• The Mathematical Education
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• v.44 no.3 s.110
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• pp.361-374
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• 2005

I analyzed the effect of problem posing teaching and teacher-centered teaching on mathematical problem-solving ability and creativity in order to know the efffct of problem posing teaching on mathematics study. After we gave problem posing lessons to the 3rd grade middle school students far 28 weeks, the evaluation result of problem solving ability test and creativity test is as fellows. First, problem posing teaching proved to be more effective in developing problem-solving ability than existing teacher-centered teaching. Second, problem posing teaching proved to be more effective than teacher-centered teaching in developing mathematical creativity, especially fluency and flexibility among the subordinate factors of mathematical creativity. Thus, 1 suggest the introduction of problem posing teaching activity for the development of problem-solving ability and mathematical creativity.

• Education of Primary School Mathematics
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• v.4 no.1
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• pp.51-61
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• 2000

Mathematical Problem solving has been the focus of a considerable amount of research over past 30 years. But nowadays problem solving is being beginning to be of less interest to mathematics education researchers. Moreover, mathematics teachers have an urgent need to be provided with well-documented informations about "teaching of(expecially, via) problem solving" though following research issues ：ⅰ) the role of the teacher in a problem-centered classroom, ⅱ) what actually takes place in problem-centered classrooms, and iii) groups and whole classes' problem solving rather than individuals. This paper intends to give some informations about practice of teaching mathematical problem solving in elementary school.ry school.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.131-154
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• 2014

The purpose of this study was to examine the effect of essay writing-centered mathematics instruction on problem solving and mathematical deposition in the elementary school. For the present study, two 6th grade classes with equivalent achievement in terms of problem solving and mathematical disposition based on the pretest. A total of 15 mathematics lessons focused on writing activities were administered to the experiment group for two months, while the textbook-based traditional lessons were given to the comparison group. Both quantitative and qualitative methods were adopted to analyze the data. The results of the present study showed that essay writing-centered mathematics teaching is statistically superior that the textbook-based mathematics teaching with respect to students' problem solving and mathematical disposition. In addition, it was evidenced that essay writing-centered mathematics instruction makes an influence on students' perceptions toward essay-based assessment in a positive way.

• Journal of the Korean Geographical Society
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• v.32 no.2
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• pp.197-215
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• 1997

The purpose of this study is to show practices of teaching method based on the type of knowledge in geography education. The results of examining the type of knowledge according to the five themes in guidelines for geographic education in america are as follows: the empirical-analytic knowledge-centered contents are suited for designing concepts inquiry-centered teaching. The historical-hermeneutic knowledge-centered contents are suited for designing problem solving-centered teaching. The critical knowledge-centered contents are suited for designing decision-making-centered teaching. In this shsdy, 1 emphasized teaching method based on the type of knowledge in Ceographv Education according to the responses of students and academic achievement. However, in practice l propose that teachers construct their lesson plans according to their various spheres of interest.

• The Journal of Korean Association of Computer Education
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• v.11 no.1
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• pp.85-95
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• 2008

The purpose of this study is to develop and apply the algorithm teaching materials centered on plays(ATMCP) to improve problem-solving abilities of elementary students. For this goal, the ATMCP were reviewed by the expert group and tested them out on 71 fifth-grade elementary students in Daegu, Korea during the 6 weeks. We divided students into two groups: one is the group of the ATMCP and the other is the group of conventional algorithm teaching materials(ATM). And we analyzed the change of the problem-solving ability of each group between before and after using two types of teaching materials with the Mixed ANOVA. The result showed that there was a significant difference in students' problem-solving abilities between before and after using them and the group of the ATMCP was greater improvement than the group of the conventional ATM in a problem-solving ability.

• Journal of The Korean Society of Integrative Medicine
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• v.2 no.3
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• pp.15-22
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• 2014

Backround : The paradigm of recent education has been shifting from existing style of professor-oriented, passive and rote teaching to learner-centered education. Rather than mere delivery of knowledge, today's idea of education uses various audiovisual media to let learners gain more problem-solving skills, judgment, cognitive thinking ability, and creativity to apply to real practice. Also, while current trends and change in policy ask for related industry to require practice-centered teaching learning model, Problem-Based Learning (PBL) is quite effective that it activates problem-solving skills as well as application of National Competency Standards (NCS). Purpose : The purpose of this study was to suggest a teaching learning model article as an approach to apply web-based PBL for patient & medical charge management practices. Discussion & Conclusion : This paper the cases on PBL and presents the teaching learning model on web-based PBL as an approach to applying web-based PBL, which fits Medical Information System Department that combines health-medical treatment and computer applications, to practical health administrative affairs.

• Research in Mathematical Education
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• v.9 no.1 s.21
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• pp.1-9
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• 2005

This paper investigates instructional strategies with potential for improving students' achievement in word problem solving. This review compares and analyzes the direct instruction (DI) and cognitively guided instruction (CGI) research on K-3 word problem solving mathematics students in a demonstration of my position that teachers need to understand student mathematical thinking to enhance students' achievement in word problem solving. CGI provides a more appropriate instructional model than DI for teaching word problem solving. For example, student-centered, conceptual understanding, and children's informal or invented problem solving strategies communicating with each other mathematically, etc. Korean teachers and teacher educators need to consider implementing CGI teaching strategies.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.79-91
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• 1999

The aim of this study focused on student-centered learning not teacher-centered teaching in middle school math classes. This study was performed to check the growth of students' problem-solving abilities, learning attitudes and changes in learning motivation among affective characteristics. The results of this study is as followings: 1) The controlled group a heterogeneous group which had classes in a math room, had more meaningful growth than the uncontrolled group. The results of the study show that the problem-solving abilities of the high-leveled group were better than those of the low-leveled group. 2) The controlled group has shown meaningful difference in their mean in learning aptitude test and attitude test converted their score into 100 points than uncontrolled group, and various kinds of learning materials suitable for problem solving are proved as a good learning factor to induce students' motivation and interest. 3) Students prefer to have classes in a math room to the small-sized and large-numbered classrooms. The atmosphere in a math room is more suitable to improving their problem-solving abilities. In this context, the classes performed in a math room are fairly positive. Consequently, students' leveled learning activities performed in a math room can get their learning motivation and attention from those who are lack of interest and think math is difficult and be effective to increase their problem-solving abilities as a learning method for acquiring the whole course of solving the problems.

• Research in Mathematical Education
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• v.11 no.2
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• pp.127-141
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• 2007

This paper compares and analyzes mathematics teachers' understanding of students' mathematical comprehension after experiences with the Cognitively Guided Instruction (CGI) or the Development of Mathematical Ideas (DMI) teaching strategies. This report sheds light on current issues confronted by the educational system in the context of mathematics teaching and learning. In particular, the declining rate of mathematical literacy among adolescents is discussed. Moreover, examples of CGI and DMI teaching strategies are presented to focus on the impact of these teaching styles on student-centered instruction, teachers' belief, and students' mathematical achievement, conceptual understanding and word problem solving skills. Hence, with a gradual enhancement of reformed ways of teaching mathematics in schools and the reported increase in student achievement as a result of professional development with new teaching strategies, teacher professional development programs that emphasize teachers' understanding of students' mathematical comprehension is needed rather than the currently dominant traditional pedagogy of direct instruction with a focus on teaching problem solving strategies.

• The Journal of Korean Association of Computer Education
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• v.12 no.6
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• pp.1-9
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• 2009

Programming learning may help to enhance learners' complex problem solving abilities. However, it may cause excessive cognitive loads for learners. Therefore, selection of programming tools and design of teaching and learning strategies to minimize the learners' cognitive loads and to maximize the learning effects. A task centered Scratch programming learning program was developed to enhance problem solving abilities of middle school students. And then, we implemented the developed program in middle school programming classes and analysed the educational effects of the developed program. We found that the developed program was helpful in enhancing learners' problem solving abilities, especially in the element of 'troubleshooting', which explains ability of error detecting and correcting.