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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 7, Issue 4 - Nov 2003
Volume 7, Issue 3 - Sep 2003
Volume 7, Issue 2 - Jun 2003
Volume 7, Issue 1 - Mar 2003
Selecting the target year
Proof in Mathematics Education
Lee, Joong-Kwoen ;
Research in Mathematical Education, volume 7, issue 1, 2003, Pages 1~10
This research reviewed literatures on proof in mathematics education. Several views of proof can be classified (and identified) such as psychological approach (Platonism, empiricism), structural approach (logicism, formalism, intuitionism) and social approach (ontology, axiomatic systems). All these views of proof are valuable in mathematics education society. The concept of proof can be found in the form of analytic knowledge not of constructive knowledge. Human beings developed their knowledge in the sequence of constructive knowledge to analytic knowledge. Therefore, in mathematics education, the curriculum of mathematics should involve the process of cognitive knowledge development.
An Integrated Approach to Teaching and Learning College Mathematics
Ahuja, Om P. ; Jahangiri, Jay M. ;
Research in Mathematical Education, volume 7, issue 1, 2003, Pages 11~24
The key features of our integrated approach to teaching and loaming college mathematics include interactive and discussion-based teaching, small group work, computer as a tool, problem solving approach, open approach, mathematics in context, emphasis on mathematical thinking and creativity, and writing/communicating about mathematics. In this paper we report a few examples to illustrate the type of problems we use in our integrated approach.
″Numbers Always Make Sense″: Janie′s Experience of Learning to Teach Elementary Mathematics
Pang, Jeong-Suk ;
Research in Mathematical Education, volume 7, issue 1, 2003, Pages 25~40
In order to provide pre-service teachers with rich contexts for learning to teach mathematics, teacher education programs usually combine a mathematics methods course with clinical teaching experiences. This paper explores a student-teacher's experience of loaming to teach mathematics by observing one mathematics methods course she was enrolled in and her actual classroom teaching. In particular, this ethnographic case study examines how the student-teacher understands and applies messages from the methods course to her teaching practices. Some differences emerge with regard to ideas and practices. The underlying factors for explaining the gaps are discussed. Finally, this paper provides some implications for pre-service teacher education.
Constructive Evaluation of Definitions in a Dynamic Geometry Context
Govender, Rajendran ; de Villiers, Michael ;
Research in Mathematical Education, volume 7, issue 1, 2003, Pages 41~58
This study firstly examined 18 prospective secondary mathematics teachers' understanding of the nature of definitions and the use of the dynamic geometry software Sketchpad to not only improve their understanding of definitions, but also their ability to define geometric concepts themselves. Results indicated that the evaluation of definitions by accurate construction and measurement enabled students to achieve a better understanding of necessary and sufficient conditions, as well as the ability to more readily find counter-examples, and to recognize uneconomical definitions, and improve them.
On the Teaching Linear Algebra at the University Level: The Role of Visualization in the Teaching Vector Spaces
Konyalioglu, A.Cihan ; Ipek, A. Sabri ; Isik, Ahmet ;
Research in Mathematical Education, volume 7, issue 1, 2003, Pages 59~67
In linear algebra course, the theory of vector space is usually presented in a very formal setting, which causes severe difficulties to many students. In this study, the effect of teaching the theory of vector space in linear algebra from the geometrical point of view on students' learning was investigated. It was found that the teaching of the theory of vector space in linear algebra from the geometrical point of view increases the meaningful loaming since it increases the visualization.