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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 8, Issue 2 - Nov 2004
Volume 8, Issue 1 - May 2004
Selecting the target year
An analysis of models and manipulatives for teaching whole number concepts in textbooks
Education of Primary School Mathematics, volume 8, issue 1, 2004, Pages 1~11
Whole number concept is an important part of mathematics learning. Elementary school students should understand and master whole number concept. Models can help students learn whole number concepts. Realistic Mathematics Education in Netherlands had investigated and developed three different structural models: line model, group model, combination model. These models are related whole number concepts and structures closely and compatible. The purpose of this study is to investigate models related with whole numbers in 7th elementary textbooks. As a result of analyses, we found out some pattern and several problems. On the foundation of the analyses, we discussed the better ways of using models in teaching whole number and the research issues concerning these.
Professional Development for Teachers of Mathematics through Community of Mathematics Teachers
Education of Primary School Mathematics, volume 8, issue 1, 2004, Pages 13~22
There were a lot of challenges to reform mathematics education. These challenges may include reforms of teaching and learning methods, development of mathematics curriculum and textbooks, innovative resources for teaching mathematics. Although there is considerable consensus that meeting these challenges will require that mathematics teachers have deep insights about mathematics, about students as learners of mathematics, and about teaching method, the teachers themselves may have little knowledge of them. The most of the professional development includes elective participation in reeducation course, workshop, and special lectures which designed to transmit a specific set of ideas, techniques, or materials to teachers. But such approaches treat mathematics teaching as routine and technical, and also provide limited opportunities for meaningful interactions within the teaching community. So, this paper suggests that what is needed to develop professional teachers of mathematics is community where teachers work with colleagues rather than working alone.
A Study on the Representation of Elementary Mathematics Learning
Education of Primary School Mathematics, volume 8, issue 1, 2004, Pages 23~32
It is not too much to say that problem solving is still the focus of school mathematics though the trend of mathematics education for ten year from the one of 1980 is problem solving and the one of mathematics education for ten year from the one of 1990 is standards and constructivism. There are so many crucial clues or methods in good problem solving but I think that one of them is a representation. So, the purpose of this study is to investigate what is the meaning of representation in general and why representation is so important in elementary mathematics learning, Moreover, I have analyzed the gifted children's thinking of representation which is appeared in the previous internet home task of 40 gifted children who are selected through the examination of 1st, 2nd with paper and pencil and 3rd with practical skill and interview and finally I have presented some examples of children's representation how they use representation to model, investigate and understand special concept more easily in elementary school mathematics class.
The Effect on Multiplicative thinking and Multiplicative ability by the Instruction of Modeling Problem Situations
Education of Primary School Mathematics, volume 8, issue 1, 2004, Pages 33~50
This study is intended to investigate the effect on the development of multiplicative thinking and multiplicative ability by teaching repeated addition, rate, comparison, area-array, and combination problems. Two research questions are established: first, is there any difference of multiplicative thinking between the experimental group(the modeling of problem situation learning group) and the control group(the traditional learning group)\ulcorner Second, is there any difference of multiplicative ability between the experimental group and the control group\ulcorner The treatment process for the experimental group is based on modeling problem situations for nine lesson periods. In order to answer the research questions the chi-square analysis was used for the first research question and the t-test was used for the second one. The findings are summarized as follows: there is no significant difference of multiplicative thinking be1ween the experimental and the control group but there is significant difference of multiplicative ability.