• Journal of Educational Research in Mathematics
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• v.10 no.2
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• pp.199-214
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• 2000

The constructivism is an important stream of the recent trends of mathematics education. In order for students to construct their knowledge for themselves, above all, it should be a prerequisite that they participate in actively, Using games helps students to participate in learning mathematics actively. I think, up to now, mathematics teachers use games mainly for motivation and it does not connect to true learning mathematics through using games. So, the purposes of this study are developing the mathematical games connecting to mathematical contents closely, designing the teaching models to connect game activities to learning mathematics, and developing several teaching plans using games to mathematics class. In this study, I propose what conditions 'good' game should have, classify games as practice game, concept learning game, and strategy game, and develop 43 games from 1 to 6 grade. And I design the teaching models depending on the game types and develop the teaching plans.

• Research in Mathematical Education
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• v.27 no.1
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• pp.1-24
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• 2024

In this paper, the author analyzed characteristics of deep mathematics learning in problem solving and problem-posing classroom teaching. Based on a simple wrong plane geometry problem, the author describes the classroom experience how one expert Chinese mathematics teacher guides students to modify geometry problems from solution to investigation, and guides the students to learn how to pose mathematics problems in inquiry-based deep learning classroom. This also demonstrates how expert mathematics teacher can effectively guide students to teach deep learning in regular classroom.

• Research in Mathematical Education
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• v.6 no.1
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• pp.1-28
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• 2002

This study explored teachers (n = 219) from northern, central, southern and eastern Taiwan concerning their views about children's learning difficulties, mathematical instruction and school mathematics curricular. Results showed that teachers' mathematics knowledge or their instruction methods had no significant influence on their views of children's learning difficulties. Even though teachers indicated that understanding of abstract mathematical concepts was the most prominent difficulty for children, they tended to employ direct instruction rather than constructive and cooperative problem solving in their teaching. However, teachers' views of children's learning difficulties did influence their instructional practice. Results from in-dept interviews revealed that there were some obstacles that prevented teachers from putting constructiveism perspectives of instruction into teaching practice. Further investigation is needed to develop a better understanding of epistemology and teaming psychology as well as to help teachers create constructive learning situations.

• Research in Mathematical Education
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• v.11 no.2
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• pp.101-126
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• 2007

We analyze the possibilities of using Information and Communication Technologies as a resource in the teaching/learning of Mathematics and we show the results of concrete experiments carried out with the games: "Adibu", "La ciudad perdida" and "Drood en el planeta siete", with fourteen students and two primary school teachers in a school in Santa Cruz de Tenerife (Spain). Our analysis of the games is made within a global framework in which individual, cooperative and collaborative learning are considered, taking as reference the theoretical frameworks set out by Piaget, Vygotsky, and the principles of collaborative learning (Computer Supported Collaborative Learning).

• Journal of Educational Research in Mathematics
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• v.11 no.1
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• pp.1-10
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• 2001

Most existing research into the metacognitive approach in mathematics learning has been concentrated mainly in the study of phenomena of metacognitive (including the affective) behaviour in the context of mathematical problem solving or more broadly mathematical content-elated learning. However, this study originally constructs the concept of "macroscopic metacognition" which could be differentiated with general metacognition, and draws out macroscopic-metacognitive factors among the elementary and middle school students through individual interview. Questionnaire research is executed to find out how the macroscopic metacognition is included into the students' mathematics learning and the relationship between their mathematics learning accomplishment and macroscopic metacognition. Thus, a considerable degree of the positive relationship between these two variables was found out.

• Research in Mathematical Education
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• v.17 no.3
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• pp.169-180
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• 2013

Communicating about mathematics is an essential component in learning mathematics and is a key standard for successful learning in a mathematics classroom using stories and storytelling as a catalyst to mathematics instruction. This, however, can make learning math for students with language deficiencies since they are working toward mastering both basic language proficiency as well as the specialized language needed for mathematics. This is a particular concern because the number of students of multicultural families is rapidly increasing. In this paper, we discuss the challenges and complexities of language-deficient students learning math in a classroom where communication is a key standard for successful learning, and suggest implications for teaching, by presenting an USA elementrny teacher's scaffolding to make reading and solving word problems less intimidating for her language learner students as well as native speaking students.

• East Asian mathematical journal
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• v.36 no.4
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• pp.437-454
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• 2020

The purpose of this study is to develop a mathematical assessment and correction materials according to the mathematics learning hierarchy. The scope of the study is set to 'function' in 7th grade of middle school. The researchers developed a draft of the mathematical assessment and correction materials based on the mathematics learning hierarchy through the pilot test and the expert review. Using the results of the expert review, the researchers modified and supplemented the math assessment and correction materials to produce the final version. The mathematics assessment and correction material developed in this study is expected to build an effective guidance system for students with mathematics deficits. In addition, by presenting a mathematical assessment and correction materials to the teachers in the field, it is possible to reduce the effort for the management of underachievers and to provide guidance for the education of students with a lack of math learning.

• School Mathematics
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• v.4 no.2
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• pp.237-246
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• 2002

The purpose of this paper is to investigatethe relationship between Korean elementary teachers' teaching practice and students' perceptions of classroom learning environment. It is important to examine whether teachers conceive of mathematics and their teaching practice are consistent with their actual teaching mathematics in classroom. To do so, two reform-oriented and two traditionally-oriented elementary teachers in Seoul and a total of 130 students from these four selected teachers' classes participated in the present study Using classroom environment survey scale [CES] the differences in students' perceptions on classroom learning environment were examined. The results show that students taught by reform-oriented teachers have significantly higher score in the area of participation, relevance, and commitment to learning than traditionally-oriented group of students. Thus, we may conclude that the reform-oriented group of students have more benefits in learning mathematics than do the traditionally-oriented group of students.

• School Mathematics
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• v.16 no.3
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• pp.633-657
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• 2014

This study aims to verify the effect of the situated learning-based instruction on mathematics learning of sixth-grade elementary school students. For this purpose, this study examined the differences in mathematical learning achievement and mathematical attitude between a group participating in the situated learning-based class and a group participating in the normal instructor-led mathematics class. Moreover, this study verified the educational effect of the situated learning-based class by analyzing teacher's role in the class and students' way of participating in the class. The study results are as follows. First, the situated learning-based class positively influenced students' mathematics achievement and mathematical attitude. Second, teacher performed a role as a learning guide and facilitator. Third, other became an object to give help to or to learn from in the situated learning-based class. These situations had a positive influence on the organization of knowledge through active efforts of students for communication and problem solving which belongs to a cooperative socialization process happening in the class.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.3
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• pp.241-266
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• 2018

The purpose of this study were to design and apply a teaching-learning model for flipped learning in elementary school mathematics based on a student's active learning model for mathematics, and then to examine their effects. Finally, this suggests two points to consider when applying flipped learning to young learners. The results of this study are as follows. First, The model showed meaningful results that improved learners' academic achievement. Second, The application of flipped learning, which reflects the characteristics of the mathematics department, gave learners a higher level of satisfaction than traditional classes. Third, as a result of analyzing students' testimonies, it was possible to form a habit of self-study without help of anyone at the desired time and place, and to solve the problem created beforehand with friends so that self-directed learning habit formation and interest in class respectively.