• Communications of Mathematical Education
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• v.38 no.1
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• pp.1-26
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• 2024

As the limitations of professional development programs and individual attempts to improve teaching expertise have been reported, mathematics teachers have operated various types of teacher learning communities as alternative teacher professional programs. A teacher learning community can be considered a Community of Practice(CoP) in that it satisfies three factors of Cop, which are common purpose, mutual participation, and shared repertoire, so the 'learning' of a teacher community can be interpreted based on the theory of CoP. The purpose of this study is to investigate the process of identity development of five mathematics teachers who have been continuously involved in teacher communities. For this, the researcher collected data on the entire process of community activities through participant observation and conducted individual follow-up interviews to explore mathematics teachers' narratives and personal experiences. Results indicated that mathematics teachers experienced the development of practical knowledge related to mathematics teaching and learning, improvement of teaching practice through continuous reflection and introspection, and recognization the shared value of togethering through community immersion. Based on these experiences, implications for the effective operation of learning communities such as national support of teacher learning communities and horizontal and cooperative teacher norms were discussed, and follow-up research was proposed.

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.601-620
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• 2013

The purpose of this study was to investigate elementary school teachers' perceptions of the implementation of mathematical connections. For this purpose, a survey was conducted with teachers in a random sample across the country, and questionnaires completed by 567 teachers from 28 elementary schools were analyzed. The results of this study showed that teachers recognized intellectual connections more than social connections as mathematical connections need to be done in class. They recognized that connections between mathematical concepts and real-life in intellectual connections were realized more frequently in mathematics classes. In the methods of mathematical connections, the use of reasoning and reflection of students' activity results did not occur frequently. For resources many teachers wanted practice giving real lessons. On the basis of these results, this paper provides several implications for future research on implementing mathematical connections.

• The Mathematical Education
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• v.58 no.4
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• pp.545-566
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• 2019

The purpose of this study is to show that research community activities can contribute to the professional development in respect of average concepts and mathematical creativity. In the community, activities were undertaken to transform the existing task into the task that contributes to the manifestation of creativity. In this process, researchers tried to connect the theory with the practice of the class, and the teacher acted as an active learner. The findings show that the teacher who had difficulty in teaching average could overcome difficulties, and also derived the way of task modification and strategies necessary for teaching average. The modified task induced improvements in students' achievement levels, which led to change in teachers' perspective on the relationship between mathematical creativity and learning. Research community activities have been shown to have contributed to improvements with regard to both teaching the average and promoting mathematical creativity.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.273-289
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• 2001

Given that the culture of the mathematics classroom has been perceived as an important topic in mathematics education research, this paper deals with the construct of sociomathematical norms which can be used as an analytical tool in understanding classroom mathematical culture. This paper first reviews the theoretical foundations of the construct such as symbolic interactionism and ethnomethodology, and describes the actual classroom contexts in which social and sociomathematical norms were originally identified. This paper then provides a critical analysis of the previous studies with regard to sociomathematical norms. Whereas such studies analyze how sociomathematical norms become constituted and stabilized in the specific classroom contexts, they tend to briefly document sociomathematical norms mainly as a precursor to the detailed analysis of classroom mathematical practice. This paper reveals that the trend stems from the following two facts. First, the construct of sociomathematical norms evolved out of a classroom teaching experiment in which Cobb and his colleagues attempted to account for students' conceptual loaming as it occurred in the social context of an inquiry mathematics classroom. Second, the researchers' main role was to design instructional devices and sequences of specific mathematical content and to support the classroom teacher to foster students' mathematical learning using those sequences Given the limitations in terms of the utility of sociomathematical norms, this paper suggests the possibility of positioning the sociomathematical norms construct as more centrally reflecting the quality of students' mathematical engagement in collective classroom processes and predicting their conceptual teaming opportunities. This notion reflects the fact that the construct of sociomathematical norms is intended to capture the essence of the mathematical microculture established in a classroom community rather than its general social structure. The notion also allows us to see a teacher as promoting sociomathematical norms to the extent that she or he attends to concordance between the social processes of the classroom, and the characteristically mathematical ways of engaging. In this way, the construct of sociomathematical norms include, but in no ways needs to be limited to, teacher's mediation of mathematics discussions.

• Korean Journal of Logic
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• v.20 no.1
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• pp.97-112
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• 2017

We discuss Frege's influence on the modern practice of doing mathematical proofs. We start with explaining Frege's notion of variables. We also talk of the variable binding issue and show how successfully his idea on this point has been applied in the field of doing mathematics based on a computer software.

• Journal of Information Technology Applications and Management
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• v.20 no.3
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• pp.129-141
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• 2013

When the formative construct is placed in the endogenous position, there are clear theoretical, mathematical, and empirical issues in model estimation. Nonetheless, scholars who have adopted structural equation modeling for empirical research and those who are engaged in debates on the viability of formative modeling fail to recognize the fundamental problems of employing formative measurement in the endogenous position. This manuscript is intended to set a corrective path by discussing three reasons why this frequented practice may be avoided in both theoretical and empirical research.

• Education of Primary School Mathematics
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• v.9 no.2 s.18
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• pp.107-118
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• 2005

The purposes of this study were to investigate the practice of performance assessment in elementary mathematics classes especially focused on 4th grade. To achieve this, three research questions were posed as follow: First, What do they prepare for performance assessment? Second, What kinds of tests do they use in mathematics performance assessment? Third, What kinds of difficulties do they have for performance assessment and what should be changed for a successful performance assessment in mathematics? To Answer the research questions, three 4th grade classes were selected from three different elementary schools in seoul and three teachers were interviewed. From the data analysis, several conclusion were drawn. First, a plan for mathematics performance assessment was not set by the class teacher who are in charge of the class. The main reason was lack of time. Second, in most of the assessment, written tests were used and the items in the tests were skill-oriented. Third, teachers thought that performance assessment was needed in mathematics. But lack of their time, knowledge and competency, it is difficult to do performance assessment in mathematics.

• The Mathematical Education
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• v.30 no.1
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• pp.1-19
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• 1991

This study intends to provide some desirable suggestions for the development of application oriented mathematics curriculum. More specific objects of this study is: 1. To identify the meaning of application and modelling in mathematics curriculm. 2. To illuminate the historical background of and trends in application and modelling in the mathematics curricula. 3. To consider the reasons for including application and modelling in the mathematics curriculum. 4. To find out some implication for developing application oriented mathematics curriculum. The meaning of application and modelling is clarified as follows: If an arbitrary area of extra-mathematical reality is submitted to any kind of treatment which invovles mathematical concepts, methods, results, topics, we shall speak of the process of applying mathemtaics to that area. For the result of the process we shall use the term an application of mathematics. Certain objects, relations between them, and structures belonging to the area under consideration are selected and translated into mathemtaical objects, relation and structures, which are said to represent the original ones. Now, the concept of mathematical model is defined as the collection of mathematical objcets, . relations, structures, and so on, irrespective of what area is being represented by the model and how. And the full process of constructing a mathematical model of a given area is called as modelling, or model-building. During the last few decades an enormous extension of the use of mathemtaics in other disciplines has occurred. Nowadays the concept of a mathematical model is often used and interest has turned to the dynamic interaction between the real world and mathematics, to the process translating a real situation into a mathematical model and vice versa. The continued growing importance of mathematics in everyday practice has not been reflected to the same extent in the teaching and learning of mathematics in school. In particular the world-wide 'New Maths Movement' of the 19608 actually caused a reduction of the importance of application and modelling in mathematics teaching. Eventually, in the 1970s, there was a reaction to the excessive formallism of 'New Maths', and a return in many countries to the importance of application and connections to the reality in mathematics teaching. However, the main emphasis was put on mathematical models. Applicaton and modelling should be part of the mathematics curriculum in order to: 1. Convince students, who lacks visible relevance to their present and future lives, that mathematical activities are worthwhile, and motivate their studies. 2. Assist the acqusition and understanding of mathematical ideas, concepts, methods, theories and provide illustrations and interpretations of them. 3. Prepare students for being able to practice application and modelling as private individuals or as citizens, at present or in the future. 4. Foster in students the ability to utilise mathematics in complex situations. Of these four reasons the first is rather defensive, serving to protect or strengthen the position of mathematics, whereas the last three imply a positive interest in application and modelling for their own sake or for their capacity to improve mathematics teaching. Suggestions, recomendations and implications for developing application oriented mathematics curriculum were made as follows: 1. Many applications and modelling case studies suitable for various levels should be investigated and published for the teacher. 2. Mathematics education both for general and vocational students should encompass application and modelling activities, of a constructive as well as analytical and critical nature. 3. Application and modelling activities should. be introduced in mathematics curriculum through the interdisciplinary integrated approach. 4. What are the central ideas of, and what are less-important topics of application-oriented curriculum should be studied and selected. 5. For any mathematics teacher, application and modelling should form part of pre- and in-service education.

• Research in Mathematical Education
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• v.13 no.2
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• pp.141-150
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• 2009

This study gives opportunity for investigating how student teachers view the teaching profession and how they transfer their pedagogical knowledge into practice. The aim of the study is to investigate the teaching skills student teachers gained in the assessment of micro teaching of their peers. The participants are 30 mathematics student teachers enrolled in the teacher training program in a state university. Document analysis and semi-structured interviews are the research instruments and inferential & descriptive statistics are used for the data analysis. The findings suggest that the qualitative and quantitative peer assessments of student teachers were graded differently which results from the difference of perceptions about teaching and different conceptualizations of the teaching qualifications.

• Research in Mathematical Education
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• v.8 no.4
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• pp.293-307
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• 2004

Psychological and social theories have influenced on making sense of teaching and learning of mathematics. This paper analyzes major influences of such theories - behaviorism cognitivism, and situativity - on mathematics education. Instead of reviewing the theories perse, it intends to explicate how different perspectives have shaped our understanding of mathematics education both in theory and in practice. Given that the current mathematics education reform ideas are theoretically based on the constructivist and the sociocultural perspectives, the main focus is given on cognitivism, situativity, and various coordinations between the two. Exploring about psychological and social theories in the context of mathematics education is expected to enrich our understanding of where we have come from and where we are going.