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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 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
Research on the Factors Influencing Middle School Teachers' Mathematics Pedagogical Content Knowledge
Tong, Li ; Qian, Xu-Sheng ;
Research in Mathematical Education, volume 14, issue 4, 2010, Pages 323~332
It is the development of a mathematics teachers' teaching knowledge that manifests a mathematics teacher's professional knowledge growth. It is becoming a direct and effective approach of conversion of mathematical knowledge into the knowledge of mathematics teaching. Through the investigation, the study revealed that the knowledge conversion process of mathematics teachers in middle school is restricted by three aspects including eight factors. From this point, the authors have structured the path and model on influencing factors of middle school Mathematics Teaching Knowledge Conversion (MPCK), and discuss the mechanism of the transformation process.
Features of Student Engagement in Chinese Middle School Mathematics Classrooms
Ye, Lijun ; Si, Haixia ;
Research in Mathematical Education, volume 14, issue 4, 2010, Pages 333~345
This study focuses on student engagement in Chinese middle school mathematics classrooms. By the recording and quantitative analysis on video case, this study explored the main acts and time of student engagement. The data showed that among the student engagements: (1) Students' responses to teacher's question occurred most frequently; (2) Collective responses were much more than the individual responses; (3) Students' responses and classroom practice spent the longest time; (4) The most frequent student engagements occurred in the aspects of classroom practice; and (5) Students rarely asked a question to teachers. The study also suggested that teacher's effective guidance could improve the level of student engagement and the content of classroom practice is very important to the quality of student engagement.
Motivating Bilingual Arab Pre-university Students to Learn Mathematics through Grouping and Advising
Yushau, Balarabe ; Omar, M.H. ;
Research in Mathematical Education, volume 14, issue 4, 2010, Pages 347~360
Motivating students to study mathematics is a concern for many mathematics educators. In this paper, we present the outcome of a one semester experiment in which group-work and academic advising were used as teaching strategies in order to improve the motivational level of our students in learning mathematics. Although the students' performance did not show any statistically significant difference between the experimental and control groups, qualitative and other quantitative data collected indicate that the participants in the experiment, especially weak students, have in one way or the other benefited from the teaching approaches. Details of the experiment, the findings and their educational implications are presented.
Changing Students' Conceptions of Mathematics through the Introduction of Variation
Wong, Ngai-Ying ; Kong, Chit-Kwong ; Lam, Chi-Chung ; Wong, Ka-Ming Patrick ;
Research in Mathematical Education, volume 14, issue 4, 2010, Pages 361~380
Some 400 Secondary One (i.e. seventh-grade) students from 10 schools were provided with non-routine mathematical problems in their normal mathematics classes as exercises for one academic year. Their attitudes toward mathematics, their conceptions of mathematics and their problem-solving performance were measured both in the beginning and at the end of the year. Hierarchical regression analyses revealed that the introduction of an appropriate dose of non-routine problems would generate some effects on the students' conceptions of mathematics. A medium dose of non-routine problems (as reported by the teachers) would result in a change of the students' conception of mathematics to perceiving mathematics as less of "a subject of calculables." On the other hand, a high dose would lead students to perceive mathematics as more useful and more as a discipline involving thinking. However, with a low dose of non-routine problems, students found mathematics more "friendly" (free from fear). It is therefore proposed that the use of non-routine mathematical problems to an appropriate extent can induce changes in students' "lived space" of mathematics learning and broaden their conceptions of mathematics and mathematics learning.