• The Mathematical Education
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• v.40 no.1
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• pp.93-102
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• 2001

The world we live in is called the age of information. Thus communication and computers are doing the central role in it. When one studies the mathematical problem, the use of tools such as computers, calculators and technology is available for all students, and then students are actively engaged in reasoning, communicating, problem solving, and making connections with mathematics, between mathematics and other disciplines. The use of technology extends to include computer algebra systems, spreadsheets, dynamic geometry software and the Internet and help active learning of students by analyzing data and realizing mathematical models visually. In this paper, we explain concepts of transformation, linear transformation, congruence transformation and homothety, and introduce interesting, meaningful and visual models for teaching of a plane transformation geomeoy which are obtained by using Mathematica. Moreover, this study will show how to visualize linear transformation for student's better understanding in teaching a plane transformation geometry in classroom. New development of these kinds of teaching-learning methods can simulate student's curiosity about mathematics and their interest. Therefore these models will give teachers the active teaching and also give students the successful loaming for obtaining the concept of linear transformation.

• Education of Primary School Mathematics
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• v.6 no.2
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• pp.55-64
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• 2002

According to changing the society rapidly in the 21s1 century, the self-regulated learning ability is considered as an ability of which people should carry on their lives. The purpose of this study was to investigate prospective elementary school teachers in mathematics teaching method class in terms of the following areas: (1) the degree of their abilities shown the lower level factors of motivated strategies for learning such as self-efficacy, intrinsic value, anxiety, cognitive strategy use, and self-regulation (2) relations between factors of motivated strategies for loaming and performance of prospective elementary school teachers The results show that the prospective elementary school teachers showed above the mean value of the motivated strategies for learning and there are positive relations among lower level factors of motivated strategies fur learning except anxiety, positive relation between motivated strategies for learning and achievement. In order to help the prospective elementary school teacher to improve their motivated strategies fur learning in their elementary mathematics teaching method lecture, several methods such as mathematical connections to real world problem, history of mathematics and interview with mathematicians and application of feller's ARCS model to elementary mathematics education are suggested.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.221-243
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• 2011

The purpose of this study is to investigate activities of sharing learning objectives in mathematics lesson and by doing that, to draw some conclusions on sharing learning objectives in elementary school mathematics lessons. To gather data, 82 pre-service teachers who participated in 4-week teaching practicum were asked to record their mathematics lesson and to transcribe their teaching activities. Specifically by analyzing the data, suggestions on how to share the learning objectives in elementary school mathematics were drawn.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.405-435
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• 2019

Despite the recent emphasis on value research in mathematics education along with the significance of values from a new perspective, there has been a lack of research on the values perceived by teachers and students in Korea. This paper analyzes how fifth-grade students would perceive the values of a master teacher with expertise in elementary mathematics education after her teaching of mathematics and whether their values on mathematics learning would change. According to the study, the students recognized that the master teacher valued understanding, preview-review, picture, problem, and reason in mathematics learning. Among these, the value of understanding was perceived as the core value. An analysis of the students' values on general mathematics learning and personal mathematics learning showed that preview and review were the most important before and after the master teachers' teaching. An analysis of the changes in the values of students showed the greatest change in the value of understanding. Instead of accepting the values of the master teacher as it were, students actively reconstructed and maintained them. Based on these results, this paper has drawn implications regarding the consideration of students' values in mathematics learning.

• The Mathematical Education
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• v.38 no.1
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• pp.61-75
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• 1999

This study has its purpose to develop an optimal teaching model in math class leading to an effective device of open education in mathematics being transformed from the current teacher-centered teaching to the individually specified student-centered one on the basis of the definitions and methods of open education learned from sundry literature references. Accordingly, this paper established several patterns of effective open math class for teaching specific math's contents, followed by developing applicable teaching-learning models for class situation rested on each math lesson's features. Unit learning models for open education in mathematics, which were made step by step according to each unit's contents were also presented to be applied to real class situations.

• The Mathematical Education
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• v.34 no.1
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• pp.17-63
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• 1995

The exploration of Mathematics-learningmodel on the basis of Cognitive development The purpose of this paper is to sequenctialize Mathematics-learning contents, and to explore teaching-learning model for mathematics, with on the basis of the theory of cognitive development and the period of condservation formation for children. The Specific topics are as follows: (1) Systemizing those theories of cognitive development which are related to Mathematics - learning for children. (2) Organizing a sequence of Mathematics - learning, on the basis of experimental research for the period of conservation formation for children. (3) Comparing the effects of 4 types of teaching - learning model, on the basis of inference activity and operational learning principle. $\circled1$ Induction-operation(IO) $\circled2$ Induction-explanation(IE) $\circled3$ Deduction-operation(DO) $\circled4$ Deduction-explanation(DE) The results of the subjects are as follows: (1) Cognitive development theory and Mathe-matics education. $\circled1$ Congnitive development can be achieved by constant space and Mathematics know-ledge is obtained by the interaction of experience and reason. $\circled2$ The stages of congnitive development for children form a hierarchical system, its function has a continuity and acts orderly. Therefore we need to apply cognitive development for children to teach mathematics systematically and orderly. (2) Sequence of mathematical concepts. $\circled1$ The learning effect of mathematical concepts occurs when this coincides with the period of conservation formation for children. $\circled2$ Mathematics Curriculum of Elementary Schools in Korea matches with the experimental research about the period of Piaget's conservation formation. (3) Exploration of a teaching-learning model for mathematics. $\circled1$ Mathematics learning is to be centered on learning by experience such as observation, operation, experiment and actual measurement. $\circled2$ Mathematical learning has better results in from inductional inference rather than deductional inference, and from operational inference rather than explanatory inference.

• The Mathematical Education
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• v.45 no.4 s.115
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• pp.493-505
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• 2006

This research studied learning model for the purpose of renovation of mathematics teaching methods. Especially, this research classified the types of cooperative learning, the theoretical background for cooperative learning, the need of cooperative learning in school mathematics, and the differences between cooperative learning and traditional small group learning, This research also suggested special features of cooperative learning and various types of cooperative learning models. The main types of cooperative learning which this research supported are TAI(Team-Assisted Individualization, JIGSAW cooperative learning, JIGSAW II cooperative learning, JIGSAW III cooperative learning, STAD(Student Team-Achievement division) cooperative learning, and TGT(Teams-Games-Tournament).

• Research in Mathematical Education
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• v.27 no.1
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• pp.1-24
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• 2024

In this paper, the author analyzed characteristics of deep mathematics learning in problem solving and problem-posing classroom teaching. Based on a simple wrong plane geometry problem, the author describes the classroom experience how one expert Chinese mathematics teacher guides students to modify geometry problems from solution to investigation, and guides the students to learn how to pose mathematics problems in inquiry-based deep learning classroom. This also demonstrates how expert mathematics teacher can effectively guide students to teach deep learning in regular classroom.

• The Mathematical Education
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• v.52 no.2
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• pp.203-215
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• 2013

We explored implications of storytelling in learning and teaching mathematics and examined examples of storytelling for deep understanding of the educational meanings of storytelling and new direction of storytelling approach to mathematics teachers. Mathematics had been commonly considered as the subject irrelevant to the narrative mode of thinking and only relevant to the paradigmatic mode of thinking that has rigorous logical forms and independent from human mind. As a result, this common sense forced a transmission pedagogy of mathematics: only the teachers as owners of the objective and logical truth of mathematics could transmit mathematical truths to students. Storytelling is highlighted as an alternative to the common teaching practices of mathematics focused only on the paradigmatic mode of thinking. Although a lot of research about the educational uses of storytelling mainly focused on the development and modification of stories, we suggested that the educational interest about storytelling should move to the elements or techniques for the positive effect of storytelling.

• The Mathematical Education
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• v.45 no.4 s.115
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• pp.381-406
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• 2006

This work aims to investigate mathematics teachers' knowledge and belief on the high school probability and statistics. For this aim, two research questions are estabilished as follows. (1) How is mathematics teachers' knowledge on the main contents of the high school probability and statistics in the 7th mathematics curriculum? (2) What is mathematics teachers' belief on the high school probability and statistics? Survey and interviews were carried out to answer the above research questions. Subjects of the survey were 2 7mathematics teachers who were answered to questionnaire. Among them, 3 volunteers were chosen by provinces for in-depth interview. Research findings in mathematics teacher's knowledge are as follows. Firstly, mathematics teachers do not have much of mathematical knowledge on the newly added and changed contents of the high school probability and statistics in the 7th mathematics curriculum. Secondly, mathematics teachers do not change their teaching-learning method for probability and statistics. Thirdly, many teachers think that the use of technology and reconstruction of the textbooks are required in teaching and learning of the high school probability and statistics. But, they stick on their own way. Research findings in mathematics teachers' belief are as follows. Firstly, many mathematics teachers view the nature of statistics as a branch of the applied mathematics and put the value of high school probability and statistics on the practical usefulness, Secondly, many mathematics teachers think that understanding concepts and improving problem solving ability are the best method of the teaching and learning. Thirdly, many mathematics teachers think that high school probability and statistics textbooks should cause motivations and interests in order not to give up studying probability and statistics. It is expected that the above findings can be used to change teachers' teaching and learning methods and to improve teachers training program.