• The Mathematical Education
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• v.43 no.3
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• pp.217-231
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• 2004

The purpose of this paper is to investigate a new method for activating the metacognitive abilities that play a key role in the Mathematical Problem Solving Process (MPSP). The proposed research question is as follows: Can the MPSP activate metacognitive abilities of high school students in the pencil-and-paper environment using guidance material for metacognitive activities\ulcorner To solve this question, two case studies have been carried out. Two students for the study were selected via informal interview. They voluntarily took part in 13 experimental lectures. The activating paths of their metacognitive abilities in the MPSP were chronically described and analyzed. All the activating processes of the students focusing on the aspects of metacognitive behaviors were analyzed by means of interview, observation, self-report, and activity data. The two high school students participating in the MPSP voluntarily recognized and reflected their deficiencies in metacognitive abilities, and therefore maximized their own performance. They made quite significant progress in the course of activating their metacognitive abilities through voluntary participation and gained greater confidence in the MPSP. Hence they have become good problem solvers. They expressed not only the factors influencing their behavior but also their self-awareness during the metacognitive activities. In the long run, this experiment will increase possibilities for the internalization of the metacognitive process.

• Korean Journal of Childcare and Education
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• v.17 no.1
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• pp.41-63
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• 2021

Objective: The purpose of this research was to examine the effects of an 'Ice' project, a topic chosen based on children's interests to discover the improvement of scientific and mathematical abilities, and creativity of four-year-old children. Methods: For this research, 34 four-year-old children from M childcare center were selected. Seventeen children were placed in the experimental group and the remaining 17 children were placed in the comparison group. After the project was completed, to observe the differences between the two groups, the Mann-Whitney U test was conducted. Results: First, the 'Ice' project had an effect on improving children's scientific abilities and its subfactors. Second, the 'Ice' project hadsignificant effects on improving children's algebraic and geometric mathematical skills. Third, excluding the resistance to premature closure among the subfactors of creativity, the 'Ice' project contributed to improve children's creativity and all sub-factors. Conclusion/Implications: The 'Ice' project activities, a subject chosen from the interests of children, led active play participation from children and brought positive effects in immersion of play and activity. Such effects proved to affect children's scientific abilities, mathematical abilities, and creativity, and suggest this research can be used as base line data in follow-up research on various project activities.

• Education of Primary School Mathematics
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• v.14 no.1
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• pp.81-95
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• 2011

In order to raise people with mathematical power and positive attitude toward mathematics fit for the 21st century, individual students should be provided with equal learning opportunities according to their ability and level, and the need of such mathematics education is even stronger for underachievers. As textbooks were considered the optimal learning materials at each stage, this study purposed to examine changes in students' mathematical learning abilities and mathematical tendency brought by the activities of analyzing and reviewing the textbooks of the previous grades. The subjects of this study were 5 mathematics underachievers from 3 fifth grade classes at D Elementary School. They were sampled from those who were selected based on the results of diagnostic assessment and the records at the end of April and gave their consent to participation in this study. For the sampled children, their current state was surveyed first, and then the experimental classes were given twice a week and a total of 32 sessions. The children judged their mathematical abilities through reviewing the textbooks from the 1st grade to the 4th grade, and studied the textbook of each stage by themselves. After the self study, they had the textbook contents review activity that extracted 10 problems considered important per semester, and the textbook analysis activity that grouped units in each stage according to relevancy, identified similarities and differences, and examined hierarchy. From the results of this study was found that the mathematics underachiever teaching method using the textbooks of the previous grades gives mathematics underachievers confidence in their abilities, strengthens mathematical connection, and develops the habits of exploring key contents through self study.

• Industrial Engineering and Management Systems
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• v.11 no.2
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• pp.183-187
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• 2012

In this paper, we study the fixed charge transportation problem with uncertain variables. The fixed charge transportation problem has two kinds of costs: direct cost and fixed charge. The direct cost is the cost associated with each source-destination pair, and the fixed charge occurs when the transportation activity takes place in the corresponding source-destination pair. The uncertain fixed charge transportation problem is modeled on the basis of uncertainty theory. According to inverse uncertainty distribution, the model can be transformed into a deterministic form. Finally, in order to solve the uncertain fixed charge transportation problem, a numerical example is given to show the application of the model and algorithm.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.123-140
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• 1997

Researchers have insisted that mathematics should be learned not as a product but as a process. Nevertheless school mathematics has chosen ‘top-down’ method and has usually instilled into the mind of students the mathematical concepts in the form of product. Consequently school mathematics has been teamed by students without the process of inquiring and mathematical thinking. According to Freudenthal, it is a major source of all problems of mathematics education. He suggested mathematising as the method for 'teaching to think mathematically' 'Teaching to think mathematically' through the process of mathematization, interpreting and analysing mathematics as an activity, is a means to embody the purpose of mathematics education.

• East Asian mathematical journal
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• v.26 no.2
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• pp.115-140
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• 2010

The purpose of this paper was to develop manipulative materials to teach the angle concepts and construct a teaching-learning program by using that. Furthermore, this study analyzed how does the program affect students understanding of the angle concepts. To check the effects of learning activities with manipulative materials on the understanding of an angle concepts, applied observation during class and write a mathematics journal writing, a description of students impressions at the end of the class and analyzed before and after test paper. We find that students approached the subject more friendly and knew well about the mathematical concepts by using materials. Furthermore, this activity helped that way to solve add and subtract of the angle, estimate ability, round angle concept, positive response in mathematics learning.

• Research in Mathematical Education
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• v.15 no.2
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• pp.141-158
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• 2011

In recent years, an increasing number of viewpoints hold that students should be engaged in a learning environment where understanding and knowledge transfer take place. This study introduces Mathematics Created by You (MCY)-mentoring program, which allows students to construct artefacts that are required to learn. This program is online-based and so can be shared by several people and mathematics leaning takes place through interactions within this carefully designed environment. Also, MCY intends to provide students a series of sequential activities related to creative play, creative learning and creative inquiry based on a Constructive and interactive environment. Furthermore, a creative activity- constructing a creative product using building blocks- was presented as an example. Finally, we investigate the pedagogical implications and suggest directions for the further development.

• Research in Mathematical Education
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• v.15 no.2
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• pp.115-126
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• 2011

The aim of this study was to explore teachers' values about teaching mathematics in the classrooms which implemented Lesson Study and Open Approach as a teaching approach. The targeted group was 83 school teachers from 4 schools participating in a teacher professional development project. The data was gathered through teacher questionnaires, lesson observations and interviews. Data analysis is based on Bishop's (1988; 2003; 2007) and Komin's (1990) frameworks. The results from the implementation of Lesson Study and Open Approach in Thai classroom found the different of the roles and behaviors of teachers and students in classroom. The results revealed 3 kinds of values about teaching: Mathematical values, General educational values, Mathematics educational values and also found that most of the teachers valued problem solving as an innovative teaching approach as against traditional approaches they were familiar with.

• Research in Mathematical Education
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• v.18 no.1
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• pp.1-29
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• 2014

When taught the precise definition of ${\pi}$, students may be simply asked to memorize its approximate value without developing a rigorous understanding of the underlying reason of why it is a constant. Measuring the circumferences and diameters of various circles and calculating their ratios might just represent an attempt to verify that ${\pi}$ has an approximate value of 3.14, and will not necessarily result in an adequate understanding about the constant nor formally proves that it is a constant. In this study, we aim to investigate prospective teachers' conceptual understanding of ${\pi}$, and as a constant and whether they can provide a proof of its constant property. The findings show that prospective teachers lack a holistic understanding of the constant nature of ${\pi}$, and reveal how they teach students about this property in an inappropriate approach through a proving activity. We conclude our findings with a suggestion on how to improve the situation.

• Journal of Gifted/Talented Education
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• v.11 no.2
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• pp.107-126
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• 2001

This study is focused on the selection program of mathematical gifted children on the middle school. To fulfill this purpose, I consider the testing program using cyber system. If we use the cyber system, we can survey mathematical play(for example, puzzle) and several mathematical activity of gifted children. Cyber system will be help as a subsidiary selection tool.