• Journal of Educational Research in Mathematics
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• v.12 no.3
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• pp.331-351
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• 2002

It is widely recommended that teachers should actively mediate students' engagement with tools such as manipulative materials. This paper is to help to parse classroom life so that both social and psychological aspects are accounted for and coordinated. Building on the theory of affordances from ecological psychology and the activity theory from sociocultural perspectives, the main strategy of this paper is to view manipulative materials as simultaneously participating in social and psychological activity systems. Within these activity systems it is charted how both mathematical affordances related to the structure of mathematical concepts and ecological affordances related to socially situated classroom practices need to be considered by teachers in effective mediation of mathematical manipulatives. This paper has three major sections. The first section develops a theoretical extension of Gibson's theory of affordances from natural to social environments. The second section introduces mathematical and ecological affordances using empirical data from a grade two elementary school classroom. The third section illustrates the need of coordinating the two affordances as embedded in different activity systems.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.319-335
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• 2013

Chinese mathematical curriculum is divided 4 areas(number and algebra, space and figure, statistics and probability, practice and synthetic application). The purpose of this paper is to analyze the contents of the practice and synthetic application in yanbian elementary textbook. For this, 12-textbook which was published in yeonbeon a publishing company is analyze by topic, mathematical process, area of content and mathematical activity. mathematical process The following results have been drawn from this study. First, contextual backgrounds of practice are restricted in classroom. The contents of synthetic application are limited in connection of mathematical areas. Mathematical problem solving is a main in mathematical process, whereas reasoning activity is a few. Mathematical experience activity is a main in mathematical process, whereas synthetic activity is a few. We can use the suggestions of this paper for development of textbook and the contents of mathematical process.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.21-45
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• 2011

It is the aim of this paper to find the requisites for the target problem solving process in reference to the base problem and to search the roles of those. Focusing on the structural similarity, analytic activity and comparative activity in stage of similar mathematical problem solving process, we tried to find the roles of them. We observed closely how four students solve the target problem in reference to the base problem. And so we got the following conclusions. The insight of structural similarity prepare the ground appling the solving method of base problem in the process solving the target problem. And we knew that the analytic activity can become the instrument which find out the truth about the guess. Finally the comparative activity can set up the direction of solution of the target problem. Thus we knew that the insight of structural similarity, the analytic activity and the comparative activity are necessary for similar mathematical problem to solve. We think that it requires the efforts to develop the various programs about teaching-learning method focusing on the structural similarity, analytic activity and comparative activity in stage of similar mathematical problem solving process. And we also think that it needs the study to research the roles of other elements for similar mathematical problem solving but to find the roles of the structural similarity, analytic activity and comparative activity.

• East Asian mathematical journal
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• v.29 no.2
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• pp.137-168
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• 2013

In this paper we study activity theory and Davydov's learning activity theory. We analyze brief history of activity theory in Russia, structure of human activity, and Davydov's studies in activity theory. Especially we analyze Davydov's 1st grade mathematics textbook, and try to investigate embodiment of Davydov's learning activity theory in his mathematics textbook.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.43-66
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• 2006

This study was proposed to analyze mathematical communication activity and mathematical attitudes while students were solving project problem and to consider how the conclusions effects mathematics education. This study analyzed through qualitative research method. The questions for this study are following. First, how does the process of the mathematical communication activity proceed during solving project problem in a small group? Second, what reactions can be shown on mathematical attitudes during solving project problem in a small group? Four project problems sampled from pilot study in order to examine these questions were applied on two small groups consisting of four 5th grade students It was recorded while each group was finding out the solution of the given problems. Afterward, consequences were analyzed according to each question after all contents were noted. Consequently, conclusions can be derived as follows. First, it was shown that each student used different elements of contents in mathematical communication activity. Second, during mathematical communication activity, most students preferred common languages to mathematical ones. Third, it was found that each student has their own mathematical attitude. Fourth, Students were more interested in the game project problem and the practical using project problem than others.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.2
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• pp.195-219
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• 2006

This study was proposed to analyze mathematical communication activity and mathematical attitudes while students were solving project problem and to consider how the conclusions effects mathematics education. This study analyzed through qualitative research method. The questions for this study are following, First, how does the process of the mathematical communication activity proceed during solving project problem in a small group? Second, what reactions can be shown on mathematical attitudes during solving project problem in a small group? Four project problems sampled from pilot study in order to examine these questions were applied on two small groups consisting of four 5th grade students. It was recorded while each group was finding out the solution of the given problems. Afterward, consequences were analyzed according to each question after all contents were noted. Consequently, conclusions can be derived as follows. First, it was shown that each student used different elements of contents in mathematical communication activity. Second, during mathematical communication activity, most students preferred common languages to mathematical ones. Third, it was found that each student has their own mathematical attitude. Fourth, Students were more interested in the game project problem and the practical using project problem than others.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.281-300
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• 2015

The purpose of this research is to analyze cognitive demands, answer types, and storytelling types on the basis of mathematical tasks in five different mathematics textbooks based on 2009 revised curriculum in order to suggest directions for the development and use of storytelling mathematics textbooks in school. Results show that first, PNC (Procedures without Connections) task was the largest category in cognitive demands of all mathematical tasks, Low-Level task was larger than others in cognitive demands of mathematical content tasks, and High-Level task was larger than others in cognitive demands of mathematical activity tasks. Second, a short-answer type was the largest category in answer types of all mathematical tasks, the majority of mathematical content tasks were a short-answer type, and the majority of mathematical activity tasks were both short-answer and explanation-answer types. Finally, storytelling connected to real-life was the largest category in storytelling types, and the number of mathematical activity tasks was less than that of mathematical content tasks. However, in the tasks reflected on storytelling, the percentage of mathematical activity tasks was higher than that of mathematical content tasks. Based on the results, while developing storytelling mathematics textbooks and using storytelling textbooks in school, it suggests to consider the need for balance and diversity in cognitive demands, answer types, and storytelling types according to mathematical tasks.

• School Mathematics
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• v.9 no.1
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• pp.65-97
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• 2007

Problem solving and mathematical applications have been increasingly emphasized in school mathematics over the past ten years. Recently it is recommended that mathematical applications and modeling situations be incorporated into the secondary school curriculum. Many researches on this approach have been conducted in Korea. But unfortunately two thirds of these researches have been studied by graduate students. Therefore, more professional researchers should be concerned with the study related to mathematical modelling activity. This study is planning to investigate and establish i) the concepts and meanings of mathematical model, mathematical modelling, and mathematical modelling process, ii) the properties of problem situations introduced and dealt with in mathematical modelling activity, and iii) relationship between mathematical modelling activity and problem solving activity, and so on. To accomplish this, this study is based on the analysis and comparison of 11 articles published in domestic journals and 22 domestic master papers.

• The Mathematical Education
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• v.54 no.1
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• pp.31-47
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• 2015

School Math Field Trips(SMFT) for School Mathematics can be defined as teaching and learning activity of mathematics going into the field of Korean history, culture, science and technology. This is a literature analysis study to systemize teaching and learning method of mathematics based on literature analysis and real SMFT activity. First, SMFT was introduced to improve cognitive affective and cultural-mathematical teaching and learning method of mathematics. Second, SMFT has three purposes of cognitive, affective and cultural-mathematical. Third, to conduct mathematical education activity the direction of teaching was set. Forth, the progressing way of developing material and SMFT was researched. Fifth, developing the evaluation standard of SMFT and evaluation method was suggested.

• International Journal of Advanced Culture Technology
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• v.12 no.1
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• pp.34-42
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• 2024

This study investigated the academic achievement of science and high school students according to the characteristics of R&E activities in mathematics and science. In addition, based on the survey results, the correlation between R&E activity characteristics and mathematics and science academic achievement was studied through correlation analysis and factor analysis between subjects. There was a difference in academic achievement in mathematics and science according to the characteristics of the R&E activity area, and the experience of R&E activity was found to be closely related to the academic achievement of related subjects. Depending on the area of R&E activity, mathematical and scientific academic achievement was found to be two factors: mathematical logic and natural understanding. Natural understanding factors significantly influenced students' academic achievement in mathematics, physics, and life sciences, and mathematical logic factors significantly influenced the academic achievement of students in chemistry and earth science subjects. In particular, mathematical logic ability was concentrated in excellent physics class students, and natural understanding ability was concentrated in excellent life science class students. Since the characteristics of the R & E activity area greatly influence the academic achievement of mathematics and science, it will significantly contribute to the selection and operation of the R & E activity area of science high school students.