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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
Editor in Chief :
Volume & Issues
Volume 14, Issue 4 - Dec 2010
Volume 14, Issue 3 - Sep 2010
Volume 14, Issue 2 - Jun 2010
Volume 14, Issue 1 - Mar 2010
Selecting the target year
Building Mathematics Competence via Multiple Choice Competitions
Borislav, Lazarov ;
Research in Mathematical Education, volume 14, issue 1, 2010, Pages 1~10
The paper focuses on a type of mathematics competence noted as synthetic. It is needed for success in multiple choice competition problems and it is crucial for the further development of advanced school students. The concept of synthetic competence includes a large fraction of mathematical competences, but also competences and skills related to informatics and linguistics. The general structure of a multiple choice competition is considered as the first level of assessment of the mathematics component of the synthetic competence. As the second level under consideration is the set of complex tasks in a competition test any of which is a bouquet of ideas. Our standpoint on the didactic specifics and goals of the two levels in perspective of the gifted education is briefly presented in the article and some examples are given.
Engineering Mathematics Teaching Strategy Based on Cooperative Learning
Zhu, Wanzhen ;
Research in Mathematical Education, volume 14, issue 1, 2010, Pages 11~18
The basic idea of cooperative learning focuses on team reward, equal opportunities for success, cooperation within team and competition among teams, and emphasizes share of sense of achievement through joint efforts so as to realize specific learning objectives. The main strategies of engineering mathematics teaching based on cooperative learning are to establish favorable team and design reasonable team activity plan. During the period of team establishment, attention shall be given to team structure including such elements as team status, role, norm and authority. Team activity plan includes team activity series and team activity task. Team activity task shall be designed to be a chain of questions following a certain principle.
The Ottoman Palace School Enderun and the Man with Multiple Talents, Matrak
Corlu, M. Sencer ; Burlbaw, Lynn M. ; Capraro, Robert M. ; Corlu, M. Ali ; Han, Sun-Young ;
Research in Mathematical Education, volume 14, issue 1, 2010, Pages 19~31
Introduced in this paper is one of the most remarkable Ottoman institutions, the Ottoman Palace School-Enderun, with a focus on the life story of Matrak
Nasuh, one of its most noted graduates and teachers. Matrak
Nasuh's life and work as a prominent mathematician and a teacher of mathematics are investigated as a case study. It shows how young boys and girls were selected because of their academic potential, brought to Istanbul, and educated in Enderun to serve the Empire. This research articulates the mathematics education on the first institutionalized gifted education system of the world and discusses its implications for today.
Mathematical Thinking and Developing Mathematical Structure
Cheng, Chun Chor Litwin ;
Research in Mathematical Education, volume 14, issue 1, 2010, Pages 33~50
The mathematical thinking which transforms important mathematical content and developed into mathematical structure is a vital process in building up mathematical ability as mathematical knowledge based on structure. Such process based on students' recognition of mathematical concept. Developing mathematical thinking into mathematical structure happens when different cognitive units are connected and compressed to form schema of solution, which could happen through some guided problems. The effort of arithmetic approach in problem solving did not necessarily provide students the structure schema of solution. The using of equation to solve the problem is based on the schema of building equation, and is not necessary recognizing the structure of the solution, as the recognition of structure may be lost in the process of simplification of algebraic expressions, leaving only the final numeric answer of the problem.
Fostering Mathematical Thinking and Creativity: The Percent Problem
Foong, Pui Yee ;
Research in Mathematical Education, volume 14, issue 1, 2010, Pages 51~65
Open-ended problems can foster deeper understanding of mathematical ideas, generating creative thinking and communication in students. High-order thinking tasks such as open-ended problems involve more ambiguity and higher level of personal risks for students than they are normally exposed to in routine problems. To explore the classroom-based factors that could support or inhibit such higher-order processes, this paper also describes two cases of Singapore primary school teachers who have successfully or unsuccessfully implemented an open-ended problem in their mathematics lessons.
High School Mathematical Education of Future Physicists
Dvorkin, Mikhail ; Ryzhik, Valery ;
Research in Mathematical Education, volume 14, issue 1, 2010, Pages 67~77
Concordance of high school courses of mathematics and physics is a long-known and still-unsolved problem, at least in Russia. Lyceum "Physical-Technical High School" exists for more than 20 years and endeavors to solve this problem. During this work, Lyceum teachers worked out certain ideology of educational content as well as methods of teaching specific topics. Textbooks and workbooks have been written for the Lyceum students by the Lyceum teachers (or in collaboration with them). This article reports on the cumulate experience of the Lyceum in mathematical education of future physicists.
Research of the Relationships between Self-control, Thinking Quality and Mathematical Academic Achievement for Senior School Students
Yu, Wenhua ; Yu, Ping ;
Research in Mathematical Education, volume 14, issue 1, 2010, Pages 79~98
To analyze the relationships between self-control, thinking quality and mathematical academic achievement, 197 senior school students were asked to complete questionnaires called "self-control ability on mathematics for middle school students" and "thinking quality for senior school students." The results were as follows: (1) There was strongly positive relevance between self-control ability, thinking quality and mathematical academic achievement. (2) A model was presented in which self-control ability had a direct impact on mathematical academic achievement, meanwhile had indirectly influenced mathematical academic achievement by thinking quality which acted as the intermediate variable. Thinking quality had a direct impact on mathematical academic achievement, too. (3) There's no significant difference between the two groups of boys and girls on the structural weights.