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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 16, Issue 4 - Dec 2012
Volume 16, Issue 3 - Sep 2012
Volume 16, Issue 2 - Jun 2012
Volume 16, Issue 1 - Mar 2012
Selecting the target year
Development of Covariational Reasoning in a LOGO-Based JavaMAL Microworld
Cho, Han-Hyuk ; Shin, Dong-Jo ; Woo, Ahn-Sung ;
Research in Mathematical Education, volume 16, issue 1, 2012, Pages 1~13
This paper explores gifted students' reasoning abilities. Three tests were developed in order to assess and analyze their reasoning abilities building on previous research on covariational reasoning. Giving consideration to the arising problems in the tests, we constructed a LOGO-based JavaMAL microworld environment which engages students in an active learning environment. This environment was designed by applying 'instrumental approach' in microworld. Based upon the post test results, the role of activity in microworld environment as 'instrument mediated activity' is also discussed.
Mathematical Thinking through Problem Solving and Posing with Fractions
Cheng, Chun Chor Litwin ;
Research in Mathematical Education, volume 16, issue 1, 2012, Pages 15~29
One of the important aims in mathematics education is to enhance mathematical thinking for students. And students posing questions is a vital process in mathematical thinking as it is part of the reasoning and communication of their learning. This paper investigates how students develop their mathematical thinking through working on tasks in fractions and posing their own questions after successfully solved the problems. The teaching was conducted in primary five classes and the results showed that students' reasoning is related to their analogy with what previously learned. Also, posing their problems after solving the problem not only helps students to understand the structure of the problem, it also helps students to explore on different routes in solving the problem and extend their learning content.
The Effect of Solid Geometry Activities of Pre-service Elementary School Mathematics Teachers on Concepts Understanding and Mastery of Geometric Thinking Levels
Patkin, Dorit ; Sarfaty, Yael ;
Research in Mathematical Education, volume 16, issue 1, 2012, Pages 31~50
The present study explored whether the implementation of focused activities (intervention programme) can enhance 22 pre-service mathematics teachers' proficiency in solid geometry thinking level as well as change for the better their feelings in this discipline. Over a period of 6 weeks the pre-service teachers participated in activities and diversified experiences with 3D shapes, using illustration aids and actual experience of building 3D shapes in relation to the various spatial thinking levels. The research objectives were to investigate whether the intervention programme, comprising task-oriented activities of solid geometry, enhance mathematics pre-service teachers' mastery of their geometric thinking levels as well as examine their feelings towards this discipline before and after the intervention programme. The findings illustrate that learners' levels of geometric thinking can be promoted, entailing control on higher thinking levels as well as a more positive attitude towards this field.
Impact of Entry-Level Mathematics Subject-matter Knowledge on Student Teachers' Mathematics Pedagogical Content Knowledge Development and their Mathematics Teaching Practice Performance
Wong, Tak-Wah ; Lai, Yiu-Chi ;
Research in Mathematical Education, volume 16, issue 1, 2012, Pages 51~66
This study investigated the impact of entry level of mathematics subject knowledge on student teachers' mathematics pedagogical content knowledge development and performance in mathematics teaching practice. The sample consisted of 24 mathematics student teachers, 12 of whom passed A-Level mathematics and 12 of whom only passed O-level mathematics. They were all studying in a 4-year bachelor of education (Honours/Primary) programme; they were either majoring or minoring in mathematics. Results showed that student teachers' entry-level mathematics subject knowledge is not related to their mathematics pedagogical content knowledge development or their mathematics teaching performance. These findings may lead society to consider whether student teachers who have passed O-level mathematics are already eligible to be trained as professional primary mathematics teachers. As a consequence, this study raises the issues of how to develop student teachers' mathematics pedagogical content knowledge and whether we need to restructure our bachelor of education (Primary) programmes' curriculum in teacher professionalism.
Exploring Teachers' Perceived Beliefs regarding Teaching Practice based on Lesson Study Context
Changsri, Narumon ; Inprasitha, Maitree ; Pattanajak, Auijit ;
Research in Mathematical Education, volume 16, issue 1, 2012, Pages 67~77
This study aimed to explore teachers' perceived beliefs regarding teaching practice in the context of three-year Professional Development Project (ProDev) implementing lesson study incorporating Open Approach. The data were collected through questionnaire distributing to the teachers in three schools. Qualitative data were collected through participatory observation on teaching practice and interviewing members of lesson study team. The findings revealed that teacher's perceived beliefs regarding teaching practice could be categorized into three categories according to 3 phases of lesson study as the followings: 1) Perceived beliefs related to collaboratively designing research lessons 2) Perceived beliefs related to collaboratively observing their friend teaching the research lesson 3) Perceived beliefs related to collaboratively doing post-discussion or reflection on the activities of the two phases.
The Mediation of Embodied Symbol on Combinatorial Thinking
Cho, Han-Hyuk ; Lee, Ji-Yoon ; Lee, Hyo-Myung ;
Research in Mathematical Education, volume 16, issue 1, 2012, Pages 79~90
This research investigated if the embodied symbol using a turtle metaphor in a microworld environment works as a cognitive tool to mediate the learning of combinatorics. It was found that students were able to not only count the number of cases systematically by using the embodied symbols in a situated problem regarding Permutation and Combination, but also find the rules and infer a concept of Combination through the activities manipulating the symbols. Therefore, we concluded that the embodied symbol, as a bridge that connects learners' concrete experiences with abstract mathematical concepts, can be applied to introduction of various mathematical concepts as well as a combinatorics concept.