• Research in Mathematical Education
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• v.17 no.3
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• pp.199-220
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• 2013

The main objective of this study is to explore the relationship between psychological factors (i.e. math anxiety, attention, attitude, Working Memory Capacity (WMC), and Field dependency) and students' mathematics problem solving based on Revised Bloom Taxonomy. A sample of 169 K11 school girls were tested on (1) The Witkin's cognitive style (Group Embedded Figure Test). (2) Digit Span Backwards Test. (3) Mathematics Anxiety Rating Scale (MARS). (4) Modified Fennema-Sherman Attitude Scales. (5) Mathematics Attention Test (MAT), and (6) Mathematics questions based on Revised Bloom Taxonomy (RBT). Results obtained indicate that the effect of these items on students mathematical problem solving is different in each cognitive process and level of knowledge dimension.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.251-262
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• 2006

This study investigates 628 high school students' math dislike tendencies by their math achievement levels. The findings show that, firstly, as the sample students' math achievement level decreases, the number of dislike factors increase. Secondly, students' math dislike factors are differentiated by their math achievement levels. Math high achievers show high math disliking tendency by teacher factor. Middle achievers show high math disliking tendency by complex application and relation factors. Low achievers show high math disliking tendency by comprehension factor. Finally the math disliking factors affecting the level of math achievement are influenced by schools and grades that students' attend. While math disliking factors such as comprehension factor, teacher factor, affection factor are generally present among sample schools, exceptionally JS high school students(high achieving students) are only affected by mentality factor. In addition, mentality factor affects the second grade students only. The implications of the study argue that students' math disliking tendencies could be systematically reduced by paying attention to such dependent variables students' achievement levels, grade, school characteristics, and independent variables including teacher, application, mentality, comprehension, and affection.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.79-91
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• 1999

The aim of this study focused on student-centered learning not teacher-centered teaching in middle school math classes. This study was performed to check the growth of students' problem-solving abilities, learning attitudes and changes in learning motivation among affective characteristics. The results of this study is as followings: 1) The controlled group a heterogeneous group which had classes in a math room, had more meaningful growth than the uncontrolled group. The results of the study show that the problem-solving abilities of the high-leveled group were better than those of the low-leveled group. 2) The controlled group has shown meaningful difference in their mean in learning aptitude test and attitude test converted their score into 100 points than uncontrolled group, and various kinds of learning materials suitable for problem solving are proved as a good learning factor to induce students' motivation and interest. 3) Students prefer to have classes in a math room to the small-sized and large-numbered classrooms. The atmosphere in a math room is more suitable to improving their problem-solving abilities. In this context, the classes performed in a math room are fairly positive. Consequently, students' leveled learning activities performed in a math room can get their learning motivation and attention from those who are lack of interest and think math is difficult and be effective to increase their problem-solving abilities as a learning method for acquiring the whole course of solving the problems.

• Communications of Mathematical Education
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• v.32 no.2
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• pp.113-129
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• 2018

The importance of mathematics is increasing as human beings are entering the 4th industrial revolution era from the information society. In response to this trend, the government is also paying a lot of attention to math education by addressing 2012 mathematics education as 'the year of mathematics education.' However, many students are still suffering from mathematics and they feel math is difficult and even give up math. For this cause, students who give up math are showing up a lot in middle and high schools. For these math low achievers, the government, educational institutions, research institutes, and schools are creating and implementing a lot of programs. Among these programs, there is also a program called Math Clinic counseling. However, most of these math clinic counseling end up in a one-time events or are not linked to class because counselors and math teachers are different. So, this research focuses on this fact : gap between math clinical counseling and real mathematics class. The study analyze the reasons of the cause of low level of self-confidence in math and high level of math anxiety from the students. And it suggests some strategies for the individual students base on their difficulties. Applying these strategies to the students, the study mainly focused on how the strategies are presented in real class by observing practical classes.

• Communications of Mathematical Education
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• v.21 no.3
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• pp.467-482
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• 2007

In this paper, we surveyed the attitudes of engineering students in 6 universities in Chungcheong area to mathematics by 5-scale degrees and performed a comparative analysis of the results. The results revealed a number of meaningful points which should be applied to college mathematic education. On the basis of the results of the analysis, we made the following suggestions; 1) It is necessary to pay much attention to the students who have insufficient math ability 2) Special teaching methods are required for Freshman engineering students 3) Practical teaching strategies should be developed for engineering students that are based on the research on their math background 4) We should develop more materials in the area of mathematical concept image 5) More attention should be paid to the relation between math concepts and engineering concepts. Besides the above suggestions, we proposed that more research about students' math background and attitudes should be conducted for more efficient college math education.

• Research in Mathematical Education
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• v.26 no.2
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• pp.105-120
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• 2023

With the rapid advancement of educational technology, recent studies have connected teachers' professional noticing with the use of digital resources in mathematical instructions. In this study, I examined elementary mathematics preservice teachers' attending and interpreting a mathematical software, ST Math, in the exploring and implementing phases. The findings indicate that preservice teachers paid attention to visual representations and manipulation prior to interactions with children and further took into consideration on task structures and situated context after interactions. They interpreted the events based on connected mathematical knowledge of prior interactions and further reflected on the progression of problem-solving strategies and sequence of tasks. In addition, four distinctive profiles of transitioning of evaluation on ST Math activities were identified with illustrations. Implications for noticing and teacher education were discussed.

• School Mathematics
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• v.4 no.3
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• pp.331-346
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• 2002

This study has two purposes. One is to know that it is Possible to use portfolio in the elementary math class. The other is to make a useful method for using portfolio. We got the following conclusion through the study. Portfolio gave students an opportunity that they could review their mathematical thinking. But it couldn't work very well for the low-level students. They didn't pay attention to the class. So, careful prepa-ration and training were necessary for the portfolio material. And the portfolio material must be prepared by appropriate contents. Teacher had to do math class by considering students ability. The math class could be much better for motivation, teaching-learning activity impro-vement and communication tool by using portfolio material. There are several imple-mentation processes in preparation, execution and utilization of the class. 1) Preparation: Teacher must decide if it is appropriate for portfolio by analyzing the course and textbook and set a final goal. And then teacher has to select an appropriate item and make a schedule for the class. The portfolio material must contain valuable things from which students learn mathematics and use in their life. The student level, utilization purpose and contents are considered when one prepares portfolio material. 2) Execution: Students are supposed to understand about the portfolio very well. It is important for them to get the opportunity for reviewing through math class diary, their opinion, friends opinion and teachers opinion. 3) Utilization: Parents review ameliorates the communication among teacher, student and parents about learning activity.

• East Asian mathematical journal
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• v.38 no.4
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• pp.397-414
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• 2022

This study tried to explore and understand the meaning, and the properties of noticing. The result of this study were first, the difference in mathematical noticing is distinguished in either the object which is paid attention is different or the object is same but differently interpreted or react. The cause of each difference could be described as mathematical objects such as conceptual objects and perceptual features. Second, teachers' teaching strategies, which narrow the gap in attention and play a key role in the formation of mathematical meaning, appeared in various places. This teaching strategy was implemented to distract students' attention. This study confirmed that the mathematical attention of teachers and students in math classes will differ depending on the object to which they pay attention, and that difference will be narrowed through teacher's discourse practice and teaching strategies through communication strategies.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.1-27
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• 2010

This study intends to provide implications about sluggish use of calculators in our case by analyzing the math textbook of U.S. Macmillan/McGraw-Hill along with the tendency of paying more attention to math class using technologies. From the results of analysis, this textbook deals with various methods over around 3.3% of all pages, using calculators across all grades from 1st to 6th grade. In particular, it offers guidance into three types such as 'Choose a Computation Method', 'You can also use a calculator.', and 'TECHNOLOGY LINK', while particularly it is impressive in the perspective of using calculators as one of calculation strategies. And case studies of usage in textbooks describe 8 different perspectives as an example-represent; solve problems or equations; develope or demonstrate conceptual understanding; analyze; compute or estimate; describe, explain or justify; choose appropriate calculation method; determine a calculated answer's reasonableness. Reflecting on the fact that we still use calculators in a passive way, there are considerable implications to us.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.365-380
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• 1998

Structualist view distinguishes structure(reality) from phenomenon(appearance). Phenomenon is the outside aspect of structure and structure is the inside aspect of phenomenon. From the structualist view, the knowledge could e divided into two parts, the appearance of knowledge(the outside aspect of knowledge)and the structure of knowledge(the inside aspect of knowledge). Structualist view advices teachers to understand knowledge more totally from the inside-outside viewpoint, and not to teach mere the one aspect of knowledge, especially the outside aspect of knowledge, that is, the written expressions in textbook, but to teach the inside and outside aspects fo knowledge totally. In the history of mathematics education, the attempts to teach the structure of knowledge were flourishing in the period of discipline-centered curriculum. 'New Math movement' represents the attempts. The advocators of New Math, however, did not succeed sufficiently to understand the inside-outside view which the term the structure of knowledge represents, and failed to make mathematics teachers to understand the view well. Their attention was put on to introduce the modern mathematics to school math rather than to understand the educational and epistemological perspective which the term the structure of knowledge represents. To teach the structure of knowledge, mathematics teacher should be able to understand mathematical knowledge more totally from the inside-outside viewpoint. Especially, s/he should not regard the outside aspect of mathematical knowledge written in textbook as the totality of knowledge, but inquire into the inside aspect of mathematical knowledge from the outside aspect of mathematical knowledge.