• The Mathematical Education
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• v.58 no.4
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• pp.483-505
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• 2019

Across the world, there is a movement to incorporate computational thinking(CT) into school curricula, and math is at the heart of this movement. This paper reviewed the meanings of CT based on the point of view of Jeanette Wing, and the trend of domestic and international studies that incorporated CT into the field of mathematics education was analyzed to provide implications for mathematics education and future research. Results indicated that the meaning of CT, defined by mainly computer educators, varied in their operationalization of CT. Although CT and mathematical thinking generally have common points that are oriented toward problem solving, there were differences in the way of abstraction that is central to the two thinking processes. The experimental studies on CT in the field of mathematics education focused mainly on the development of students' cognitive capacities and affective domains through programming(coding). Furthermore, the previous studies were mainly conducted on students in school, and the studies conducted in the context of higher education, including pre-service and in-service teachers, were insufficient. Implications for mathematics teacher educators and teacher education as well as the relationship between CT and mathematical thinking are discussed.

• Asia pacific journal of information systems
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• v.9 no.3
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• pp.177-194
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• 1999

Identifying knowledge as the single most important asset ultimately defining organizational competitiveness, enterprises are trying to move towards knowledge-oriented practices. Such practices have given rise to learning and agile organization, This paper presents applied information technologies to realize the learning and agile organization, focusing on systems thinking. Firstly, in order to establish a framework for the systems thinking, an information systems development method based on process chain is proposed. Then, an agent-based microworld simulation approach is presented. The approaches provide visible and analytical information to knowledge workers so that they can have systems thinking capabilities eventually. Various microworlds on the top of the information system can be constructed with agents and simulated for possible business events. All decision makings are dynamic in nature. To let knowledge workers look ahead the possible outcomes of the whole relevant processes is the core capability of the approaches. Through watching, the knowledge workers would be able to acquire new insights or problem solving knowledge for the problem in hand.

• School Mathematics
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• v.1 no.2
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• pp.483-512
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• 1999

The purpose of the research was to investigate the patterns of student's mathematical thinking and behavior and describe the nature of difficulties the student underwent in trigonometry as the student conducted independent explorations within the interactive technology environment. Also, the research identified the connections among multiple representations and merits and shortcomings in using a graphic calculator as a tool. A take-based clinical interview procedure as the method for qualitative research was used to find the cognitive actions of the participant and his interactions with the graphic calculator. A case study report was written for the student. The researcher found that the student moved from operative stage, to constructive stage, to applicable stage of thinking. From Colgan; Graphing has significance both to mathematics and mathematics education in at least three ways since: * graphing represents an important technique, instrument and process in mathematics; * through ‘graphing’, per se, students can be said to be using one symbolic system to extend and acquire an understanding of another(e. g., trigonometric functions and their graphs). * graphing is propaedeutic to other, more advanced topics and concepts in mathematics.

• The Mathematical Education
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• v.53 no.3
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• pp.383-397
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• 2014

This study aims to explore secondary students' thinking while doing proof in geometry. Two secondary students were interviewed and the interview data were analyzed. The results of the analysis suggest that the two students similarly showed as follows: a) tendencies to use the rules of congruent and similar triangles to solve a given problem, b) being confused about the rules of similar and congruent triangles, and c) being confused about the definitions, partition and hierarchical classification of quadrilaterals. Also, the results revealed that a relatively low achieving student has tendency to rely on intuitive information such as visual representations.

• Journal of Educational Research in Mathematics
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• v.17 no.3
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• pp.201-220
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• 2007

This research is designed to analyze the metacognitive thinking that mathematically gifted elementary students use to solve problems, study the effects of the metacognitive function on the problem-solving process, and finally, present how to activate their metacognitive thinking. Research conclusions can be summarized as follows: First, the students went through three main pathways such as ARE, RE, and AERE, in the metacognitive thinking process. Second, different metacognitive pathways were applied, depending on the degree of problem difficulty. Third, even though students who solved the problems through the same pathway applied the same metacognitive thinking, they produced different results, depending on their capability in metacognition. Fourth, students who were well aware of metacognitive knowledge and competent in metacognitive regulation and evaluation, more effectively controlled problem-solving processes. And we gave 3 suggestions to activate their metacognitive thinking.

• School Mathematics
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• v.12 no.4
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• pp.563-584
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• 2010

This study is aimed at analysing the mathematical thinking processes based on image by the mathematically gifted. For this, the 'Splitting a Tetrahedron' Task was used and mathematical thinking of the two middle school students were investigated. One of them deduced how many tetrahedral and octahedral were there when a tetrahedra was splitted by the surfaces which were parallel to each face of the tetrahedra without using any physical material. The other one solved the task using physical material and invented new images. A concrete image, indexical image and symbolic image were founded and the various roles of images could be confirmed.

• Journal of Engineering Education Research
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• v.26 no.3
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• pp.12-19
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• 2023

The purpose of this study is to develop the Artificial Intelligence thinking-based education program for improving AI literacy and verify its effectiveness for beginner. This program consists of 17 sessions, was designed according to the "ABCDE" model and is a project-based program. This program was conducted on 51 first-year middle school students and 36 respondents excluding missing values were analyzed in R language. The effect of this program on ethics, understanding, social competency, execution plan, data literacy, and problem solving of AI literacy is statistically significant and has very large practical significance. According to the result of this study, this program provided learners experiencing Artificial Intelligence education for the first time with Artificial Intelligence concepts and principles, collection and analysis of information, and problem-solving processes through application in real life, and served as an opportunity to enhance AI literacy. In addition, education program to enhance AI literacy should be designed based on AI thinking.

• The Mathematical Education
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• v.63 no.2
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• pp.233-254
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• 2024

This paper delves into the symbiotic integration of coding and mathematics education, aimed at cultivating computational thinking and enriching mathematical problem-solving proficiencies. We have identified a corpus of scholarly articles (n=38) disseminated within the preceding two decades, subsequently culling a portion thereof, ultimately engendering a contemplative analysis of the extant remnants. In a swiftly evolving society driven by the Fourth Industrial Revolution and the ascendancy of Artificial Intelligence (AI), understanding the synergy between these domains has become paramount. Mathematics education stands at the crossroads of this transformation, witnessing a profound influence of AI. This paper explores the evolving landscape of mathematical cognition propelled by AI, accentuating how AI empowers advanced analytical and problem-solving capabilities, particularly in the realm of big data-driven scenarios. Given this shifting paradigm, it becomes imperative to investigate and assess AI's impact on mathematics education, a pivotal endeavor in forging an education system aligned with the future. The symbiosis of AI and human cognition doesn't merely amplify AI-centric thinking but also fosters personalized cognitive processes by facilitating interaction with AI and encouraging critical contemplation of AI's algorithmic underpinnings. This necessitates a broader conception of educational tools, encompassing AI as a catalyst for mathematical cognition, transcending conventional linguistic and symbolic instruments.

• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.75-87
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• 1998

The problem solving processes of elementary school children who are talented in science have been seldom studied. Researchers often resort to thinking aloud method to collect data of problem solving processes. The major purpose of the study is investigating high ability elementary school students' problem solving processes through the analysis of written responses to science problems in everyday context. 67 elementary students were participated Chungcheongbuk-do Elementary Science Contest held on October, 1997. The written responses of the contest participants to science problems in everyday context were analyzed in terms of problem solving processes. The findings of the research are as follows. (1) High ability elementary students use various concepts about air and water in the process of problem solving. (2) High ability elementary students use content specific problem solving strategies. (3) The problem solving processes of the high ability elementary students consist of problem representation, problem solution, and answer stages. Problem representation stage is further divided into translation and integration phases. Problem solving stage is composed of deciding relevant knowledge, strategy, and info..ins phases. (4) High ability elementary students' problem solving processes could be categorized into 11 qualitatively different groups. (5) Students failures in problem solving are explained by many phases of problem solving processes. Deciding relevant knowledge and inferring phases play major roles in problem solving. (6) The analysis of students' written responses, although has some limitations, could provide plenty of information about high ability elementary students' problem solving precesses.

• Journal of the Korean earth science society
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• v.40 no.1
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• pp.68-85
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• 2019

The purpose of this study was to understand science teaching experiences of elementary school teachers who taught the system thinking-based science inquiry class. The phenomenological methods were applied to analyze four elementary teachers' meaningful experiences. The four step methods of phenomenological experience research proposed by Giorgi (1985) and interview questions developed by Seidman (1998) and Schuman (1982) were used in order to collect qualitative data. The major findings of this study were as follows: First, teachers intentionally tried to ask divergent thinking questions which promoted the system thinking in classes. The teachers used divergent thinking questions to promote their students' thinking activities and to induce students' system thinking. In addition, the receptive mood created by teachers and interactive environments had a positive effect on promoting system thinking skills. Second, teachers remarked lack of teaching and learning materials and difficulties in selecting themes of their classes in order to teach the system thinking-based science inquiry class effectively. In addition, it was very difficult for teachers to evaluate the contents and processes of students' learning correctly because there were little evaluative tools and methods readily available. The findings indicated that there were some limitations in maximizing the effects of system thinking-based science inquiry instruction due to elementary students' inappropriate process skills of inquiry activities. Findings of this study revealed significant insights about elementary school teachers' experiences regarding the system thinking-based science class.