• Research in Mathematical Education
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• v.10 no.3 s.27
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• pp.189-203
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• 2006

Teaching of fractions is very challengeable for elementary and middle school teachers. Many teachers feel uncomfortable teaching the subject. How shall we introduce the concept of fractions? Shall we focus more on concept development or computational procedures and skills? What methodology can be used in teaching those important topics? These are the kind of questions many teachers and researchers try to answer. In this article, the authors are to look at this issue from a cross nation perspective, by examining how the Chinese mathematics curriculum and the Chinese teachers deal with this subject.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.563-585
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• 2020

This study developed teaching-learning materials for mathematics and coding convergence classes using Python, focusing on 'Prime Factorization' of seventh graders. After applying the teaching methods and contents to the students, they analyzed whether the learners achieved their learning goals. The results were used to modify and supplement teaching and learning materials. Affective domain of learners were also analyzed. The results are that the teaching methods and contents of the developed teaching-learning materials were generally appropriate for learners. The learners understood most of the lessons according to the set teaching methods of all classes. And learners have mostly reached their learning goals. In addition, as a result of analyzing the definition characteristics of learners through follow-up interviews, the interest in mathematics and programming has improved. The developed teaching and learning materials of this study are well consisted mostly of the teaching methods and the contents of the classes, and are organized so that learners can reach most of the learning goals. It also brought positive changes to the affective domain of mathematics and coding, demonstrating the potential for useful use in school.

• Research in Mathematical Education
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• v.20 no.1
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• pp.39-49
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• 2016

The History of Mathematics (HOM) was integrated in teaching the Cartesian Coordinate Plane (CCP) to Grade Seven learners of Moonwalk National High School using Lesson Study. After the lesson was taught, there were three valuable issues emerged: (1) HOM is a Springboard and/or a Medium of Motivation in Teaching CCP; (2) The History of CCP Opened a Wider Perspective about Its Real-life Application in the Modern World (3) Integration of History Developed a Sense of Purpose and an Appreciation of Mathematics Among Learners. Feedbacks solicited from the learners showed that they have understanding of the importance of studying Mathematics after they learned the life and contributions of Rene Descartes to Mathematics. Hence, integration of history plays a vital role in developing positive attitudes among learners towards Math.

• Journal for History of Mathematics
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• v.16 no.2
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• pp.71-86
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• 2003

Mathematics becomes more indispensible course today, while it seems approaching to the middle school students as a boring and hard one. So, we need to take more motivational teaching devices as well as mere emphases on its importance in order to keep the students up to tile curriculum and improve the education efficiency. Then, history of mathematics call lie one major source of the motivation, since, by telling the tales on the specific unit subject, teachers can awake the students'interest naturally. Today, most of the mathematics textbooks for the middle school students have some historical tales about each unit subject in their respective unit introduction. However, many tales don't seem quite helpful or motivating to understand unit subjects, for they are either abstract or fragmental. In that sense, this paper has three sample guidelines for teaching, which ate meant to introduce historical tales to motivate the students before teachers may get into tile main unit subject. Those suggested in this paper may work as the motivational teaching devices which would make the students mote interested, more positive, and consequently more successful in mathematics.

• Research in Mathematical Education
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• v.6 no.2
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• pp.107-116
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• 2002

Geometry is one of the important parts of Chinese school mathematics. There is a large difference in teaching and contents (standards, curriculum) between the US and China. Many mathematics educators in both countries are trying to reform the instruction of geometry and have made some progress. Close attention has been given to the Principles and Standards for School Mathematics (NCTM 2000), in which we have found many good ideas. In this paper, we introduce new developments of school geometry in China and have made some comparisons between the US and China. The new technology is becoming popular step by step in Chinese high schools. We believe we should learn from each other and exchange the ideas. In doing this mathematics teaching will be improved.

• The Mathematical Education
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• v.51 no.4
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• pp.429-453
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• 2012

The purpose of the study were to analyze teaching models of arithmetic operations of integers in Korean middle school mathematics textbooks of the first grade and Americans', from which we compare and analyze standards for choice of models of middle school teachers and preservice mathematics teachers. We also analyze the effect of the choice of teaching models for students to understand and appreciate number systems as a coherent body of knowledge. On the basis of that, we would like to find the best model to help students understand and reason the process of formulate the arithmetic operations of natural numbers and integers into the operation of the real number system. Furthermore, we help these series of the study to be applied effectively in the middle school mathematics class in Korea.

• East Asian mathematical journal
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• v.39 no.2
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• pp.251-270
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• 2023

This study examined what questions posed, and for arranging the matters, what decisions made, what practices put into by elementary preservice teachers during his or her enacting and reflecting mathematics teaching. Analysis of the study focused on the mathematics instructions practiced by four participants in practicum for senior students. Their own questions raised by each one in the instructional designs, performances, and reflections were picked out and categorized by five dimensions of mathematics instruction; the nature of classroom tasks, the role of the teacher, the social culture of the classroom, mathematical tools as learning supports, and equity and accessibility. Their instructional decision-makings and action-takings for answering to these questions were analised.

• Journal of Korea Game Society
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• v.13 no.6
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• pp.95-110
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• 2013

Current up-to-date courses of study put emphasis on raising creative students. However, the cramming methods of teaching mathematics in the school seems far from the creativity and the number of students who feels mathematics difficult is increasing. To overcome this situation, the government proposed 'the mathematics education using storytelling', which leads to lots of developments of mathematics using serious game in many areas. However most of the current serious games couldn't do away with the deductive framework of mathematics, which makes it impossible to achieve the purpose of raising creative students. This is because existing mathematics serious games have not deeply contemplated many aspects such as the purpose and theories of teaching and teaching mathematics. Therefore, in order to overcome the limitations of cramming methods in existing mathematics educations, this research proposes the new method of developing serious game contents for elementary geometry that is useful to improve mathematical intuition, based on RME, the theory of teaching/learning mathematics.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.57-70
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• 2007

This study is aimed at the improvement of the teaching mathematics via the use of the mathematical history based on the learning stages which are understanding the problem, seeking after and solving the problem, application and development, and understanding the homeworks. General questions of this study are as follows according to the purpose of this study: First, we develop materials to use the teaching and learning stages which are understanding the problem, seeking after and solving the problem, application and development, and understanding the homeworks. Second, we search the effective methods for using materials which are developed in this study. Third, we apply materials to the teaching and learning mathematics. To answer the problems, 1 class students of the 4th grade in Gwangju participated in this study. Teaching and learning which uses mathematical history based on the learning stages is performed. The following results were obtained in this research. First, the teaching and learning using materials which is related to mathematical history is effective in improvement of students' mathematical ability. Second, the teaching and learning using material which is related to mathematics history is effective in improvement of students' mathematical attitude. In special, mathematical attitude of students who are involved in learning using materials which is related to mathematical history is more positive than that of general students using traditional teaching methods. Lastly, generalization of newly developed materials should be done to get more development and upgrade.

• School Mathematics
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• v.17 no.4
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• pp.593-611
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• 2015

Under the assumptions that teachers' beliefs toward mathematics education play a role of a filter between teachers' knowledge and teaching practices, this study surveyed and analyzed elementary teachers' beliefs toward mathematics education: helping students to understand mathematics concepts, addressing students' mathematical misconceptions, engaging students in mathematics classroom, and improving students' mathematical thinking. From the analysis of survey results of the study, I found that there were dominant components in elementary teachers' beliefs system regarding teaching mathematics. In addition, there are some constructs affected by teachers' characteristics such as gender and educational backgrounds. In this study, I presented a representative model of elementary teachers' beliefs system toward mathematics education.