• School Mathematics
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• v.7 no.4
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• pp.319-336
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• 2005

This study is to find the properties of Diffy activity and to investigate the problems and conjectures which could be posed in the Diffy activity. The Diffy is a simple subtracting activity. But, 1 think it is a field where the mathematical thinking can take place. I proposed some problems and conjectures which can be posed. I solved the problems using excel and the software I developed and proposed the related data. I think such problems and the data will be the good materials for elementary students and gifted to think mathematically with.

• Journal of the Korean Data and Information Science Society
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• v.19 no.2
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• pp.505-510
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• 2008

We need to study the various teaching methods to effectively improve children's spatial ability. In this paper, we will study the effects on children's spatial ability of mathematical researching activity using the traditional games in early education.

• Research in Mathematical Education
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• v.8 no.3
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• pp.215-226
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• 2004

The purpose of this paper is to introduce an activity of student who found purely linear algebraic solution of the Blackout puzzle. It shows how we can help and work with gifted students. It deals with algorithm, mathematical modeling, optimal solution and software.

• Molecules and Cells
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• v.28 no.2
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• pp.81-85
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• 2009

$Na^+-H^+$ exchanger (NHE) is the main acid extruder in cardiac myocytes. We review the experimental findings of ion-dependency of NHE activity, and the mathematical modeling developed so far. In spite of extensive investigation, many unsolved questions still remain. We consider that the precise description of NHE activity with mathematical models elucidates the roles of NHE in maintaining ionic homeostasis, especially under pathophysiological conditions.

• The Mathematical Education
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• v.44 no.2 s.109
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• pp.265-280
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• 2005

According to the characteristics of elementary school students in favor of playing games, and to their high energy levels and physical growth states, it is fair to say that students can learn mathematics through 'game playing activities.' These activities are considered to intrigue their interest in class and make them feel less stress from the burden of studying mathematics. Mr. Skemp, who had conducted research on 'game activity' with experimental studies relating to elementary mathematics, recommends that math teachers try to give as many activity-oriented classes as possible to students. The method of 'game activity' by Skemp's operation deals with the whole range of mathematical themes. It is believed by other math teachers that this is not a way to substitute free time or just to have fun in class, but an intentionally well-organized way of learning an entire mathematical course during elementary school. In this research, 5th and 6th grade students needing extra classes after school had been exposed to 'ame activity' by Skemp's operation. As a result, we can figure out its influence on their understanding of arithmetic ability, and on the cognitive definition territory in their minds.

• School Mathematics
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• v.6 no.2
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• pp.153-179
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• 2004

In this article, we classify the middleschool students' mathematical modeling activities with three types as following: perceptive activity, cognitive activity, and metacognitive activity. And we research model development process through the interaction of perceptive, cognitive, and metacognitive activities. We report three results of our case study as following: First, students understanded the context of the modeling tasks on the base of their own experience and constructed the tasks with perceptive activity operating tool. Second, students developed various models with reorganizing cognitive activity which think and reason about perceptive activity-based model. Third, students were able to create generalizable and reusable models through metacognitive activities. This study revealed that the possible contribution of modeling activity as following. Students are able to understand abstractive mathematical knowledge as connecting between realistic activity and abstractive activity.

• Research in Mathematical Education
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• v.9 no.4 s.24
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• pp.341-350
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• 2005

In this increasingly technological world, the creativity development has been highlighted much in many countries. In this paper, two mathematical activities with Chinese characteristics are presented to illustrate how to integrate algorithmic teaching into mathematical activities to develop students' creativity. Case studies show that the learning of algorithm can be transferred into creative learning when students construct their own algorithms in Logo environment rather than being indoctrinated the existing algorithms. Creativity development in different stages of mathematical activities and creativity development in programming are also discussed.

• Journal for History of Mathematics
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• v.28 no.1
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• pp.45-62
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• 2015

This study assumes alternative character of the operation of mathematical club in middle school. The case that operated the voluntary mathematics club for one year was analyzed and the educational effect was considered. First, the examination instrument for choosing the members of mathematics club was developed and used. And, diverse teaching and learning materials for improving creativity and mathematical ability of the members were used. Second, the difference of learning result between the experiment group and control one who joined the activities of mathematics club was analyzed. Finally, mathematical club activity based on mathematics history appeared to be effective in improving academic achievement and mathematics exploration activity.

• Korean Journal of Child Studies
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• v.35 no.6
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• pp.93-110
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• 2014

The purpose of this study was to examine the effects of cookbook making activities on young children's mathematical concept and writing development. The participants were comprised of 50 five-year-old children from two intact classes from a kindergarten in Gyeonggi province, and they were divided into an experimental and a comparison group. The experimental group participated in cooking activities and produced cookbooks as extension activities whereas the comparison group carried out only cooking activities. The results indicated that the children in the experimental group received statistically higher scores in mathematical concept- and writing-tests, suggesting that cookbook making activities are a useful educational tool for enhancing young children's mathematical concepts and facilitating their writing development.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.123-134
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• 2010

Recently, mathematics education have been emphasized on developing students' mathematical thinking and problem solving abilities. Accordance with this emphasis, dramatical changes are needed in learning mathematics not merely let alone students solve real-made mathematics problems. The project learning to explore a counterweight activity will have an effects on positive mathematical attitude(to pose problem, to have curiosity) and mathematical thinking(power 10-digit representation, 2-digit number, two representation of 3-digit number, connect exponential number and log situation) which could develop understanding problems and critical thinking.