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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 13, Issue 4 - Dec 2009
Volume 13, Issue 3 - Sep 2009
Volume 13, Issue 2 - Jun 2009
Volume 13, Issue 1 - Mar 2009
Selecting the target year
Comparative Study on Chinese Junior Middle School Students' Mathematics Belief Systems in Chaoxian and Han Nationalities
Jin, Meiyue ; Zhang, Peng ; Liu, Jinhua ; Dai, Feng ;
Research in Mathematical Education, volume 13, issue 4, 2009, Pages 267~296
We used the quantitative method to compare with Chinese junior middle school students' mathematics belief systems in Chaoxian and Han nationalities, and their correlations within its own group. By comparison, the results revealed that all students in Han and Chaoxian nationalities hold multiple beliefs, and their belief systems are not stable. In addition, there were some differences and similarities between their belief systems in two nationalities, and significant correlations were founded.
Intuitive Knowledge of Percentages Prior to Learning
Rosenthal, Iris ; Ilany, Bat-Sheva ; Almog, Nava ;
Research in Mathematical Education, volume 13, issue 4, 2009, Pages 297~307
This research examined intuitive knowledge of 6th grade students in Israel prior to the formal learning of percentages in school. In other words. the research investigated knowledge of basic concepts and familiarity with the usage of percentages in daily life. Results have shown that students are familiar with the concept of percentages and thai some students are able to handle simple problems composed of common percentages (50% and 25%). However, it was also found that many students had misconceptions that should be taken into account while the subject has been taught.
The Function of Creativity in the Solutions of Irregular Sequence Problems among Elementary School Mathematics Teachers and Teacher-Trainees in other Disciplines
Gazit, Avikam ; Patkin, Dorit ;
Research in Mathematical Education, volume 13, issue 4, 2009, Pages 309~330
The article aims to present findings of a study which has examined the ability of elementary school mathematics teachers and of teacher-trainees in other disciplines to solve irregular challenging problems of sequences in general rather than numerical sequences only. The findings show that mathematics teachers succeed to cope with unusual assignments when the requirements of the problems presented to them are analogous to irregular problems. However, when the problems require a change in the thinking procedure in the direction of creative thinking, there is a considerable decrease in performance. Another finding shows that, although teacher-trainees succeed less in solving the presented problems, they give incorrect solutions which do indicate creative thinking. An inevitable conclusion based on the research findings is that teacher training institutions should enhance and reinforce multi-directional. branching out and creative thinking competences.
The Olympic Mathematics Education in China
Zhou, Houqing ; Liu, Rangqiang ;
Research in Mathematical Education, volume 13, issue 4, 2009, Pages 331~339
The research on the Olympic mathematics education has become an internationally recognized educational activity. In some cities of China, especially big cities, the Olympic mathematics education is developing like raging fire. Many parents send their children to training school to get the Olympic mathematics education, no matter whether the children are willing to or not. They hope that through the training, their children can be outstanding when entering higher school. However, this practice has deeply affected children's learning initiative. In this paper, we analyzed both the history and the present situation of the Olympic mathematics education in China. We have some suggestions based on the problems emerging nowadays.
Pre and In-Service Education of Mathematics Teachers
Hooda, D.S. ;
Research in Mathematical Education, volume 13, issue 4, 2009, Pages 341~347
In the present paper we give a brief account of importance and necessity of pre and in-service education for professional development of mathematics teachers. We discuss some critical issues and new strategies for enhancing professional development. A few new strategies for professional learning are also explained. In the end some observations and suggestions arc mentioned for implementation
In-Service Mathematics Teacher Training from the Van Hiele Theory Perspective
Afonso, M. Candelaria ; Camacho, Matias ; Socas, Martin M. ;
Research in Mathematical Education, volume 13, issue 4, 2009, Pages 349~377
In this work we present a study undertaken with in-service mathematics teachers of primary and secondary school where we describe and analyze the didactical competences needed to implement an innovative design in geometry applying Van Hiele's models. The relationship between such competences and an ideal teacher profile is also studied. Teachers' epistemology is established in terms of didactical competences and we can see that this epistemology is an element that helps us understand the difficulties that teachers face in practice when implementing an innovative curriculum, in this case, geometry based on the Van Hiele theory.