• Education of Primary School Mathematics
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• v.16 no.2
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• pp.123-145
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• 2013

This study was expected to yield the meaningful conclusions from the experimental group who took lessons based on inductive activities using GeoGebra at the beginning of proof learning and the comparison one who took traditional expository lessons based on deductive activities. The purpose of this study is to give some helpful suggestions for teaching proof to mathematically gifted elementary students. To attain the purpose, two research questions are established as follows. 1. Is there a significant difference in proof abilities between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? 2. Is there a significant difference in proof attitudes between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? To solve the above two research questions, they were divided into two groups, an experimental group of 10 students and a comparison group of 10 students, considering the results of gift and aptitude test, and the computer literacy among 20 elementary students that took lessons at some education institute for the gifted students located in K province after being selected in the mathematics. Special lesson based on the researcher's own lesson plan was treated to the experimental group while explanation-centered class based on the usual 8th grader's textbook was put into the comparison one. Four kinds of tests were used such as previous proof ability test, previous proof attitude test, subsequent proof ability test, and subsequent proof attitude test. One questionnaire survey was used only for experimental group. In the case of attitude toward proof test, the score of questions was calculated by 5-point Likert scale, and in the case of proof ability test was calculated by proper rating standard. The analysis of materials were performed with t-test using the SPSS V.18 statistical program. The following results have been drawn. First, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in proof ability than the comparison group who took traditional proof lessons. Second, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in the belief and attitude toward proof than the comparison group who took traditional proof lessons. Third, the survey about 'the effect of inductive activities using GeoGebra on the proof' shows that 100% of the students said that the activities were helpful for proof learning and that 60% of the reasons were 'because GeoGebra can help verify processes visually'. That means it gives positive effects on proof learning that students research constant character and make proposition by themselves justifying assumption and conclusion by changing figures through the function of estimation and drag in investigative software GeoGebra. In conclusion, this study may provide helpful suggestions in improving geometry education, through leading students to learn positive and active proof, connecting the learning processes such as induction based on activity using GeoGebra, simple deduction from induction(i.e. creating a proposition to distinguish between assumptions and conclusions), and formal deduction(i.e. proving).

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.519-538
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• 2013

The purpose of this study, for each section of high school mathematics I help to verify the utillization of instructional class in the formation of students' academic achievement and mathematical beliefs. For this purpose we construct an experimental class and then analyse the students' change in those aspects after applying concept learning hand-out and colleage feedback on their works those students are in the experimental class. As a result of the experiment, we find that concept learning hand-out activity and colleague feedback made some significant changes on the students achievement in mathematics and mathematical beliefs. Therefore, in this study I want to solve the concrete problems are as follows. First, utilizing the concepts of mathematics tutoring lessons to improve students' academic achievement is it effective? Second, utilizing the concepts of mathematics tutoring classes does have a positive impact on students' mathematical beliefs? Third, utilizing the concepts of mathematics tutoring lessons for students what is the reaction?

• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.159-177
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• 2020

Education researchers have been continuously interested in the teacher's ability to design lessons and conducted various studies in order to improve the teacher's professionalism in determining the quality of school instruction. So, this study explored the change of instructional design through the lesson reflection of pre-service mathematics teachers who participated in practicum settings. As a result, in the lesson plan prepared by pre-service mathematics teachers, the motivation to induce learning in the introduction stage, to present the learning contents in the development stage, and to reconstruct the formative evaluation of the closing stage was the highest rate. And the categories of the reconstructed contents appeared intensively in terms of curriculum contents and teaching and learning methods. This result can be attributed to the lack of experience in designing and performing lessons by pre-service mathematics teachers, so it suggests that the opportunity to design and conduct classes that take into account the practical aspects of education should be provided in the preparation process for pre-service mathematics teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.143-164
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• 2013

Despite the recent emphasis on mathematical communication, little practical guide has been provided for a teacher with what to do for orchestrating high-quality discussions in a mathematics classroom. This paper analyzed 20 elementary mathematics lessons which were recognized as effective instruction in Korea using an analytic framework with regard to 5 practices for orchestrating productive mathematics discussions (i.e., anticipating, monitoring, selecting, sequencing, & connecting) by Smith and Stein (2011) in terms of performance scales from Level 0 to 3. The results of this study showed that the most frequent levels were Level 1 including undesirable practices and Level 2 including insufficient practices. There were only one or two lessons per practice which were assessed as Level 3 of good performance. Specifically, Level 2 was the most frequent with regard to monitoring and selecting, whereas Level 1 was the most frequent as for the other practices. This paper provides some implications for co-ordinating productive mathematics discussions.

• Journal of the Korean School Mathematics Society
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• v.22 no.4
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• pp.415-438
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• 2019

The purpose of this study is to examine what aspects of mathematical activities in elementary school mathematics textbooks pre-service school teachers pay attention to in the process of didactic transposition. To do this, the third grade students of the College of Education were asked to analyze the activities of the elementary mathematics textbooks and then select a lesson activities as needed to modify or supplement the activities. As a result of the study, in the process of revising textbook activities for mathematics lessons, pre-service teachers pay attention to whether the textbook activities provide concrete activities, whether they induce student motivation, and whether there is overlap between classes activities. For the didactic transposition of textbook activities for mathematics lessons, pre-service teachers were able to comprehensively utilize relevant curriculum documents such as national curriculum and teachers' manual for checking the goals and achievement standards and lesson objectives.

• School Mathematics
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• v.11 no.3
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• pp.335-349
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• 2009

The purpose of this study is to explore how a mathematics teacher's beliefs about mathematics and teaching and learning and mathematics and how such beliefs are related to her knowledge manifested in her mathematics instruction. The study illustrates images of teaching practice of an American mathematics teacher in middle grades mathematics classrooms. Results suggest that the teacher seems consistent in teaching in terms of her beliefs about mathematics and learning and teaching mathematics in some degrees. In particular, the teacher's beliefs affected the ways in which mathematics teacher organized and structured her lessons.

• Research in Mathematical Education
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• v.17 no.1
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• pp.15-27
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• 2013

Division of fractions is always a difficult topic for primary school students. Most of the presentations in teaching the topic in textbooks are procedural, asking students to invert the second fraction and multiply it with the first one, that is, $$\frac{a}{b}{\div}\frac{c}{d}=\frac{a}{b}{\times}\frac{d}{c}$$. Such procedural approach in teaching diminishes both the understanding of structure in mathematics and the interest in learning the subject. This paper discussed the formulation of teaching the division of fractions, which based on research lessons in some primary five classrooms. The formulated lessons started with an analogy to division of integers and working with division of fractions with equal denominators and then extended to division of fractions in general. It is found that the using of analogy helps students to invent their procedure in working the division problem. Some procedures found by students are discussed, with the focus on the development of their invention and mathematical thinking.

• The Mathematical Education
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• v.39 no.2
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• pp.81-99
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• 2000

The Purpose of this study is to develop and implement an alternative secondary mathematics curriculum to enhance creative problem-solving abilities. The curriculum consisting of three main elements-content knowledge, process knowledge and creative thinking sills-as developed. Lessons were taught by a problem-based-learning method in an experimental group. In order to examine the effect of the curriculum, performance assessment was developed and used for pre and post.. There were significant group differences in the creative problem-solving abilities, so we could examine the effect of developed program and confirm the group differences in the attitude for lessons. But there were no significant group differences in motive for learning, a study skill and the achievement test.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.369-379
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• 2013

In this paper, we analyzed the freshmen's achievements on general mathematics their GPA based on 'basic mathematics diagonal test score' among college entrance types in natural science or engineering. Also, we studied the achievements of students who were not passed the 'Basic Mathematics Diagonal Test (BMDT)' and had to take supplementary lessons to improve their mathematics abilities four times a week during the first semester of academic year 2012 in Mokpo National University. We found the followings; first, freshmen were accepted by the university through the regular admission have a higher level of academic achievement compared other type admission. Second, freshmen's academic achievement in the first semester has significant meaningful effect on their academic achievement in the second semester. Finally, there are correlations between achievements of general mathematics and a curriculum of freshmen who were passed test after taking supplementary lessons.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2007.10a
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• pp.1-10
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• 2007