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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
The Mathematical Education
Journal Basic Information
Journal DOI :
Korea Society of Mathematical Education
Editor in Chief :
Volume & Issues
Volume 55, Issue 3 - Aug 2016
Volume 55, Issue 2 - May 2016
Volume 55, Issue 1 - Feb 2016
Selecting the target year
An Analysis of Elementary Students' Understanding of the Equal Sign by Using Rasch Model
Kim, JeongWon ; Pang, JeongSuk ; Choi, JiYoung ;
The Mathematical Education, volume 55, issue 1, 2016, Pages 1~19
DOI : 10.7468/mathedu.2016.55.1.1
Given the importance of understanding the equal sign in developing early algebraic thinking, this paper investigated how a total of 695 students in grades 2~6 understood the equal sign. The students completed a questionnaire with three types of items (equation structure, equal sign definition, and open equation solving) based on the construct map by four different levels of understanding the equal sign. The questionnaire was analyzed by Rasch model. The results showed that about 80% of the students were at least Level 3 which means a basic relational understanding of the equal sign. However, the success rates varied across grades and it was noticeable that about 70% of the second graders remained at Level 1 or 2 which maintains an operational understanding of the equal sign. The results of item types demonstrated that item difficulty for the advanced relational thinking was the highest and this is the same even for the Level 4 students. This paper is expected to investigate elementary school students' understanding of the equal sign and provide implications of how to deal with the equal sign in the elementary school.
An Analysis on the Mathematical Problem Solving via Intuitive Thinking of the Korean and American 6
Lee, Dae Hyun ;
The Mathematical Education, volume 55, issue 1, 2016, Pages 21~39
DOI : 10.7468/mathedu.2016.55.1.21
This research examined the Korean and American
grade students' mathematical problem solving ability and methods via an intuitive thinking. For this, the survey research was used. The researcher developed the questionnaire which consists of problems with intuitive and algorithmic problem solving in number and operation, figure and measurement areas. 57 Korean
grade students and 60 American
grade students participated. The result of the analysis showed that Korean students revealed a higher percentage than American students in correct answers. But it was higher in the rate of Korean students attempted to use the algorithm. Two countries' students revealed higher rates in that they tried to solve the problems using intuitive thinking in geometry and measurement areas. Students in both countries showed the lower percentages of correct answer in problem solving to identify the impact of counterintuitive thinking. They were affected by potential infinity concept and the character of intuition in the problem solving process regardless of the educational environments and cultures.
A study on the communication in process of applying mathematical modeling to children in elementary mathematics classroom
Lee, Ji Young ; Kim, Min Kyeong ;
The Mathematical Education, volume 55, issue 1, 2016, Pages 41~71
DOI : 10.7468/mathedu.2016.55.1.41
The purpose of this study is to investigate elementary students' communication in process of applying mathematical modeling. For this study, 22 fifth graders in an elementary school were observed by applying mathematical modeling process (presentation of problem
model inducement activity
model exploration activity
model application activity). And the level of their communication with their activity sheets and outputs, observation records and interviews were also analyzed. Additionally, by analyzing the activity cases of
, this study researched that what is a positive influence on students' communication skills. Whereas
showed significant advance in the level of communication,
who communicated actively on speaking area but not on every areas showed insensible changes. To improve communication abilities, cognitive tension and debate situation are needed. This means, mathematical education should continuously provide students with mathematical communication learning, and a class which contains mathematical communication experiences (such as mathematical modeling) will be needed.
The analysis of middle school students' problem posing types and strategies
Joo, Hongyun ; Han, Hyesook ;
The Mathematical Education, volume 55, issue 1, 2016, Pages 73~89
DOI : 10.7468/mathedu.2016.55.1.73
The purpose of this study was to analyze middle school students' problem posing types and strategies. we analyzed problems posed by 120 middle school students during mathematics class focused on problem posing activities in various aspects. Students' posed problems were classified into five types: not a problem(NP), non-math(NM), impossible(IM), insufficient(IN), sufficient(SU) and each of the posed problems. Students used three kinds of problem posing strategies such as goal manipulation(GM), assumption manipulation(AM), and condition manipulation(CM), and in posing one problem, one or more than two strategies were used. According to the prior studies, problem posing can contributes to the development of students' problem solving ability, creativity, mathematical aptitude, and a broader understanding of mathematical concepts. However, we found that some students had difficulties in posing problems or limited understandings of that. We hope the results of the study contribute to encouraging problem posing activities in mathematics instruction.
An Analysis of Teacher's Knowledge about Reductio Ad Absurdum -Focused on 'Subject Matter Knowledge' and 'Knowledge of Students' Understanding'-
Hwang, Jinyeon ; Shin, Bomi ;
The Mathematical Education, volume 55, issue 1, 2016, Pages 91~106
DOI : 10.7468/mathedu.2016.55.1.91
The aim of this study was to analyze characteristics of teachers' knowledge about reductio ad absurdum. In order to achieve the aim, this study conducted didactical analysis about reductio ad absurdum through examining previous researches and developed a questionnaire with reference to the results of the analysis. The questionnaire was given to 34 high school teachers and qualitative methods were used to analyze the data obtained from the written responses by the participants. This study also elaborated the framework descriptors for interpreting the teachers' responses in the light of the didactical analysis and the data was elucidated in terms of this framework. The specific features of teachers' knowledge about reductio ad absurdum were categorized into five types as a result. This study raised several implications for teachers' professional development for effective mathematics instruction related to reductio ad absurdum.
An Investigation on the Mathematical Instruction Utilizing Performance Tasks according to the Backward Design
Hwang, Hye Jeang ; Park, Hyun Ju ;
The Mathematical Education, volume 55, issue 1, 2016, Pages 107~127
DOI : 10.7468/mathedu.2016.55.1.107
The purpose of this study was to explore the possibility of mathematical instruction through performance task activities based on the The Backward Design, which was suggested at first by Wiggins & McTighe in 1998. The Design deals with a performance assessment task involving the whole objective and its entire content of a lesson. Based on the Backward Design, this study established the mathematical instructional materials, which deal with the concept of 'the sector' taught in middle school, with one large performance task including three small tasks. It is important that in the lesson students be guided to achieve the several learning goals by themselves through reasoning activities. For this purpose, a formal interview was carried out by the subject of three middle school mathematics teachers. As a result, in order to implement the instruction utilizing the performance tasks more efficiently in future, it is required that a large performance task should be selected or developed including the content or problem contexts to be relevant with the real-life challenging situations. In addition, to make students enhance reasoning skills, it is strongly requested that the tasks including the utilization of supplementary materials such as technological devices or manipulatives be dealt with in a lesson.
Comparison of High School Math Teachers' Preferences for 'Good Mathematics Teaching'
Yoo, Ki Jong ; Kim, Chang Il ; Choi-Koh, Sang Sook ;
The Mathematical Education, volume 55, issue 1, 2016, Pages 129~145
DOI : 10.7468/mathedu.2016.55.1.129
The purpose of this study was to research and compare teachers' preferences for 'Great Math Class' by region and gender. The research was conducted on 261 high school math teachers by using non-probability sampling. As the results of the study, regional preference had no statistically significant difference in all four factors of 'Great Math Class' while gender preference had statistically significant difference only in the factor of teaching (methods) and learning methods. Both region and gender had statistically significant positive (+) relationship with preference for all four factors. This implies that it is necessary to consider socio-cultural factors rather than teachers' perception on class for regional differences in academic achievements in mathematics.