• Research in Mathematical Education
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• v.19 no.4
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• pp.195-209
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• 2015

The current study investigated meaning of Jigsaw model application in teaching and learning mathematics based on the literature research and analysis of Jigsaw models. Through related literature, properties of the tasks of the expert sheets in mathematics are examined. Then the advantages of the application of Jigsaw in mathematics are discussed in terms of the realizing mathematical connections and promoting positive affective outcomes of Korean students in mathematics.

• School Mathematics
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• v.6 no.4
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• pp.373-388
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• 2004

This paper is to develop teaching procedures of low achievers in mathematics by using mindmaps. For this, we firstly set the teaching process on basis of literature research. And then we choose four subjects who had serious problems of both memory and mathematics achievement. we also choose the several topics of geometry and measure which could be a big burden of memory as stuff for mindmap activities. The results led us to that using mindmap activities in learning and teaching mathematics could effect on that kind of students' mathematical achievement and mathematical attitude as well as retention of mathematical concepts. It implied that we could develop individual programs for students who have different problems in learning mathematics.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.691-708
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• 1998

The purpose of this study is to review mathematical communication theories. This study has the content of general communication, communicative learning goals in mathematics. modes of communication, methods of teaching communication and values of communication.

• East Asian mathematical journal
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• v.37 no.2
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• pp.265-288
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• 2021

In the 2015 revised mathematics curriculum, the system of equations is first introduced in 'Variables and Expressions' of [Middle School Grades 1-3]. Then, It is constructed that after learning the linear function in 'Functions', the relationship between the graphs of two linear functions and the systems of linear equations are learned so that students could improve the geometric representation of the systems of equations. However, in of Elective-Centered Curriculum Common Courses, Instruction is limited to algebraic manipulation when teaching and learning systems of quadratic equations. This paper presented the teaching and learning method that can improve students' mathematical connection through various representations by providing geometric representations in parallel using GeoGebra, a mathematics learning software, with algebraic solutions in the teaching and learning situation of simultaneous quadratic equations.

• Communications of Mathematical Education
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• v.29 no.2
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• pp.255-279
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• 2015

Educating for character was emphasized in 2009 reformed Korea national mathematics curriculum. Thus, in this study we basically conducted to realize the character education. This study aimed to develop the teaching and learning materials for character education in middle school. For the purpose of this study, the following study was carried out. First, we investigated the concept of character education. Second, based on this, we extracted the three factor(altruism, rationality, course orientation) for character education in mathematics teaching and learning. Third, we developed five teaching and learning models for character education. The five kinds of models are 'Respect model', 'Self-directed model', 'Cooperation-centered model', 'Self-interest model, 'Story sympathy model'. Finally, We have developed a teaching and learning materials in accordance with the models. And, we applied to the classroom and confirmed its effectiveness.

• 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.

• Research in Mathematical Education
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• v.11 no.4
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• pp.221-234
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• 2007

A comparison of mathematics teachers' personal beliefs between in- and pre-service teachers for Chinese secondary schools (grades 7-12) about mathematics theories, teaching and learning has been studied. In-service teachers' beliefs are close to constructivist's aspect and pre-service teachers' beliefs are close to absolutist's views. Based on the results, we give some suggestions to both teacher education and in-service teachers' training.

• The Mathematical Education
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• v.42 no.3
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• pp.369-386
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• 2003

Problem-centered learning has many implications on teaching and learning mathematics. Students devise their solutions to solve problems and participate in the discussion with teacher and other students to share and justify their solution during the problem-centered learning. Therefore, we purposed to provide problem-centered loaming materials to be able to use in teaching and loaming the 7th mathematics curriculum in this study. First, we reviewed the 7th curriculum and its textbooks to know what and how students learn and suggested the problem-centered learning as a teaching method to perform the 7th curriculum. Next, we developed the problem-centered loaming materials for 6th grade in elementary school and taught students with these materials to amend errors. Finally, we developed evaluation criteria to evaluate students while they teamed mathematics in the problem-centered learning.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.265-286
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• 2006

Given that less attention has been paid to teachers than students in mathematics education, this study attempted to provide theoretical foundations to understand better mathematics teacher learning and teaching practice in transition. First, this paper summarized three conceptions of teacher learning on the basis of the relationships of knowledge and practice followed by several implications to mathematics teacher education. Second, this paper provided a brief overview of cognition as situated, social, and distributed. This paper then explored new implications and issues about mathematics teacher learning that the overview brought to light. It is expected for teacher educators and researchers to participate in rich discussion of many implicit issues about teacher learning that this paper begins to raise.

• Research in Mathematical Education
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• v.25 no.3
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• pp.201-225
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• 2022

This paper details case study vignettes that focus on enhancing the teaching and learning of geometry and measurement in the elementary grades with attention to pedagogical practices for teaching through problem solving with rigor and centering equitable teaching practices. Rigor is a matter of equity and opportunity (Dana Center, 2019). Rigor matters for each and every student and yet research indicates historically disadvantaged and underserved groups have more of an opportunity gap when it comes to rigorous mathematics instruction (NCTM, 2020). Along with providing a conceptual framework that focuses on the importance of equitable instruction, our study unpacks ways teachers can leverage their deep understanding of geometry and measurement learning trajectories to amplify the mathematics through rigorous problems using multiple approaches including learning by doing, challenged-based and mathematical modeling instruction. Through these vignettes, we provide examples of tasks taught through rigorous problem solving approaches that support conceptual teaching and learning of geometry and measurement. Specifically, each of the three vignettes presented includes a task that was implemented in an elementary classroom and a vertically articulated task that engaged teachers in a professional learning workshop. By beginning with elementary tasks to more sophisticated concepts in higher grades, we demonstrate how vertically articulating a deeper understanding of the learning trajectory in geometric thinking can add to the rigor of the mathematics.