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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 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
The "Third Wave": Values associated with Effective Learning of Mathematics in Australian Primary Classrooms
Seah, Wee Tiong ;
Research in Mathematical Education, volume 14, issue 2, 2010, Pages 99~114
The study reported here is the Australian component of an international research project which seeks to identify student-reported convictions co-valued by them and their teachers during moments of effective mathematics learning. The 2 teachers and their 12 students in the 2 primary school classes associated effective moments of learning with 13 different values. No gender difference was apparent. Although the teachers planned their lessons together and were teaching similar topics, there were differences in what were co-valued. Of the 13 values, examples, sharing, resources, and multi modal representations were found to be commonly valued by students across the 'ability' groups, while the others related to particular 'ability' groups only.
A New Start into Mathematics: A Project Concerning the Education of Mathematics Teachers for Primary Schools in Germany
Albers, Reimund ; Peitgen, Heinz-Otto ;
Research in Mathematical Education, volume 14, issue 2, 2010, Pages 115~122
The education of teachers in mathematics consists of two parts: enhancing the math-skills of the students and education in didactics. Mainly the math is taught in lessons for 50 to 100 students or even more. This has wrong influence to the teaching style and the attitude towards mathematics. This paper reports about a project, where active schoolteachers are involved in teaching the mathematics content. This is done in workshops, where the teaching can be a model for teaching a class. In addition there is the chance to inspire the students for mathematics.
A Coding Method for Mathematical Problems in the TIMSS 1999 Video Study and its Applications
Yuan, Zhiqiang ;
Research in Mathematical Education, volume 14, issue 2, 2010, Pages 123~141
This study introduced a coding method for mathematical problems in the TIMSS 1999 Video Study, which used sixteen indicators to analyze mathematical problems in a lesson. Based on this framework for coding, the researcher analyzed three lesson videos on Binomial Theorem taught respectively by three Chinese teachers, and got some features of mathematical problems in these three lessons.
Understanding Statistical Terms: A Study with Secondary School and University Students
Garcia Alonso, Israel ; Garcia Cruz, Juan Antonio ;
Research in Mathematical Education, volume 14, issue 2, 2010, Pages 143~172
In this paper, we present an analysis of how students understand some statistical terms, mainly from inferential statistics, which are taught at the high school level. We focus our analysis on those terms that present more difficulties and are persistent in spite of having been studied until the college level. This analysis leads us to a hierarchical classification of responses at different levels of understanding using the SOLO theoretical framework.
The Mathematical Knowledge of Elementary School Teachers: A Comparative Perspective
Wong, Ngai-Ying ; Rowland, Tim ; Chan, Wing-Sum ; Cheung, Ka-Luen ; Han, Ngai-Sze ;
Research in Mathematical Education, volume 14, issue 2, 2010, Pages 173~194
This study examines the differences and similarities of mathematics teachers' subject matter knowledge among England, the Chinese mainland and Hong Kong. Data were collected from a ten-item test in the SKIMA subject matter audit instrument [Rowland, T.; Martyn, S.; Barber, P. & Heal, C. (2000). Primary teacher trainees' mathematics subject knowledge and classroom performance. In: T. Rowland & C. Morgan (eds.), Research in Mathematics Education, Volume 2 (pp.3-18). ME 2000e.03066] from over 500 participants. Results showed that participants from England performed consistently better, with those from Hong Kong being next and then followed by those from the Chinese mainland. The qualitative data revealed that participants from Hong Kong and the Chinese mainland were fluent in applying routines to solve problems, but had some difficulties in offering explanations or justifications.