• East Asian mathematical journal
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• v.38 no.2
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• pp.143-164
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• 2022

Computer technology in mathematics teaching-learning is not for teaching computer but for improving mathematics teaching-learning with computer. It is shown the use of computer technology comparing with traditional approach provides students more opportunities in order to approach abstract structure. Computer activity provides not only understanding concepts of analysis and opportunity to investigate theory but also effective background in teaching analysis. We analyze students' computer usage level on analysis education by using computer usage level according to role of computer technology. We try to get an useful educational implication on analysis education applying MATLAB through qualitative research.

• East Asian mathematical journal
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• v.33 no.2
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• pp.177-197
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• 2017

The purpose of this study is to investigate and analyze the understandings of elementary pre-service teachers about 'estimation' in the elementary mathematics. Together with this analysis, we identify elementary pre-service teacher's Mathematical Pedagogical Contents Knowledge(MPCK), especially focusing to Subject Matter Knowledge(SMK). In order to this goals, we investigate contents relating to 'estimation' from $1^{st}$ curriculum to 2009 revised curriculum and compare 'rounding up', 'rounding off', 'rounding' in the elementary mathematics textbooks. As results of investigations, 'estimation' has been teaching at the 'Measurement' domain from $3^{rd}$ curriculum, but contexts of measuring weaken from $7^{th}$ curriculum. 'Rounding up(off)' is defined three types in the textbooks from $1^{st}$ to 2009 revised curriculum. And we examine elementary pre-service teachers through the questions on these 'estimation' contents. On the analysis of pre-service teacher's understanding relating MPCK, four themes is summarized as followings; the understanding of '0' in the 'rounding up', the cognitive gap between 'rounding up' and 'rounding off', the difference of percentage of correct answers according to types of question in the 'rounding up', and the difference between the definition of 'rounding up' and the definition of 'rounding'.

• Journal of Educational Research in Mathematics
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• v.9 no.2
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• pp.419-438
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• 1999

This paper explored the impact of dynamic geometry software such as CabriII, GSP on student's understanding deductive justification, on the assumption that proof in school mathematics should be used in the broader, psychological sense of justification rather than in the narrow sense of deductive, formal proof. The following results have been drawn: Dynamic geometry provided positive impact on interacting between empirical justification and deductive justification, especially on understanding the necessity of deductive justification. And teacher in the computer environment played crucial role in reducing on difficulties in connecting empirical justification to deductive justification. At the beginning of the research, however, it was not the case. However, once students got intocul-de-sac in empirical justification and understood the need of deductive justification, they tried to justify deductively. Compared with current paper-and-pencil environment that many students fail to learn the basic knowledge on proof, dynamic geometry software will give more positive ffect for learning. Dynamic geometry software may promote interaction between empirical justification and edeductive justification and give a feedback to students about results of their own actions. At present, there is some very helpful computer software. However the presence of good dynamic geometry software can not be the solution in itself. Since learning on proof is a function of various factors such as curriculum organization, evaluation method, the role of teacher and student. Most of all, the meaning of proof need to be reconceptualized in the future research.

• Journal of the Korean School Mathematics Society
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• v.7 no.2
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• pp.99-116
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• 2004

This study investigates the concept of irrational number which middle school students begin to learn for the first time in their learning mathematics. Further, this explores how that concept is being taught, how much students understand that concept and things that students have difficulty in understanding relating to the concept of irrational number. Thus we try to figure out how the concept of irrational number should be taught for the most effective students' understanding. Thus, we want to provide some suggestions for teaching and learning irrationals numbers.

• Communications of Mathematical Education
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• v.32 no.2
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• pp.131-146
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• 2018

Differentiation with integration is an important subject which is widely applied in mathematics, natural science, and engineering. Derivative is an important concept of differentiation. But students don't understand its concept well and concentrate on acquiring only the skill to solve the standardized calculus problem. So they are poor at understanding of the concept of differentiation. In this study, after making a survey of differentiation on college students, we try to analyze errors which appeared in solving differentiation problem and investigate mathematics process of limiting process inherent in the derivative and historical development about derivative. Thus, we try to analyze the understanding of differentiation and present the results about this.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.753-762
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• 1998

This Paper reports results of investigating the relationship between students' perfoonance and mathematics imtructiooal system in understanding of the function concept. A written examination measuring calcullli students' understanding of the fimction concept was administered to two groups of students whose educatiooal oockground were different. One group consists of students who completed a pre-calculus course in Korea and the other group completed the same course in the United States. This study investigates how students in two groups acquire an understanding of major aspects of the function concept and provided interesting insights regarding the different background and belief related to their performance. Follow-up interviews were conducted to identify possible explanations for the different performance of the two groups in understanding the function concepts. Results indicate that the differences came from the educational environment and individual belief.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.141-159
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• 2011

The purpose of the present research is to suggest implications on guidance of height concept understanding of figures by investigating concept understanding how sixth grade's elementary school students understand a height concept of figures. In order to achieve this research purpose, a height concept understanding test of figures was carried out with the target of 54 sixth grade students who already learned a height concept of plane figures and three-dimensional solid figures and thus this research analyzed characteristics and errors appeared there. When analyzing its characteristics and errors interviews with students were carried out for in-depth analysis. And as a result the following implications could be obtained. First, students felt more difficulty in measuring height in a figure that its lower base is not horizontal in questions measuring height of a plane figure. Second, there were cases that students associate a height concept of figures with experience of height experienced in daily life. Third, students were feeling difficulty in linguistically expressing a concept called height that oneself has. Expressing a concept linguistically plays an important role in understanding a concept clearly. Accordingly activities for raising this mathematical communication ability are required, Fourth, the present research can suggest implications in designing classes that students can clearly understand the height concept of figures.

• School Mathematics
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• v.12 no.4
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• pp.585-604
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• 2010

This study aims to investigate understanding of meanings of division, quotitive division and partitive division, by the third graders and preservice elementary teachers. To do this, we analysed and compared mathematics textbooks according to 9 mathematics curricula, gathered information about their understanding by questionnaire method targeting 5 third graders and 36 preservice elementary teachers, and analysed their responses in relation to recognition of division-based situations, solution using visual representations, and awareness of quotitive division and partitive division. In Korea, meanings of division have been taught in grade 2 or 3 in various ways according to curricula. In particular, the mathematics textbook of present curriculum shows a couple of radical changes in relation to introduction of division. We raised the necessity of reexamination of these changes, based on our results from questionnaire analysis that show lack of understanding about two meanings of division by the preservice elementary teachers as well as the third graders. And we also induced several didactical implications for teaching meanings of division.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.57-70
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• 2007

This study is aimed at the improvement of the teaching mathematics via the use of the mathematical history based on the learning stages which are understanding the problem, seeking after and solving the problem, application and development, and understanding the homeworks. General questions of this study are as follows according to the purpose of this study: First, we develop materials to use the teaching and learning stages which are understanding the problem, seeking after and solving the problem, application and development, and understanding the homeworks. Second, we search the effective methods for using materials which are developed in this study. Third, we apply materials to the teaching and learning mathematics. To answer the problems, 1 class students of the 4th grade in Gwangju participated in this study. Teaching and learning which uses mathematical history based on the learning stages is performed. The following results were obtained in this research. First, the teaching and learning using materials which is related to mathematical history is effective in improvement of students' mathematical ability. Second, the teaching and learning using material which is related to mathematics history is effective in improvement of students' mathematical attitude. In special, mathematical attitude of students who are involved in learning using materials which is related to mathematical history is more positive than that of general students using traditional teaching methods. Lastly, generalization of newly developed materials should be done to get more development and upgrade.

• School Mathematics
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• v.10 no.2
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• pp.139-154
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• 2008

The primary purpose of this study was to investigate how sixth grade elementary school students react to the types of letters use, what levels of understanding letters students are in and what difficulties are in understanding letters, and to raise issues about instructional methods of algebra. A descriptive study through pencil-and- paper tests was conducted. The test instruments consisted of 18 questions with 6 types of letters use. According to the results of testing, students' types of letter use and the levels of understanding letters were classified. The conclusions from the results of this study were as follows: First, the higher the types of letters use, the more sixth grade elementary school students had low scores on the types. Therefore, teaching methodologies of letters and expressions in the classroom need to encourage for students to improve their ability of using and understanding letter. Second, approximately 40% of students were categorized in level 3. Accordingly it is necessary to have a program of teaching and learning to improve their understanding levels of letters. Third, approximately 15% of students were categorized in level 0. In order to develop understanding of letters, it is important that students use letter evaluated and letter used as an object. Fourth, students had the difficulties in understanding letters. It is informative for teachers to understand these students' difficulties and thinking processes. Finally, we must treat the different uses of letters and introduce them successively according to the student's understanding levels of letters.