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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
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An Analysis of Assessment Item on the Fraction Computation Ability for Fifth Grade Student
Lee Kang Sup ; Kim Kyou Sang ;
Education of Primary School Mathematics, volume 8, issue 2, 2004, Pages 61~68
The purpose of this study is to develope and analyze the assessment items which can be used in evaluation of the fraction computation ability for fifth grade students. The item development team consists of three elementary school teachers and three mathematics education expert. The developed items was analyzed item analysis after applying to 135 fifth grade students. As a results of item analysis, it shows meaningful over the level of a standard basis: reliability: 0.80; validity: item 1(1.05), item 2(1.10), item 3(.85), item 4(.90), item 5(1.08); item difficulty: item 1(-.22), item 2(-.41), item 3(.23), item 4(.40), item 5(-.01); item discrimination: item 1(.73), item 2(.73), item 3(.67), item 4(.51), item 5(.56). This means that the test tool could be useful in the evaluation of the fraction computation ability.
A Study on Social Practices in Elementary Mathematics Classroom
Kwon Jeom Rae ;
Education of Primary School Mathematics, volume 8, issue 2, 2004, Pages 69~96
The purpose of this study is to understand teaching and learning mathematics in elementary school classroom by considering mathematics as a kind of social practices and mathematics classroom as a kind of community of practice. The research questions of this study are as followings: 1) Which kinds of lesson organization reveal? 2) Which kinds of social participation structure reveal? 3) Which processes of making meaning reveal? This study was based on ethnomethodology. It was executed participation observations, interviews and surveys with teacher and 5 graders to collect the data related to the social practices formed their classroom. The social practices of mathematics classroom was analyzed from three aspects such as lesson organization, social participation structure and making meaning. The results from which we analyzed the social practices of the mathematics classroom are as followings. From the aspect of lessons organization, the teacher had a lot of power and authorities in the classroom and used them to elicitate students' responses. From the aspect of social participation structure, five SPSs(social participation structures) which revealed in Jo(1997)'s economics classrooms, were shown in this mathematics classroom, but there were a difference to the situations or frequencies which the SPSs appeared. From the aspect of making meaning, it was common that meanings are formed by the explanation of the teacher, but the teacher didn't deliver the mathematical meanings directly. She tried to interact with students to arrive shared meanings.
A Study on Alternative Formalization of Division of Fractions Using Informal Knowledge
Baek Sun Su ;
Education of Primary School Mathematics, volume 8, issue 2, 2004, Pages 97~113
The purpose of this study is to develop instructional methods for the formalized algorithm through informal knowledge in teaching division of fractions. The following results have been drawn from this study: First, before students learn formal knowledge about division of fractions, they knowledge or strategies to solve problems such as direct modeling strategies, languages to reason mathematically, and using operational expressions. Second, students could solve problems using informal knowledge which is based on partitioning. But they could not solve problems as the numbers involved in problems became complex. In the beginning, they could not reinvent invert-and-multiply rule only by concrete models. However, with the researcher's guidance, they can understand the meaning of a reciprocal number by using concrete models. Moreover, they had an ability to apply the pattern of solving problems when dividend is 1 into division problems of fractions when dividend is fraction. Third, instructional activities were developed by using the results of the teaching experiment performed in the second research step. They consist of student's worksheets and teachers' guides. In conclusion, formalizing students' informal knowledge can make students understand formal knowledge meaningfully and it has a potential that promote mathematical thinking. The teaching-learning activities developed in this study can be an example to help teachers formalize students' informal knowledge.
The effects of revised problem based instruction on raising achievement of mathematics underachievers
Lee Hyuk-Jea ; Lim Mun Kyu ;
Education of Primary School Mathematics, volume 8, issue 2, 2004, Pages 115~128
This study is based on the observation of preceded research that problem based instruction is effective in acquiring advanced mathematical knowledge but is not effective for raising mathematical achievement. The treatment of this experimental research is named 'revised problem based instruction' because it adds an expository session to the original problem based instruction. Then the purpose of this study is to make sure that revised problem based instruction is effective in raising mathematical achievement of underachievers.