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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Education of Primary School Mathematics
Journal Basic Information
Journal DOI :
Korea Society of Mathematical Education
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Volume & Issues
Volume 2, Issue 2 - Nov 1998
Volume 2, Issue 1 - Jul 1998
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권두사: <초등수학교육>을 살리자
Education of Primary School Mathematics, volume 2, issue 1, 1998, Pages 1~2
Development of Meta Problem Types to Improve Problem-solving Power
Education of Primary School Mathematics, volume 2, issue 1, 1998, Pages 3~13
In mathematics education we have focused on how to improve the problem-solving ability, which makes its way to the new direction with the introduction of meta-cognition. As meta-cognition is based on cognitive activity of learners and concerned about internal properties, we may find a more effective way to generate learners problem-solving power. Its means that learners can regulate cognitive process according to their gorls of learning by themselves. Moreover, they are expected to make active participation through this process. If specific meta problems designed to develop meta-cognition are offered, learners are able to work alone by means of their own cognition and regulation while solving problems. They can transfer meta-cognition to the other subjects as well as mathematics. The studies on meta-cognition conducted so far may be divided into these three types. First in Flavell(［3］) meta-cognition is defined as the matter of being conscious of one's own cognition, that is, recognizing cognition. He conducted an experiment with presschoolers and children who just entered primary school and concluded that their cognition may be described as general stage that can not link to specific situation in line with Piaget. Second, Brown(［1］, ［2］) and others argued that meta-cognition means control and regulation of one's own cognition and tried to apply such concept to classrooms. He tried to fined out the strategies used by intelligent students and teach such types of activity to other students. Third, Merleary-Ponty (1962) claimed that meta-cognition is children's way of understanding phenomena or objects. They worked on what would come out in children's cognition responding to their surrounding world. In this paper following the model of meta-cognition produced by Lester (［7］) based on such ideas, we develop types of meta-cognition. In the process of meta-cognition, the meta-cognition working for it is to be intentionally developed and to help unskilled students conduct meta-cognition. When meta-cognition is disciplined through meta problems, their problem-solving power will provide more refined methods for the given problems through autonomous meta-cognitive activity without any further meta problems.
A Study on Teachers' Mathematical Beliefs and Constructivism
Education of Primary School Mathematics, volume 2, issue 1, 1998, Pages 15~26
Teachers beliefs for the mathematics can have a powerful impact on how children go about learning mathematics, and theirs mathematical beliefs and abilities. In this study, \circled1 to divided teacher's mathematical beliefs into three - absolutism, progressive absolutism, constructivism - and to search into a theoretical characteristic, \circled2 to analyze and criticize the problems of the behaviorism and to investigate a point of basic view of the constructivism on mathematics education, \circled3 to suggest teacher's a role in mathematics learning be based on the constructivism perspective .
The Problem and Solution of Mathematics Education in Kindergarten
Education of Primary School Mathematics, volume 2, issue 1, 1998, Pages 27~35
The purpose of this research is to analyze the problem of mathematic education of Korean Kindergarten, to search for the solution of the problem in korean Kindergarten. In particular, materials are mostly made and used by the teachers themselves, consuming too much time. Mathematics education materials available in Kindergartens were found to be insufficient. The reasons were the lack of effort by teachers to develop new materials as well as the lack of marketed materials.
A Study on the Effect of Calculator Using for Mathematical Problem Solving and Computaion Skill
Education of Primary School Mathematics, volume 2, issue 1, 1998, Pages 37~52
The purpose is this study is to investigate the children's, parents's, teachers consciousness to the use of calculator in mathematics loaming and to analyze the effect of the problem solving and computation ability. The results obtained by this research are as follows： (1) Most adults using calculator by computation tool. but they believed that if children use calculator, computation abilities might be reduced. (2) By using the calculator, We can do the followings ： \circled1 to expand the computational ability from written computation to both mental computation and computational estimation, \circled2 to reinforce the problem solving abilities, \circled3 to obtain the interest and the curios on mathematics loaming. Therefore, we must endeavor actively for the broad usage of calculator in the mathematics class
Development of Mathematical CAI program Model And Its Application
Education of Primary School Mathematics, volume 2, issue 1, 1998, Pages 53~64
Two different CAI programs have been developed to study the affect of CAI element for the types of learners'performance; (i) one is the 'CAI program 1' including the open questions for the fourth grade (the fourth period of the 'Time and Angle' in chapter 3 of the first term) of the mathematics class in the elementary school, and (il) the other is 'CAI program 2' for the existing methods. The fourth grade of Andong Songhyun elementary school has been chosen as the study subjects (243 learners), and the t-test and learners'interview have also been used to analysis the results of CAI programs. The CAI programs have only been used as the control variable. The developed CAI programs have been applied two different learners'groups to investigate the degree of performance among the superior, average, and inferior learners. For the superior group (p＜.0023) at the t＜3.2268 level and for the average group (p＜.0706) at the t＜1.8211 level the learner' group using CAI program 1 shows the higher performance compared with the learners' group using the CAI program 2, whereas fur the inferior group (p＜.8073) at the t＜.2458 level two programs did not show any difference. The learners interviews show that the superior and average groups have an interest for the open problems, whereas the inferior group do not shows an interest for the open problems. Thus, the CAI programs including the open questions (open fields, open evaluation) will be helped to the learners' group with the individual differences. Furthermore, it is expected that the CAI programs including the open questions as the mathematics and the program model of CAI can be used to develope the CAI program in future.
An Analysis on Structural Knowledges by Concept Maps -Focused on Plane Figures in Elementary School-
Education of Primary School Mathematics, volume 2, issue 1, 1998, Pages 65~73
The purpose of this study is to investigate significant differences of structural knowledges among the groups(high, middle, low) when the 6th grade subjects structured the concepts of the plane figures, triangle and quadrangle, by concept maps, and to analyse the features of concept maps according to hierarchy. For this purpose, the following two research contents were investigated： 1. Investigating significant differences of structural knowledge in the concepts of the plane figures using concept maps among the groups(high, middle, low). 2. Analysing the features of concept maps according to hierarchy. The structural knowledges represented on the concept maps of triangle and quadrangle which were drawn by the subjects were analysed by propositions, hierarchies, and cross-links. Subject-self Reports about how to make the concept maps were used to analyse the features of concept maps according to hierarchy. The conclusions drawn from the results were as fellows： First, there were significant differences among the groups in proposition links. Second, there wasn't my significant difference among the groups in hierarchy. Third, there were significant differences among the groups in cross-links, and Fourth, the results of analysing the concept maps by hierarchy showed that there were differences among the individuals in constructing the knowledges.