• The Mathematical Education
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• v.61 no.2
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• pp.273-286
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• 2022

The purpose of this study is to analyze the teacher's discourse structure in the process of solving mathematics problems based on the communication between teachers and students. To achieve this goal, we observed a semester class by a teacher with experience who practiced a teaching method that creates mathematical meanings based on students' participation in class. In order to solve problems based on the participation of students in each class, the similarities between the processes of creating the structure of the discourse were analyzed. As a result of the analysis, the teacher was able to focus on the goal in the process of starting a discourse, and in the process of developing the discourse, the problem was solved by focusing on understanding the problem. In the process of arranging the discourse, the problem-solving process and the core of the result is summarized. Based on the possibility of generalization of the teacher discourse structure, it will be able to provide practical help in the process of implementing a teaching method that solves mathematics problems by communicating with students in the future.

• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.313-328
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• 2017

This study aims to identify prospective elementary school teachers' perception of mathematical modeling in elementary class. Forty elementary school teachers participated in this study. Each teacher analysed the previous case studies about mathematical modeling in elementary class, developed a hypothetical learning trajectory, applied the hypothetical learning trajectory to his/her class, reflected students' learning and his/her teaching, and made reflective journals. These journals contained teachers' perception of mathematical modeling and the difficulties that teachers experienced in teaching mathematics as mathematical modeling. These journals were analyzed to identify teachers' perception of mathematical modeling in elementary class. This study shows that teachers have common features of mathematical modeling but their perspectives are little bit different, are classified into four kinds. And the difficulties that teachers experienced in teaching mathematics as mathematical modeling are classified into 5 categories; Task, Students' cognitive demand, Teacher' monitering, All students' participation, and Classroom culture. At last, suggestions for mathematical modeling in elementary class are done according to the result of this study.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.247-265
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• 2009

In the 21C information-based society, there is an increasing demand for emphasizing communication in mathematics education. Therefore the purpose of this study was to research how properties of communication among small group members varied by mathematical problem types. 8 fourth-graders with different academic achievements in a classroom were divided into two heterogenous small groups, four children in each group, in order to carry out a descriptive and interpretive case study. 4 types of problems were developed in the concepts and the operations of fractions and decimals. Each group solved four types of problems five times, the process of which was recorded and copied by a camcorder for analysis, among with personal and group activity journals and the researcher's observations. The following results have been drawn from this study. First, students showed simple mathematical communication in conceptual or procedural problems which require the low level of cognitive demand. However, they made high participation in mathematical communication for atypical problems. Second, even participation by group members was found for all of types of problems. However, there was active communication in the form of error revision and complementation in atypical problems. Third, natural or receptive agreement types with the mathematical agreement process were mainly found for conceptual or procedural problems. But there were various types of agreement, including receptive, disputable, and refined agreement in atypical problems.

• Journal of the Earthquake Engineering Society of Korea
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• v.9 no.1 s.41
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• pp.25-32
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• 2005

Seismic load is distributed to modes of a structure through the modal participation factor(MPF). The modal participation factor is essential to analyze structural response under earthquake load. MPF of a real structure differs from that of analytical mathematical model due to the error induced from analytical assumptions and during the construction. In this study, an identification method is proposed to calculate the 1st MPF of real structure based on $H^{\infty}$ optimal model reduction. The MPF is obtained from the relationship between observability and controllability matrices realized from system identification and those of a prototype 2-degree state space model. The proposed method is verified thorough numerical examples.

• Research in Mathematical Education
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• v.17 no.2
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• pp.99-118
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• 2013

The present study focuses on the contribution of a teaching unit to the development of spatial ability of third graders in general and from a gender point of view in particular. The research population consisted of seventy-four pupils: thirty-seven pupils in the experimental group who attended the teaching unit and thirty-seven pupils in the control group. The spatial ability of all the pupils was examined by means of common tests which checked cognitive capabilities of spatial ability. The research findings illustrate an improvement in the spatial ability of the experimental group pupils following the participation in the teaching unit. Moreover, regarding the gender aspect, the findings show that there was no significant differentiation between the spatial ability of third grade boys and the spatial ability of girls of the same age group.

• The Mathematical Education
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• v.48 no.2
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• pp.169-182
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• 2009

This study deals with the postmodern perspectives in mathematics classroom. Today, mathematics and mathematics education can be explored through postmodernism because they have very different practices, pluralism, and anti-authoritarianism. Thus practices and researches of mathematics classroom are coherent to postmodern perspectives such as situated theory, anthropological approach, and interactionism. In these socio-cultural views, learners' milieu and participation, language of classroom activities, and culture of mathematics classroom are considered very important. Therefore, it is required that both mathematics educators and researchers make a change toward postmodernism in attitude and subject of mathematics classroom research.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.313-325
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• 2009

The purpose of this paper is to design a cyber mathematics mentoring system which is helpful for interactive mathematics mentoring among mentors and learners. We review theories about various technological tools that are related to students' interest, participation and motivation in the course of on-line and off-line activities, and we also research the effectiveness of such tools. Also we consider educational implications of the cyber mathematics mentoring system for pre-service teachers, in-service teachers, learners and mentors.

• Research in Mathematical Education
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• v.22 no.4
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• pp.305-318
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• 2019

To improve students' classroom engagement is not only the demand of curriculum revolution, but also the reflection of learning democracy. Students' responses and thinking are the main manifestations of students' participation in classroom learning. To reduce the amount of questions and increase the opportunities and time for students to think, this study, by employing SPSS, makes attempts to analyze the data by using multivariate GLM analysis to explore the effects of students' responses and thinking on learning results. The results indicated the students learning effect will be promoted through reducing the quantity and increasing the quality of question and adding the thinking opportunities.

• Research in Mathematical Education
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• v.24 no.3
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• pp.229-254
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• 2021

Students' participation in epistemic practices, which are related to knowledge construction on the part of students, is becoming a crucial part of learning (Goizueta, 2019). Research on epistemic practices in science education draws attention to teachers' support of students to engage in epistemic practices in mathematics instruction. The research highlights a need for incorporating epistemic goals, along with conceptual and social goals, into instruction to promote students' epistemic practices. In this paper, I investigate how teachers interact with students to integrate epistemic goals. I examined 24 interaction excerpts that I identified from six interview transcripts of two beginning teachers' mathematics instruction. Each excerpt was related to the teachers' talk about their specific interaction(s) in a small group. I explored how each teacher's discursive moves and goals were conceptual, social, and epistemic-related as they intervened in small groups. I found that both teachers used conceptual, social, and epistemic discursive move but their discursive moves were related only to social and social goals. This paper suggests supporting teachers to develop epistemic goals in mathematics instruction, particularly in relation to small groups.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.377-411
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• 2021

This study aims to explore central and peripheral beliefs of mathematics teachers in the context of teaching and learning. For this purpose, this study analyzed teacher noticing of 8 mathematics teachers who are in-service in terms of mathematical beliefs using video-clips of math lessons. When the teachers in the video-clips seemed to have a teaching and learning problem, teachers who adopt noticing critized the classroom situation by reflecting his or her own mathematical beliefs and suggested alternatives. In addition, through noticing analysis, teachers' mathematical beliefs reflected in specific topics such as student participation in teaching and learning were compared to reveal their individual central and peripheral beliefs. Through these research results, this study proposed a model that extracts the central and peripheral beliefs of math teachers from the constraints of the teaching and learning context using noticing analysis. Additionally, it was possible to observe the teacher decision-making and expertise of mathematics teachers.