• East Asian mathematical journal
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• v.35 no.2
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• pp.163-172
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• 2019

In recent years, the term core literacy has been popular in educational circles all over the world, and there are more and more research on core literacy. At the same time, the mathematical culture has also been highly valued on a global scale. The mathematical culture is a part of college students' cultural quality, and then, what is the connection between the mathematical culture and mathematical core literacy? How to improve the mathematical core literacy of contemporary college students? This paper gives the corresponding answers to these two questions. By illustrating the concrete implementation of the course "Mathematical Culture" offered by Yanbian University, this paper discusses various measures for cultivating students' core qualities in Chinese universities. It must be useful and promote the research on mathematical core literacy for the educators in various countries.

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

• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.283-304
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• 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 the Korean School Mathematics Society
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• v.8 no.3
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• pp.343-356
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• 2005

The purpose of this study is to search whether mathematical beliefs have changed when new social norms are formed in math classroom through research using survey papers about mathematical beliefs and math class video photographing. In addition, it would search for social norms of mathematical classroom which affects to students' mathematical beliefs by analyzing culture of mathematical classroom. The result was that the class focusing only general social norms wasn't enough to change students' mathematical beliefs. And as we have examined sociomathematical norms of math classroom through analyzing culture of mathematics classroom, it has affected students' mathematical beliefs.

• School Mathematics
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• v.9 no.2
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• pp.181-196
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• 2007

It would have a trouble to communicate mathematically without an appropriate use of mathematical language. Therefore it is necessary to form mathematics classroom culture to encourage students to use mathematical language precisely. A four-month teaching experiment in a 4th grade mathematics class was conducted focused the accurate use of mathematical language. In the course of the teaching experiment, children became more careful to use their language precisely. The use of demonstrative pronouns such as this or that as well as the use of inaccurate or wrong expressions was diminished. Children became to use much more mathematical symbols and terms instead of their imprecise expressions. The result of the experiment suggests that the culture that encourage students to use mathematical language precisely can be formed in elementary mathematics classroom.

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

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

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.207-234
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• 2014

There has been an increasing concern of how mathematical idea indicates and shares in a way to promote students' mathematical development. Such ideas highlighting need of the culture of mathematics classroom in mathematical education. The culture of mathematics classroom was constructed classroom social norms, sociomathematical norms, and classroom mathematical practice. This paper investigated how sociomathematical norms were constructed in two elementary mathematics classrooms by two different teachers.

• International Journal of Advanced Culture Technology
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• v.10 no.1
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• pp.265-273
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• 2022

The aim of this study is to investigate the relationship between the object ability, basic movement ability, and mathematical ability of young children. Next, through this study, the influence of young children's object manipulation ability and basic movement ability on mathematical ability was investigated. The subjects of this study were 80 children aged 5 years old. As a research tool, the non-mobile movement and mobile movement, the basic movement development test scale, and the young children's picture-mathematical ability test scale were used. This survey was conducted from October 2018 to January 2019. For data analysis, correlation analysis and hierarchical multiple regression analysis were performed using the spss program. As a result of the study, it was found that there was a significant positive correlation between the non-mobile ability, movement ability, object manipulation ability and mathematical ability of young children. It was found that young children's ability to manipulate objects and non-movement abilities had positive effect on their mathematical abilities. The movement ability of young children had both negative and positive effects on mathematical ability, but it was not found to be statistically significant. This study is meaningful in that it investigated the effects of non-mobile movement, mobile movement ability, and object manipulation ability, which are sub-capabilities of basic movement ability, which had not been investigated so far, on the mathematical ability of young children.

• Research in Mathematical Education
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• v.17 no.1
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• pp.63-78
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• 2013

Trigonometric ratios are difficult concepts to teach and learn in middle school. One of the reasons is that the mathematical terms (sine, cosine, tangent) don't convey the idea literally. This paper deals with the understanding of a concept from the learner's standpoint, and searches the orientation of teaching that make students to have full understanding of trigonometric ratios. Such full understanding contains at least five constructs as follows: skill-algorithm, property-proof, use-application, representation-metaphor, history-culture understanding [Usiskin, Z. (2012). What does it mean to understand some mathematics? In: Proceedings of ICME12, COEX, Seoul Korea; July 8-15,2012 (pp. 502-521). Seoul, Korea: ICME-12]. Despite multi-aspects of understanding, especially, the history-culture aspect is not yet a part of the mathematics class on the trigonometric ratios. In this respect this study investigated the effect of history approach on students' understanding when the history approach focused on the mathematical terms is used to teach the concept of trigonometric ratios in Grade 9 mathematics class. As results, the experimental group obtained help in more full understanding on the trigonometric ratios through such teaching than the control group. This implies that the historical derivation of mathematical terms as well as the context of mathematical concepts should be dealt in the math class for the more full understanding of some mathematical concepts.