• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.303-322
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• 2007

This study is to investigate student's processes of problem solving using open-ended Geometric problems to understand student's thinking and behavior. One 8th grader participated in performing her learning in 5 lessons for June in 2006. The result of the study was documented according to Polya's four problem solving stages as follows: First, the student tended to neglect the stage of "understanding" a problem in the beginning. However, the student was observed to make it simplify and relate to what she had teamed previously Second, "devising a plan" was not simply done. She attempted to solve the open-ended problems with more various ways and became to have the metacognitive knowledge, leading her to think back and correct her errors of solving a problem. Third, in process of "carrying out" the plan she controled her solving a problem to become a better solver based on failure of solving a problem. Fourth, she recognized the necessity of "looking back" stage through the open ended problems which led her to apply and generalize mathematical problems to the real life. In conclusion, it was found that the student enjoyed her solving with enthusiasm, building mathematical belief systems with challenging spirit and developing mathematical power.

• School Mathematics
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• v.10 no.2
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• pp.297-317
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• 2008

This study was designed to gain insight to adopt CAS into secondary level algebra education in Korea. Most inactive usage of calculators in math and most negative effects of calculators on their achievements of Korean students were shown in International studies such as TIMSS-R. A comparative study was carried out with consideration of mathematical backgrounds and technological environments. 8 Korean students and 26 US students in Grade 11 were participated in this study. Subjects' Problem solving process and their strategies of CAS usage in classical Box-problem with CAS were analyzed. CAS helped modeling by providing symbolic manipulation commands and graphs with students' mathematical knowledge. Results indicates that CAS requires shifts focus in algebraic contents: recognition of decimal & algebraic presentations of numbers; linking various presentations, etc. The extent of instrumentation effects on the selection of problem solving strategies among Korea and US students. Instrumentation

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.465-496
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• 2008

With leadership and speciality, creativity is cutting a fine figure among major values of human resource in 21C knowledge-based society. In the 7th school curriculum much emphasis is put on the importance of creativity by pursuing the image of human being based on creativity based on basic capabilities'. Also creativity is one of major factors of giftedness, and developing one's creativity is the core of the program for gifted education. Doing mathematics requires high order thinking and knowledgeable understandings. Thus mathematical creativity is used as a measure to test one's flexibility, and therefore it is the basic tool for creativity study. But theoretical study for mathematical creativity is not common. In this paper, we discuss mathematical creativity applied to 6 approaches suggested by Sternberg and Lubart in educational theory. That is, mystical approaches, pragmatical approaches, psycho-dynamic approaches, cognitive approaches, psychometric approaches and scio-personal approaches. This study expects to give useful tips for understanding mathematical creativity and understanding recent research results by reviewing various aspects of mathematical creativity.

• School Mathematics
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• v.19 no.3
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• pp.443-459
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• 2017

The alternative perspective on statistical literacy which considers statistical literacy as an all-encompassing goal of statistics education has been emphasized these days. From this perspective and the diversity of statistical literacy, the key issues related to each step of statistical problem solving can be regarded as components of statistical literacy. This study aims at investigating the key issues and pre-service elementary school teachers' knowledge of them. Based on previous literatures, a framework that indicated the issues related to each step of statistical problem solving was developed. In addition, based on 26 pre-service elementary school teachers' critical analysis of statistics posters, their understanding of each issue was investigated.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.21 no.3
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• pp.43-50
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• 2021

Recently, researches and projects of companies based on artificial intelligence have been actively carried out. Various services and systems are being grafted with artificial intelligence technology. They become more intelligent. Accordingly, interest in deep learning, one of the techniques of artificial intelligence, and people who want to learn it have increased. In order to learn deep learning, deep learning theory with a lot of knowledge such as computer programming and mathematics is required. That is a high barrier to entry to beginners. Therefore, in this study, we designed and implemented a web-based deep learning platform called DeepBlock, which enables beginners to implement basic models of deep learning such as DNN and CNN without considering programming and mathematics. The proposed DeepBlock can be used for the education of students or beginners interested in deep learning.

• 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.

• School Mathematics
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• v.16 no.3
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• pp.491-502
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• 2014

This paper analyzed pre-service teachers' justification of $0.99{\cdots}$=1 from their disproof of $0.99{\cdots}$ <1. Some pre-service teachers thought of the difference between $0.99{\cdots}$ and 1 as an infinitesimal. On the contrary, the others claimed that the difference between $0.99{\cdots}$ and 1 was zero as the standard real, but were content with their intuitive justifications. The pre-service teachers' limitation revealed in the process of disproving $0.99{\cdots}$ <1 can be closely related to the orthodox view: the standard real number system is the only absolutely true number system. The existence of nonstandard real number system in which $0.99{\cdots}$ is less than 1, shows that the plain question of whether or not $0.99{\cdots}$ equals 1, cannot be properly answered by common explanations of textbooks or teachers' intuitive justification.

• School Mathematics
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• v.6 no.2
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• pp.153-179
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• 2004

In this article, we classify the middleschool students' mathematical modeling activities with three types as following: perceptive activity, cognitive activity, and metacognitive activity. And we research model development process through the interaction of perceptive, cognitive, and metacognitive activities. We report three results of our case study as following: First, students understanded the context of the modeling tasks on the base of their own experience and constructed the tasks with perceptive activity operating tool. Second, students developed various models with reorganizing cognitive activity which think and reason about perceptive activity-based model. Third, students were able to create generalizable and reusable models through metacognitive activities. This study revealed that the possible contribution of modeling activity as following. Students are able to understand abstractive mathematical knowledge as connecting between realistic activity and abstractive activity.

• School Mathematics
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• v.17 no.2
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• pp.203-222
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• 2015

This study analyzed the classroom discourse between teacher and students based on the Mehan(1979a)'s theory to examine the characteristics of the classroom discourse between teacher and students in high school statistics class. The results of this study on the structure of class showed that the statistics class in this study adopted knowledge transmission-oriented teacher-led class in which the framework of introductiondevelopment- arrangement, which is Mehan's basic 3 stages, is clearly represented. The results of examining I-R-E sequence showed that $I_T-R_T$ structure, in which the teacher asks questions and the teacher talks about the answer, frequently appeared. And the statistics class in this study was monological class in which students hardly participated. Through these results of this study, it was found that teacher should form the statistical context, in which students can participate in discourse, and build discourse learning community and induce argumentational discourse through metaprocess elicitation.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.125-143
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• 2014

In this study, we analyzed a mathematical discussion in the Calculus II course of the Gifted Science Academy and individual interviews to determine the relationship between cognitive conflicts and commognitive conflicts. The mathematical discussion began with a question from a student who seemed to have a cognitive conflict about the osculating plane of a space curve. The results indicated that the commognitive conflicts were resolved by ritualizing and using the socially constructed knowledge, but cognitive conflicts were not resolved. Furthermore, we found that the cause of the cognitive conflict resulted from the student's imperfect analogical reasoning and the reflective discourse about it could be a learning opportunity for overcoming the conflict. These findings imply that cognitive conflicts can trigger the appearance of commognitive conflicts, but the elimination of commognitive conflicts does not imply that cognitive conflicts are resolved.