• Research in Mathematical Education
• /
• v.12 no.3
• /
• pp.167-177
• /
• 2008

The students' beliefs about mathematics teaching-learning come from the social activities in mathematics classrooms; and the mathematics classroom culture to a large extent decides the social activities in mathematics classrooms. So, the students' beliefs about mathematics teaching-learning are decided indirectly by the mathematics classroom culture mainly. The students' beliefs about mathematics teaching-learning react to the social activities in mathematics classrooms, and the social activities in mathematics classrooms react to the mathematics classroom culture. Therefore, the students' beliefs about mathematics teaching-learning react indirectly to the mathematics classroom culture. So, the relationships between the students' beliefs about mathematics teaching-learning and the mathematics classroom culture are dialectic, and the social activities in mathematics classrooms are the medium. In addition, the relationships have some inspirations to the current mathematics curriculum reform in the mainland China.

• Education of Primary School Mathematics
• /
• v.5 no.2
• /
• pp.163-172
• /
• 2001

Recently, higher discussions are made up on the culture of mathematics classrooms. These discussions are mostly about desirable culture and reform of culture in mathematics education. This paper is to offer a view point of seeing the culture of mathematics classroom. We need to look straightly our classroom as well as to reform the culture of mathematice classroom. This paper recommend sociomathematical norms to analyze and reform classroom culture. A elementary mathematics classroom was analyzed to understand our own culture of mathematics classroom.

• Education of Primary School Mathematics
• /
• v.10 no.2
• /
• pp.151-161
• /
• 2007

There were a lot of attempt to reform mathematics education. These may include reforms of teaching and learning methods, development of mathematics curriculum and textbooks, materials and resources for teaching. But the most important thing is reform of teaching and learning method. The teaching and learning in mathematics is related with culture of mathematics classroom. Thus the culture of mathematics classroom plays a critical role in the learning of mathematics. Although there is consensus what desirable culture of mathematics classroom is, the role of teachers is important to make desirable culture of mathematics classroom. So, this paper suggested the role of teachers in reforming the culture of mathematics classroom. Avoiding from routine and technical teaching, the teachers should play active role in constructing mathematical understanding of students.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.1
• /
• pp.149-162
• /
• 2016

The focus of the present study is to seek the ways of using popular culture for teaching mathematics. Thus, this study theoretically investigated concepts of popular culture and the meanings of using popular culture for mathematics teaching and learning. And the current study analyzed both the influence of popular culture of mathematics learning and how mathematics is represented through popular culture. Finally, this study suggested teaching models using popular culture and implications for further research in mathematics education about popular culture.

• Journal of Educational Research in Mathematics
• /
• v.14 no.3
• /
• pp.283-304
• /
• 2004

This study is to make strides toward an enriched understanding of changing a prevailing teacher-centered mathematics classroom culture to a student-centered culture by analyzing six reform-oriented classrooms of three elementary school teachers throughout a year This study provided a detailed description of important classroom episodes to explore how the participants in each class established a reform-oriented mathematics microculture. Despite the exemplary form of student-centered instruction, the content and qualities of the teaching practices are somewhat different in the extent to which students' ideas become the center of mathematical discourse and activity. Given the similarities in terms of general social norms and the differences in terms of socio-mathematical norms and mathematical practice, this study addresses some crucial issues on understanding the culture of elementary mathematics classroom in transition.

• Journal of Elementary Mathematics Education in Korea
• /
• v.22 no.1
• /
• pp.25-46
• /
• 2018

The purpose of this study is to investigate the effects of mathematics instruction for the formation of mathematics classroom culture on cognitive and affective domains of elementary school students. Two classes of 3rd grade elementary school in Seoul were chosen for the study. Twenty math classes were conducted, discussing the norms and using mathematical communication and journal writing activity was carried out. A mathematical achievement evaluation was performed for the inspection of the cognitive domains and a mathematical aptitude test was performed for the inspection of the affective domains. Research has shown that the mathematics classroom culture have a positive effect on the development of students' cognitive and affective domains. In particular, in the course of forming a mathematical classroom culture, students showed a change in the affective domain of a mathematics. Based on these findings, a change in teacher's perception of the importance of mathematics is needed and a variety of circumstances surrounding the students suggested the formation of a mathematical classroom culture.

• Communications of Mathematical Education
• /
• v.19 no.4 s.24
• /
• pp.577-586
• /
• 2005

In this paper, we introduced that the differences and reasons about oriental and western consciousness structure by borrowing from Dr. Richard E. Nisbett who is a professor of Michigan University of USA and writer of . And then, we introduced two survey results about likeness, dislikeness and aesthetic sence on mathematics. In their surveys, we researched the differences and attitudes between Korean male students and female students. Furthermore, we present a new educational curriculum to promote university students' various culture consciousness on mathematics.

• School Mathematics
• /
• v.4 no.3
• /
• pp.415-433
• /
• 2002

The mathematics education community is seeking to change a teacher-centered class-room culture to a student-centered culture. However, the real transition is not easy, even for teachers who are eager and willing to teach differently. The challenge for teachers is to use the social structure of the classrooms to nurture students' development toward mathematical ways of thinking and communicating as well as their under-standing of mathematical concepts and processes. By introducing an elementary teacher's teaching practice and professional develop-ment along with her classroom episodes, this paper is to make strides toward an enriched understanding of the culture of the elementary mathematics classrooms in which students may have a lot of opportunities to develop conceptual under standing and math-ematical disposition. This paper first provides a detailed description of the classroom flow in terms of general social norms and sociomathematical norms in order to explore how the teacher and the students have established such a student-centered math-ematics microculture. This paper then analyzes the teacher's teaching approach and professional development.

• Journal of applied mathematics & informatics
• /
• v.19 no.1_2
• /
• pp.203-214
• /
• 2005

In this study the optimal control of fed-batch glycerol fermentation is investigated based on an impulsive dynamical system. Considering the sudden increase of the glycerol and alkali in fed-batch culture of biodissimilation of glycerol to 1,3-propanediol, this paper proposes a non-linear impulsive system of fed-batch culture. The existence, uniqueness and regularity properties of piecewise solution for the system are proved. In view of the controllability of volumes of glycerol added to the reactor instantaneously, the paper constructs an optimal control model based on the nonlinear impulsive system and the existence of the optimal control is obtained. The control variables here are the moments and the sizes of jumps in the states at the discrete instants and the objective is to maximize the productivity of 1,3-propanediol over one cycle.

• School Mathematics
• /
• v.16 no.4
• /
• pp.745-761
• /
• 2014

This study investigated mathematics teachers' views on education, teacher efficacy, and the relationship of teacher efficacy and Confucian Heritage Culture's views on education. In particular, the differences on the basis of teachers' teaching experience and academic level were examined. We identified teachers' views on education by investigating their views on the purpose of education and examining whether they support the perspectives of teaching and learning in Confucian Heritage Culture. The questionnaire was answered by a total of 572 elementary teachers and secondary mathematics teachers. The results of this survey revealed that mathematics teachers have both Confucian Heritage Culture's view and Western view on education and quiet strong teacher efficacy. The views on education differed by academic levels, but there were no differences in teaching experiences. The teacher efficacy was differed by both academic levels and teaching experiences. The correlation between teacher efficacy and Confucian Heritage Culture's view on education was low. Findings were discussed with regard to their implications for both Korean mathematics education and mathematics teachers' teaching practice.