied Support Vector Machine and linear models to the data including fifth graders' scores in the Cornel Critical Thinking Test and the Iowa Assessments, demographic information, and learning science approach (a student-centered approach to learning called the Science Writing Heuristic [SWH] or traditional). The SWH model showing the relationships between critical thinking domains and academic achievement at grade 5 was developed, and its validity was tested across different learning environments. We also evaluated the stability of the model by applying the SWH models to the data of the grade levels. The findings can help mathematics educators understand how critical thinking and achievement relate to each other. Furthermore, the findings suggested that reasoning in mathematics classrooms can promote performance on standardized tests.

• Research in Mathematical Education
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• v.22 no.2
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• pp.83-97
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• 2019

Science, Technology, Engineering, and Mathematics (STEM) education has been at the forefront of K-12 curricula in the technology-rich 21st century, with emphasis on how these fields reinforce each other in preparing students for a dynamic future. However, there is a need for greater attention to STEM education research in the mathematics education community, in particular to pedagogical approaches that facilitate integrating the mathematics component of STEM education. Toward this end, the authors report the outcomes of a Project-based Learning (PBL) unit in which upper elementary students integrated STEM elements by researching, crafting, testing, and evaluating kites they created by applying scientific knowledge of aerodynamics and mathematical knowledge of polygons, surface area, graphs, and data analysis. This unit, which the authors developed, implemented, and assessed, demonstrates how STEM subjects and in particular mathematics can be effectively integrated in upper elementary school classrooms through PBL.

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.495-515
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• 2012

This study is to diversely analyze teachers' Pedagogical Content Knowledge (PCK) regarding to the area of plane figures and discuss the consideration for the materialization of the effective class in learning the area of plane figures by identifying the improvements based on problems indicated in PCK. The subjects of inquiry are what the problems with teachers' PCK regarding to the area of plane figures are and how they can be improved. In which is the first domain of PCK, teachers need to fully understand the concept of the area and the properties and classification of the area and length, recognized the sequence structure as a subject of guidance and improve the direction which naturally connects the flow of measurement by using random units in guidance of the area. In which is the second domain of PCK, teachers need to establish understanding of the concept for the area and understanding of a formula as a subject matter object and improve the activity, discovery and research oriented class for students as a guidance method by escaping from teacher oriented expository class and calculation oriented repetitive learning. They also need to avoid the biased evaluation of using a formula and evenly evaluate whether students understand the concept of the area as a performance evaluation method. In which is the third domain of PCK, teachers need to fully understand the concept of the area rather than explanation oriented correction and fundamentally teach students about errors by suggesting the activity to explore the properties of the area and length. They also need to plan a method to reflect student's affective aspects besides a compliment and encouragement and apply this method to the class. In which is the fourth domain of PCK, teachers need to increase the use of random units by having an independent consciousness about textbooks and supplementing the activity of textbooks and restructure textbooks by suggesting problematic situations in a real life and teaching the sequence structure. Also, class groups will need to be divided into an entire group, individual group, partner group and normal group.