Go to the main menu
Skip to content
Go to bottom
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
Editor in Chief :
Volume & Issues
Volume 9, Issue 4 - Dec 2005
Volume 9, Issue 3 - Sep 2005
Volume 9, Issue 2 - Jun 2005
Volume 9, Issue 1 - Mar 2005
Selecting the target year
Instructional Design in All (K-3) Students' Mathematical Achievement in Solving Word Problems
Lee Kwangho ; Niess Margaret L. ;
Research in Mathematical Education, volume 9, issue 1, 2005, Pages 1~9
This paper investigates instructional strategies with potential for improving students' achievement in word problem solving. This review compares and analyzes the direct instruction (DI) and cognitively guided instruction (CGI) research on K-3 word problem solving mathematics students in a demonstration of my position that teachers need to understand student mathematical thinking to enhance students' achievement in word problem solving. CGI provides a more appropriate instructional model than DI for teaching word problem solving. For example, student-centered, conceptual understanding, and children's informal or invented problem solving strategies communicating with each other mathematically, etc. Korean teachers and teacher educators need to consider implementing CGI teaching strategies.
Individual Strategies for Problem Solving
Revathy Parameswaran ;
Research in Mathematical Education, volume 9, issue 1, 2005, Pages 11~24
Problem solving is an important aspect of learning mathematics and has been extensively researched into by mathematics educators. In this paper we analyze the difficulties students encounter in various steps involved in solving problems involving physical and geometrical applications of mathematical concepts. Our research shows that, generally students, in spite of possessing adequate theoretical knowledge, have difficulties in identifying the hidden data present in the problems which are crucial links to their successful resolutions. Our research also shows that students have difficulties in solving problems involving constructions and use of symmetry.
The Lived Space of Mathematics Learning: An Attempt for Change
Wong Ngai-Ying ; Chiu Ming Ming ; Wong Ka-Ming ; Lam Chi-Chung ;
Research in Mathematical Education, volume 9, issue 1, 2005, Pages 25~45
Background Phenomenography suggests that more variation is associated with wider ways of experiencing phenomena. In the discipline of mathematics, broadening the 'lived space' of mathematics learning might enhance students' ability to solve mathematics problems Aims The aim of the present study is to: 1. enhance secondary school students' capabilities for dealing with mathematical problems; and 2. examine if students' conception of mathematics can thereby be broadened. Sample 410 Secondary 1 students from ten schools participated in the study and the reference group consisted of 275 Secondary 1 students. Methods The students were provided with non-routine problems in their normal mathematics classes for one academic year. Their attitudes toward mathematics, their conceptions of mathematics, and their problem-solving performance were measured both at the beginning and at the end of the year. Results and conclusions Hierarchical regression analyses revealed that the problem-solving performance of students receiving non-routine problems improved more than that of other students, but the effect depended on the level of use of the non-routine problems and the academic standards of the students. Thus, use of non-routine mathematical problems that appropriately fits students' ability levels can induce changes in their lived space of mathematics learning and broaden their conceptions of mathematics and of mathematics learning.
Understanding Student-Centered Teaching Practices in Elementary Mathematics Classrooms
Pang JeongSuk ;
Research in Mathematical Education, volume 9, issue 1, 2005, Pages 47~58
Although student-centered teaching practices have been advocated in mathematics education reform, implementing them at the classroom level remains challenging. This exploratory case study examined two unevenly successful student-centered approaches to see how teachers understand and characterize reform, and to articulate issues in implementing reform ideas. The comparison and contrast between the classrooms showed similar classroom social norms but dramatically different mathematical practices. This affords the possibility of exploring the challenges of reform for teachers and other personnel who are attempting to move teaching practices towards the student-centered ideals.
New Learning Environment of Linear Algebra in Korea
Lee Sang-Gu ; Han Yoonmee ;
Research in Mathematical Education, volume 9, issue 1, 2005, Pages 59~68
We are introducing a new learning environment for linear algebra at Sungkyunkwan University, and this is changing our teaching methods. Korea's e-Campus Vision 2007 is a program begun in 2003, to equip lecture rooms with projection equipment, View cam, tablet PC and internet D-base. Now our linear algebra classes at Sungkyunkwan University can be taught in a modem learning environment. Lectures can easily being recorded and students can review them right after class. At Sungkyunkwan University almost
of all large and medium size lecture rooms have been remodeled by Mar. 2005 and are in use. We introduce this system in detail and how this learning environment changed our teaching method. Analysis of the positive effect will be added.
The Effects of Mastery Learning and Cooperative, Competitive and Individualistic Learning Environment Organizations on Achievement and Attitudes in Mathematics
Guzver Yildiran ; Emin Aydin ;
Research in Mathematical Education, volume 9, issue 1, 2005, Pages 69~96
Motivation for learning is important for positive learning outcomes as well as for measured achievement levels. When students come to our classes, they bring with them learning histories in which we as individual teachers, most likely, did not have an input. Our students do not only bring with them different levels of prerequisite leanings but also different levels of affect for what they will be learning. If we leave their final learning at the mercy of these entry characteristics, a test given the first day before the course will have almost isomorphic results with their achievement levels on the last day. The ones who had 'it' on the first day will be the ones who in the future will also have 'it', not too different from what the present situation is all over the world. These circumstances will tend to be the case ad infinitum, unless of course, we want to change the situation. This research clearly shows that effective instructional methodologies coupled with cooperative peer interactions not only have an impact on achievement but also on positive attitudes toward one's learning.