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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Research in Mathematical Education
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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
Research on the Relationships between Students' Beliefs about Mathematics Teaching-Learning and Mathematics Classroom Culture
Xiaogui, Zhang ;
Research in Mathematical Education, volume 12, issue 3, 2008, Pages 167~177
The students' beliefs about mathematics teaching-learning come from the social activities in mathematics classrooms; and the mathematics classroom culture to a large extent decides the social activities in mathematics classrooms. So, the students' beliefs about mathematics teaching-learning are decided indirectly by the mathematics classroom culture mainly. The students' beliefs about mathematics teaching-learning react to the social activities in mathematics classrooms, and the social activities in mathematics classrooms react to the mathematics classroom culture. Therefore, the students' beliefs about mathematics teaching-learning react indirectly to the mathematics classroom culture. So, the relationships between the students' beliefs about mathematics teaching-learning and the mathematics classroom culture are dialectic, and the social activities in mathematics classrooms are the medium. In addition, the relationships have some inspirations to the current mathematics curriculum reform in the mainland China.
Notes on "Perpetual Question" of Problem Solving: How Can Learners Best Be Taught Problem-Solving Skills?
Oleksiy, Yevdokimov ; Peter, Taylor ;
Research in Mathematical Education, volume 12, issue 3, 2008, Pages 179~191
Although problem solving was a major focus of mathematics education research in many countries throughout the 1990s, not enough is known about how people best acquire problem-solving skills. This paper is an attempt to advance further development of problem-solving skills of talented school students through combination of some methods accessible from curriculum knowledge and more special techniques that are beyond curriculum. Analysis of various problems is provided in detail. Educational aspects of challenging problems in mathematical contests up to IMO level are, also, taken into account and discussed in the paper.
A Proposal for Improving the Perception of Differential Concept by Using a Well-Known Table Processor: MS Excel
Tolga, Kabaca ; Seref, Mirasyedioglu ;
Research in Mathematical Education, volume 12, issue 3, 2008, Pages 193~200
In this study, an innovative computer support has been suggested to improve differential perception of the students. Research has been conducted on a calculus class which has 35 students. A semi-structured interview has been reported in the study. By this interview, it was tried to make differential concept more understandable by using Micro Soft Excel component of the well-known MS Office software. By this aim, students have been asked to integrate a simple function by using MS Excel. At the end of the study, it was observed that differential concept made more sense in students' minds than previous.
Correlates of Logic Performance: The Relationship Between Logic Performance and General and Logical Reasoning Skills
Emin, Aydin ; Yavuz, Erdogan ; Safak, Ozcan ;
Research in Mathematical Education, volume 12, issue 3, 2008, Pages 201~213
The main purpose of this study is to explore the relationship between the 'logical reasoning skill' and performance in the logic unit that is part of the grade 9 syllabus in mathematics in Turkey. After the teaching of the logic unit, an achievement test, a general skills test and the test of logical reasoning were administered to the 80, 9th year high school students. Pearson Moments Correlation coefficient was used for the analysis of the data to determine the relations between the variables. In addition to that to obtain the most suitable regression explaining the students' performances in the logic unit, stepwise multiple regressions analysis was used. At the end of the study, statistically significant relations were found between the students' performance in the logic unit and their logical reasoning skills, their results of the shape recognition test from the general skills battery and their overall performance in the mathematics lesson.
Awareness and Knowledge of Pre-Service Teachers on Mathematical Concepts: Arithmetic Series Case Study
Ilya, Sinitsky ; Bat-Sheva, Ilany ;
Research in Mathematical Education, volume 12, issue 3, 2008, Pages 215~233
Deep comprehension of basic mathematical notions and concepts is a basic condition of a successful teaching. Some elements of algebraic thinking belong to the elementary school mathematics. The question "What stays the same and what changes?" link arithmetic problems with algebraic conception of variable. We have studied beliefs and comprehensions of future elementary school mathematics teachers on early algebra. Pre-service teachers from three academic pedagogical colleges deal with mathematical problems from the pre-algebra point of view, with the emphasis on changes and invariants. The idea is that the intensive use of non-formal algebra may help learners to construct a better understanding of fundamental ideas of arithmetic on the strong basis of algebraic thinking. In this article the study concerning arithmetic series is described. Considerable number of pre-service teachers moved from formulas to deep comprehension of the subject. Additionally, there are indications of ability to apply the conception of change and invariance in other mathematical and didactical contexts.
A Comparative Study on Chinese Teachers' and Students' Beliefs about Mathematics, Mathematics Teaching and Learning in Middle School
Meiyue, Jin ; Feng, Dai ; Yanmin, Guo ;
Research in Mathematical Education, volume 12, issue 3, 2008, Pages 235~249
The paper used the quantitative method to compare Chinese students' and teachers' mathematics related beliefs, including beliefs about mathematics, mathematics teaching and learning. The result indicated that there are some differences between their beliefs. Based on the results, we give some recommendations.