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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Research in Mathematical Education
Journal Basic Information
Journal DOI :
Korea Society of Mathematical Education
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Volume & Issues
Volume 12, Issue 4 - Dec 2008
Volume 12, Issue 3 - Sep 2008
Volume 12, Issue 2 - Jun 2008
Volume 12, Issue 1 - Mar 2008
Selecting the target year
A Cognitive Structure Theory and its Positive Researches in Mathematics Learning
Yu, Ping ;
Research in Mathematical Education, volume 12, issue 1, 2008, Pages 1~26
The concept field is defined as the schema of all equivalent definitions of a mathematics concept. Concept system is defined as the schema of a group concept network where there are mathematics relations. Proposition field is defined as the schema of all equivalent proposition sets. Proposition system is defined as a schema of proposition sets where one mathematics proposition at least is "derived" from the other proposition. CPFS structure that consists of concept field, concept system proposition field, proposition system describes more precisely mathematics cognitive structure, and reveals the unique psychological phenomena and laws in mathematics learning.
Test in Algorithm Design and Logics for Competition of Talented Children
Bilousova, Lyudmila I. ; Kolgatin, Oleksandr G. ;
Research in Mathematical Education, volume 12, issue 1, 2008, Pages 27~37
A test as a form of diagnostic of algorithm and logic abilities is considered. Such test for measuring abilities and achievements of talented children has been designed and used at the Kharkiv Regional Olympiad in Informatics. Quality of the test and its items is analyzed. Correlation between the test results of children and their success in creating mathematical models, designing of complicated algorithms and translating these algorithms into computer programs is discussed.
Analysis of Multiple Intelligences of Gifted Children in Mathematics
Ryu, Sung-Rim ;
Research in Mathematical Education, volume 12, issue 1, 2008, Pages 39~47
The purpose of this study is to analyze the strength and weakness of the intelligences appeared by the profile of the multiple intelligences of gifted children in mathematics. The subjects of this study were 80 students from D-Education Center for Gifted Children in Korea. Their multiple intelligences were measured by the self-scaling test of Korean-Multiple Intelligence Development Assessment Scale, in July 2006. The conclusions of this study are as follows: First, the strengths of multiple intelligences of the gifted children in mathematics are in logical-mathematical intelligence, intrapersonal intelligence and interpersonal intelligence. And, the weakness of multiple intelligences of the gifted in elementary mathematics is in bodily-kinesthetic intelligence. Second, formal educational curriculum of the gifted in elementary mathematics is required which can stimulate all kinds of intelligences.
Understanding the Arithmetic Mean: A Study with Secondary and University Students
Garcia Cruz, Juan Antonio ; Alexandre Joaquim, Garrett ;
Research in Mathematical Education, volume 12, issue 1, 2008, Pages 49~66
In this paper we present a cognitive developmental analysis of the arithmetic mean concept. This analysis leads us to a hierarchical classification at different levels of understanding of the responses of 227 students to a questionnaire which combines open-ended and multiple-choice questions. The SOLO theoretical framework is used for this analysis and we find five levels of students' responses. These responses confirm different types of difficulties encountered by students regarding their conceptualization of the arithmetic mean. Also we have observed that there are no significant differences between secondary school and university students' responses.
Paying Attention to Students and Promoting Students' Mathematics Understanding
Li, Miao ; Tang, Jian-Lan ; Huang, Xiao-Xue ;
Research in Mathematical Education, volume 12, issue 1, 2008, Pages 67~83
Promoting students' mathematics understanding is an important research theme in mathematics education. According to general theories of learning, mathematics understanding is close to active learning or significant learning. Thus, if a teacher wants to promote his/her students' mathematics understanding, he/she should pay attention to the students so that the students' thinking is in active situation. In the first part of this paper, some mathematics teachers' ideas about paying attention to their students in Chinese high school are given by questionnaire and interview. In the second part of this paper, we give some teaching episodes about how experienced mathematics teachers promote their students' mathematics understanding based on paying attention on them.