• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.295-309
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• 1999

The primary purpose of this study is to investigate problems with the current mathematics textbook. According to a survey, the following were the findings: Textbook is only a tool-book for introducing mathematical facts. It is a unique book for all students possessing different level of mathematical ability. There is difficulty in teaming math using technological devices and in activating(mental and concrete) manipulative activities. There is difficulty in communicating while doing mathematics. There is lack of defined and developed layout of textbook, et. al. It can be however found that these problems can be solved to some degrees, when mathematics textbook is developed based on constructivism. Recently, in mathematics education, it has been gradually emphasized that constructivism can be powerful in teaching and learning mathematics. There are however some difficulties in developing mathematics textbooks to reflect constructivism, such as to fill the gap between the contents written in the national curriculum determined in advance and the contents which students construct psychologically or socially in mathematics class.

• The Mathematical Education
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• v.51 no.4
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• pp.415-427
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• 2012

This study investigated the perception and utilization about computer of beginning secondary mathematics teachers by utilization frequency of computer. To increase utilization frequency of computer in school mathematics, our finding shows that beginning secondary mathematics teachers should have an interest in computer utilization and perceive computers as an important tool for mathematics learning. In addition, they are likely to use more frequently computer under the condition that computers have sufficient class materials and supplement their shortcomings that have derived less usage in math classes. Therefore, future studies have to investigate not only how to develope textbooks and run after-school classes but also how to make creative discretional activities by computer, which makes computers more useful for teacher training. In sum, the results of case studies for computer usability should be released to motivate computer utilization and increase mathematical thinking ability.

• Communications of Mathematical Education
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• v.31 no.4
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• pp.457-485
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• 2017

The Self-reported Evaluation tool developed in this study allows the learners to check and evaluate their own learning by determining the details that are self-assessed. Also this tool allows learners to receive feedback on their self - evaluation results. In this study pre - post test was performed to investigate the effect of self - assessment on the learners' tendency of studying math. The result showed that Self-reported evaluation improved self - confidence, self - strategy on learning mathematics, and meta-cognitive ability. Also by conducting a qualitative analysis of the Self-reported evaluation, students practiced the cognitive activities such as summarizing the contents they have learned that day. They also tried to understand and improve the learning habit, attitude, and learning state. Teachers were also able to communicate with students by providing individual questions and feedback through student's individual Self-reported Evaluation.

• Journal of the Ergonomics Society of Korea
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• v.31 no.1
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• pp.117-124
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• 2012

Objective: The goal of this study is to design a creative tutoring service, which helps children gain confidence and creativity through learning activities. Background: Nowadays most kids are growing up in a very competitive environment under their parents' zeal for education. A stressful environment can deter a child from the confident undertaking of challenges, leading to depression, anxiety, and feelings of inadequacy. Art therapy helps children work through these issues, however the process led by instructors or parents, and kids still feel anxious studying adults' face to read their thought. Method: To help children address challenges, a creative tutoring service application can provide images with certain tasks instead of asking them to fill in blank areas. The tasks asked by the service system are 1) to visualize children's own experience utilizing visually associated images from given images and 2) to create an illustrated story modifying and re-composing given images. Another task is to learn basic math and words with numbers and alphabets in customized colors. By completing each task children collect awards, which allow them graduate to higher levels of challenges. The outcomes from the tasks are sent to the main server system and reviewed by analysts. Those results are sent to children's parents as a text message on smart phone. Results: Visual implication using images inspires children to make creative stories based on their own experience. Also, children can find their own patterns of reaching answers by using synaesthetic imagery through repetitive practices of creative thinking tasks. Conclusion: Understanding how they feel about doing tasks in certain environments and assessing them in varied situations should be carefully considered when designers approach service design for kids. By focusing on how to tutor children in creative ways, as opposed to focusing on the expected outcome, creative service applications can be designed to reduce children's stress and encourage self expression. Children are predicted to gain confidence through using the service without the concern of comparison by others. Application: The creative tutoring service needs to be developed and tested by varying types of children.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.11-20
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• 2015

The researches on the concept of justice and utilization for Computational Thinking with SW education are being actively discussed. However, a program has developed in conjunction with the actual elementary curriculum is not much. In this study, we have developed an educational program in applied mathematics based on CT. First, a separated view for a CT Application of mathematical concepts and objectives are set in three different application models. In order to achieve the CT-based math lessons, we also have developed a teaching and learning materials. We applied the developed materials in class, and to evaluate the satisfaction of learners. In addition to the validation of school application, we conducted a survey of professionals and teachers. The results of the analysis, the data showed that are helpful in the development of the student' CT ability as well as the ability to be helpful teaching and learning in school.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.373-395
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• 2022

This study aimed to examine how prospective mathematics teachers (PMTs) perceive collaborative problem-posing (CPP) as a method to cultivate students' creativity and character in mathematics education. This is to propose the introduction of CPP at the stage of preparatory math teacher education as one of the ways to reinforce the creativity and character education capacity of PMT), and to attempt to be an opportunity to actively utilize CPP in math teaching-learning in the school field for the education of students' creativity and character. To achieve this objective, I designed PMTs taking the 'Educational Theories for Teaching Mathematics' course, required in the second year of university, to experience CPP tasks. Data were collected through questionnaires or interviews over three years on how PMTs recognized the CPP tasks as a tool to cultivate students' creativity and character in secondary schools. The results of the study are as follows. First, PMTs recognized regardless of their CPP experience that CPP might have a positive impact on improving students' ability to devise various ideas and that it positively influences students' attitudes toward building interpersonal relationships, including teamwork, respect, and consideration. Second, the experience of PMTs participating in the CPP made them more positively aware that CPP is effective in improving students' ability to elaborate on ideas. Third, the PMTs' experience of participating in CPP led to a more positive perception of the impact of CPP on the students' abilities and attitudes, namely, the students' ability to elaborate on ideas and their inner attitudes toward individuals, including honesty, fairness, and responsibility, and the attitude of students regarding logically presenting their opinions and making rational decisions. Finally, if there are downsides to the offline environment, an online environment may be more beneficial.

• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.353-367
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• 2007

The purpose of this study was to examine what errors students made in solving word problems with figures and to compare the problem-solving abilities of boys and girls for each type of word problems with figures. It's basically meant to provide information on effective teaching-learning methods about world problems with figures that were given the greatest weight among different sorts of word problems. The findings of the study were as fellows: First, there was no difference between the boys and girls in the types of error they made. Both groups made the most errors due to a poor understanding of sentences, and they made the least errors of making the wrong expression. And the students who gave no answers outnumbered those who made errors. Second, as for problem-solving ability, the boys outperformed the girls in problem solving except variable problems. There was the greatest gap between the two in solving combining problems. Third, they made the average or higher achievement in solving the types of problems that were included much in the textbooks, and made the least achievement in relation to the types of problems that were handled least often in the textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.3
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• pp.347-363
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• 2019

The purpose of this study was to investigate the effects of communication - oriented mathematical writing strategies on students' mathematics achievement and mathematical propensity. In order to achieve the purpose, three types of communicative math writing learning strategies such as writing their own thoughts and feelings, writing problem solving process, and explaining the mathematical concepts. In the comparative group, general lessons based on textbooks and tutorials were conducted. As the results, the students in the experimental group showed a significant improvement in mathematics achievement and a positive effect on the mathematical propensity as compared with the comparison group.

• The Mathematical Education
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• v.55 no.1
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• pp.73-89
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• 2016

The purpose of this study was to analyze middle school students' problem posing types and strategies. we analyzed problems posed by 120 middle school students during mathematics class focused on problem posing activities in various aspects. Students' posed problems were classified into five types: not a problem(NP), non-math(NM), impossible(IM), insufficient(IN), sufficient(SU) and each of the posed problems. Students used three kinds of problem posing strategies such as goal manipulation(GM), assumption manipulation(AM), and condition manipulation(CM), and in posing one problem, one or more than two strategies were used. According to the prior studies, problem posing can contributes to the development of students' problem solving ability, creativity, mathematical aptitude, and a broader understanding of mathematical concepts. However, we found that some students had difficulties in posing problems or limited understandings of that. We hope the results of the study contribute to encouraging problem posing activities in mathematics instruction.

• 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.