• Research in Mathematical Education
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• v.10 no.3 s.27
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• pp.205-213
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• 2006

In this research, we interviewed primary school teachers and students with hypothetical situations questions and got a comprehensive picture of the status quo of what is happening in the new mathematics classrooms of Mainland China, that is, teachers' conceptions of mathematics and their teaching approaches influence the students' conceptions of mathematics to a large extent. For the teacher who emphasizes the precision and rigidity of mathematics, her students focus on the superficial characteristics of mathematics. On the contrary, for the teacher who believes that mathematics is an open process, related to real life and rich in content, her students are more interested in mathematics and have more diverse conceptions.

• Education of Primary School Mathematics
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• v.9 no.1 s.17
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• pp.11-29
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• 2005

Discrete mathematics is as important as it was reformed as an optional subject in the middle school and high school in the 7th national curriculum. There are a lot of studies about discrete mathematics in the middle course but studies about it in elementary course has little performed. Therefore, the purpose of this paper is to analyze the concept of discrete mathematics, which is hidden in the mathematics textbook of elementary school and to develop the learning materials of discrete mathematics. Through this, it would make the students to have the sharp insight in their daily lift and mathematical experience by learning: the mathematical inquiry and adaptation.

• Education of Primary School Mathematics
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• v.4 no.1
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• pp.19-29
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• 2000

This paper is trying to answer the following two questions： "How does it likely to happen that the same content of mathematics is quite differently taught by classroom teachers\ulcorner" and "What would cause these differences in the teaching and learning of mathematics\ulcorner" According to scholars, teachers' beliefs about mathematics and the teaching and learning of mathematics should be first considered when the educational phenomena taking place in classroom are analyzed and interpreted. In this paper, through discussing the directions of reform movements of mathematics education, the definitions and characteristics of teachers' beliefs, and reviewing the previous research on teachers' beliefs, suggestions for the research on mathematics teachers' beliefs are presented.liefs are presented.

• Education of Primary School Mathematics
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• v.6 no.1
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• pp.29-40
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• 2002

Fairy-tales give students opportunities to build connections between a problem-solving situation and mathematics as well as to communicate solutions through writing, symbols, and diagrams. Therefore, the purpose of this paper is to introduce how to use fairy-tales in elementary mathematics classroom in order to develope student's mathematical concepts and process in terms of the following areas: ⑴ reconstructing literature ⑵ understanding concepts ⑶ problem posing activity. To be useful, mathematics should be taught in contexts that are meaningful and relevant to learners. Therefore using fairy-tales as a vehicle to teach mathematics gives students a chance to develope mathematics understanding in a natural, meaningful way, and to enhance problem posing and problem solving ability. Further, future study will continue to foster how fairy-tales literatures will enhance children's mathematics knowledge and influence on their mathematics performance.

• Education of Primary School Mathematics
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• v.7 no.1
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• pp.57-64
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• 2003

This article is that we develop a learning Serpinsky Triangle using on the internet by the domain of regulations and function in elementary school mathematics. We construct the learning operation of zoom Serpinsky Triangle that can be used on the internet and develop the java program for understanding the concept of the Serpinsky Triangle.

• Journal of the Chungcheong Mathematical Society
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• v.26 no.1
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• pp.37-44
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• 2013

Let R be a commutative semiring with $1_R{\neq}0_R$. Characterization of subsemimodules, prime subsemimodules and primary subsemimodules which are subtractive extensions of Q-subsemimodules in R-semimodules are investigated.

• Korean Journal of Mathematics
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• v.31 no.3
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• pp.323-337
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• 2023

In this paper, we have defined bicomplex valued functions of bounded variations and rectifiable hyperbolic path. We have studied the integration of product-type bicomplex valued functions on rectifiable hyperbolic path. Also we have established bicomplex analogue of the Fundamental Theorem of Calculus for hyperbolic line integral.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.105-129
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• 2016

The elements of mathematical processes include mathematical reasoning, mathematical problem-solving, and mathematical communications. Proportion reasoning is a kind of mathematical reasoning which is closely related to the ratio and percent concepts. Proportion reasoning is the essence of primary mathematics, and a basic mathematical concept required for the following more-complicated concepts. Therefore, the study aims to analyze the proportion reasoning ability of sixth graders of primary school who have already learned the ratio and percent concepts. To allow teachers to quickly recognize and help students who have difficulty solving a proportion reasoning problem, this study analyzed the characteristics and patterns of proportion reasoning of sixth graders of primary school. The purpose of this study is to provide implications for learning and teaching of future proportion reasoning of higher levels. In order to solve these study tasks, proportion reasoning problems were developed, and a total of 22 sixth graders of primary school were asked to solve these questions for a total of twice, once before and after they learned the ratio and percent concepts included in the 2009 revised mathematical curricula. Students' strategies and levels of proportional reasoning were analyzed by setting up the four different sections and classifying and analyzing the patterns of correct and wrong answers to the questions of each section. The results are followings; First, the 6th graders of primary school were able to utilize various proportion reasoning strategies depending on the conditions and patterns of mathematical assignments given to them. Second, most of the sixth graders of primary school remained at three levels of multiplicative reasoning. The most frequently adopted strategies by these sixth graders were the fraction strategy, the between-comparison strategy, and the within-comparison strategy. Third, the sixth graders of primary school often showed difficulty doing relative comparison. Fourth, the sixth graders of primary school placed the greatest concentration on the numbers given in the mathematical questions.

• Education of Primary School Mathematics
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• v.2 no.2
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• pp.85-102
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• 1998

Since textbooks for elementary school mathematics in accordance with the seventh curriculum are 'Class I' textbooks, which are used as one and only one textbooks throughout the country, the following aspects have been considered： In the legal aspect, the contents including the curriculum for mathematics asked of the Writing Committee by the Ministry of Education were reflected; in the aspect of theory of mathematics education, the textbooks are written in a way appropriate to theory of mathematics education; and in the aspect of application of reality, the textbooks are written to help improving mathematics education in classrooms. Therefore, the main frame of writing the textbooks is to make students feel proud enough to say "I have done mathematics", through helping students rationally solve problems surrounding them by themselves with their experiences and activities. In the above viewpoint the following sentence is reflected upon: "Hundred explanations are not equal to one manipulation activity."

• Education of Primary School Mathematics
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• v.13 no.2
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• pp.99-111
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• 2010

This study is on a supplementary textbook, a mathematics activity book which is first introduced in the fifth curriculum. There was three revision of mathematics activity book with the change of curriculum. On this study, the aim of introducing mathematics activity book, the direction of development, the organization system and the relation with curriculum were analyzed systematically on the basis of literature consideration.