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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 19, Issue 4 - Dec 2015
Volume 19, Issue 3 - Sep 2015
Volume 19, Issue 2 - Jun 2015
Volume 19, Issue 1 - Mar 2015
Selecting the target year
Reflection as Professional Knowledge for Mathematics Teachers
Kwon, Na Young ; Orrill, Chandra ;
Research in Mathematical Education, volume 19, issue 1, 2015, Pages 1~17
DOI : 10.7468/jksmed.2015.19.1.1
In this study, we examined the prompted reflections of four middle school mathematics teachers after their lessons. We used Cohen and Ball's instructional triangle (1999) to investigate teachers' reflections. With this framework, we addressed questions of what characteristics in reflections the participant teachers have and how the reflections differ over time. Findings indicated that the teachers showed differences in the instances of assessing and changes over time in the ways they gained more insights about students' understanding.
Enhancing Student Beliefs about Mathematical Problem Solving: Effects of a Problem-Solving based Intervention
Deng, Feng ; Tay, Eng Guan ; Toh, Tin Lam ; Leong, Yew Hoong ; Quek, Khiok Seng ; Toh, Pee Choon ; Dindyal, Jaguthsing ; Ho, Foo Him ;
Research in Mathematical Education, volume 19, issue 1, 2015, Pages 19~41
DOI : 10.7468/jksmed.2015.19.1.19
Previous studies indicated that students tended to hold less satisfactory beliefs about the discipline of mathematics, beliefs about themselves as learners of mathematics, and beliefs about mathematics teaching and learning. However, only a few studies had developed curricular interventions to change students' beliefs. This study aimed to examine the effect of a problem-solving curriculum (i.e., Mathematical Problem Solving for Everyone, MProSE) on Singaporean Grade 7 students' beliefs about mathematical problem solving (MPS). Four classes (n =142) were engaged in ten lessons with each comprising four stages: understand the problem, devise a plan, carry out the plan, and look back. Heuristics and metacognitive control were emphasized during students' problem solving activities. Results indicated that the MProSE curriculum enabled some students to develop more satisfactory beliefs about MPS. Further path analysis showed that students' attitudes towards the MProSE curriculum are important predictors for their beliefs.
The Changes of Teachers' Verbal Feedback in Mathematics Classroom within Chinese Context during Ten Years
Li, Na ; Cao, Yiming ;
Research in Mathematical Education, volume 19, issue 1, 2015, Pages 43~59
DOI : 10.7468/jksmed.2015.19.1.43
In the present study, the changes of mathematics teachers' verbal feedback between ten years ago and later were examined using a coding scheme on the types of teacher verbal feedback. Based on the analysis, it is found that teachers intend to use encouraging strategies to make responses to students ten years later. In addition, the duration used in communication between the teacher and individual student is being longer while the frequency of communication becomes less compared ten years ago. Meanwhile, the difference between good lesson ten years ago and common lesson ten years later is not so apparent. It can be inferred that the quality of teaching has being developed.
The Pseudo-Covariational Reasoning Thought Processes in Constructing Graph Function of Reversible Event Dynamics Based on Assimilation and Accommodation Frameworks
Subanji, Rajiden ; Supratman, Ahman Maedi ;
Research in Mathematical Education, volume 19, issue 1, 2015, Pages 61~79
DOI : 10.7468/jksmed.2015.19.1.61
This study discussed about how pseudo-thinking process actually occurs in the mind of the students, used Piaget's frame work of the assimilation and accommodation process. The data collection is conducted using Think-Out-Loud (TOL) method. The study reveals that pseudo thinking process of covariational reasoning occurs originally from incomplete assimilation, incomplete accommodation process or both. Based on this, three models of incomplete thinking structure constructions are established: (1) Deviated thinking structure, (2) Incomplete thinking structure on assimilation process, and (3) Incomplete thinking structure on accommodation process.
Students' Self-Regulated Learning Strategies in Traditional and Non-Traditional Classroom: A Comparative Study
Davaanyam, Tumenbayar ; Tserendorj, Navchaa ;
Research in Mathematical Education, volume 19, issue 1, 2015, Pages 81~88
DOI : 10.7468/jksmed.2015.19.1.81
This study used a posttest control group design and to find out differences between students' self-regulated learning strategies in traditional and non-traditional classroom. To this end, 131 first year university students within the experimental and control groups took part in the study. While ICT-based approach was used as the main medium of instruction in the experimental group, in the control group the paper-based traditional method was used. A survey adapted from Davaanyam [Davaanyam, T. (2013). The structural relationships among Mongolian students' attitudes toward mathematics, motivational beliefs, self-regulated learning strategies, and mathematics achievement. Ph. D. Dissertation. Jeonju, Jeonbuk, Korea: Chonbuk National Unversity.] was used to gather the data. The results of the study indicated a significant difference between the control and experimental groups in regard with their self-regulated learning. That is to say, the experimental group taught through ICT tools acquired higher levels of self-regulation as compared with the control group instructed through the traditional teaching method.