• Title/Summary/Keyword: mathematical problem solving

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Identification and Selection the Mathematically Gifted Child on the Elementary School Level (초등 수학 영재의 판별과 선발)

  • 송상헌
    • Journal of Gifted/Talented Education
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    • v.11 no.2
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    • pp.87-106
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    • 2001
  • Identification and selection the mathematically gifted child must be based on it's definition. So, we have to consider not only IQ or high ability in mathematical problem solving, but also mathematical creativity and mathematical task commitment. Furthermore, we must relate our ideas with the programs to develop each student's hidden potential. This study is focused on the discrimination of the candidates who would like to enter the elementary school level mathematics gifted education program. To fulfill this purpose, I considered the criteria, principles, methods, and tools. Identification is not exactly separate from selection and education. So, it is important to have long-term vision and plan to identify the mathematically gifted students.

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A Study on Analysis of Novice's Protocol in Solving Physics Problems (물리문제 해결에 관한 초심자의 프로토콜분석 연구)

  • Bak, Hac-Kyoo;Kwon, Jae-Sool
    • Journal of The Korean Association For Science Education
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    • v.10 no.1
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    • pp.57-64
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    • 1990
  • In this study, novices' protocols were investigated on the basis of Mayer's analysis of mathematical problem solving. These protocols were obtained by Jae-Sool Kwon and Seong-Wang Lee(1988) by means of thinking aloud while 20 sophomore students in a department of physics education were solving physics problems on Newton's low of motion. The results of investiqation are as follows; (1) We proposed an effective method in analyzing protocols on physics porblem solving (2) We could find the defective types of knowledge of individuals who got an incorrect solution, through analyzing the cause of failure individually (3) The fact that many students considered first the frictional force as muntiplying the coefficient of friction by perpendicular force rather than as resistance of motion, was found And students' misconception on the coefficient of friction was found. (4) If such analyses of test items and protocols are used in physics education, they will be very useful for finding the faults of problem-solving process, and for setting and scoring subjective problems in physics

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An Effect of Problem-solving Lessons with Problem-posing on Mathematical Creativity (문제 만들기를 적용한 문제해결수업이 수학적 창의성에 미치는 영향)

  • Kim, Seo Lin;Kim, Dong Hwa;Seo, Hae Ae
    • East Asian mathematical journal
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    • v.33 no.4
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    • pp.381-411
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    • 2017
  • The purpose of this study is to investigate how students' mathematical creativity changes through problem-solving instruction using problem-posing for elementary school students and to explore instructional methods to improve students' mathematical creativity in school curriculum. In this study, nonequivalent control group design was adopted, and the followings are main results. First, problem-solving lessons with problem-posing had a significant effect on students' mathematical creativity, and all three factors of mathematical creativity(fluency, flexibility, originality) were also significant. Second, the lessons showed meaningful results for all upper, middle, and lower groups of pupils according to the level of mathematical creativity. When analyzing the effects of sub-factors of mathematical creativity, there was no significant effect on fluency in the upper and middle groups. Based on the results, we suggest followings: First, there is a need for a systematic guidance plan that combines problem-solving and problem-posing, Second, a long-term lesson plan to help students cultivate novel mathematical problem-solving ability through insights. Third, research on teaching and learning methods that can improve mathematical creativity even for students with relatively high mathematical creativity is necessary. Lastly, various student-centered activities in math classes are important to enhance creativity.

The Case Study of Gender Difference in Mathematical Problem Solving (수학적 문제해결 과정에 대한 성별 사례 연구)

  • Lee, Kwang Sang;Suh, Bo Euk
    • Education of Primary School Mathematics
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    • v.16 no.2
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    • pp.147-162
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    • 2013
  • This is an in-dept case study that extract the problems showing remarkable gender gap in 6th graders and analyze the difference between boys and girls in the process of problem solving. This study can be summarized as the following. First, according to the result of basic study, the parts are divided into measurement, probability and statistics and regularity. And then test problems and face-to-face talk contents are developed. Second, the distinct features between boys and girls, follow-up study and face-to-face talk. As a result, five characteristics of gender gap are selected. Through the results of this study, the improvement of teaching & learning development and evaluation considering gender is expected in the classrooms of elementary schools.

The Dynamic Assessment for Lower Grades of Primary School (초등학교 저학년 수학교육에서의 역동적 평가 방안 탐색)

  • Lee, Bong-Ju
    • The Mathematical Education
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    • v.50 no.1
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    • pp.13-25
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    • 2011
  • The Goals of mathematics education for the lower grades of primary school is to shape the basic concepts and the skills of mathematics. To achieve this goal, it is necessary an assessment which is able to help the students' learning activities by precisely diagnosing their basic mathematical capability. It should lend the students an assistance in diagnosing and revising their problems throughout teacher's cognitive participation in the process of mathematical problem solving. I would like to suggest the dynamic assessment as one of these kinds of approaches. In order to prove the utilities of this way, it was examined the necessity of dynamic assessment on the basis of the Vygotsky's theory after looking into the characteristics of the contents and methods of the mathematics education for the lower grades of primary school. Next, I researched the principles of the dynamic assessment and embodied the assessment tool to evaluate the mathematical achievement of the lower grades of the primary school. Lastly, it was provided the examples of the dynamic assessment tool in order to assist the practice of it.

An Analysis of the Effect of Peer-to-peer Relay Feedback Strategy on Achievement and Communication ability in Mathematics (동료 릴레이 피드백 전략이 수학과 학업성취도와 수학적 의사소통능력에 미치는 영향)

  • Lee, Young Soon;Lee, Sang Soo
    • The Mathematical Education
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    • v.55 no.4
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    • pp.503-522
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    • 2016
  • The purpose of this study is to investigate the effects of peer-to-peer relay feedback strategy on achievement in mathematical problem solving and mathematical communication ability. The experimental instruction was given to 99 students. They were divided into two groups. In this research a strategy of peer-to-peer relay feedback is developed. To enhance lateral communication, students were instructed according to the strategy to read open-type problems, to write mathematical ideas individually and to share their ideas and get feedback in relay method with peers within a small subgroup. The results are as follows. 1) Mathematics achievement assessments were carried six times in the cleanup phases of the class. There was no difference at the 1st test. 2) The second t-test of mathematical communication abilities showed that there was meaningful difference and that peer-to-peer relay feedback was effective. But there was no difference on reading. 3) Peer-to-peer relay feedback strategy has a positive impact.

A Survey of the Elementary Teachers' Perception and the Status about Mathematical Modeling (초등교사들의 수학적 모델링에 대한 인식 조사 연구)

  • Kim, Min-Kyeong;Min, Sun-Hee;Kang, Seon-Mi
    • Journal of the Korean School Mathematics Society
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    • v.12 no.4
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    • pp.411-431
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    • 2009
  • The efforts on order to enable students to connect meaningfully their real life to mathematical application and mathematical problem solving would be one of the significant functions in school mathematics. In this research, we surveyed 582 elementary school teachers in Seoul to determine their perception and the status about mathematical modeling. The goal of the research was to analyze the survey and interview and investigate the possibility of application of mathematical modeling to elementary mathematics. As a result, they replied that mathematical modeling would be applicable for students' understanding of concepts and motivations.

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A Case study of Metacognitive Strategy Training on Mathematical Problem Solving (메타인지적 활동의 훈련을 통한 문제해결 과정에서의 사고 과정 분석 사례 연구)

  • Lee, Bong-Ju;Ko, Ho-Kyoung
    • Journal of the Korean School Mathematics Society
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    • v.12 no.3
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    • pp.291-305
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    • 2009
  • The purpose of this article is to formulate the base that mathematical thinking power can be improved through activating the metacognitive ability of students in the math problem solving process. The guidance material for activating the metacognitive ability was devised based on a body of literature and various studies. Two high school students used it in their math problem solving process. They reported that their own mathematical thinking power was improved in this process. And they showed that the necessary strategies and procedures for math problem solving can be monitored and controled by analyzing their own metacognition in the mathematical thinking process. This result suggests that students' metacognition does play an important role in the mathematical thinking process.

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Development of Teachers' Resource for Descriptive Evaluation in Grade 6 Mathematics (초등학교 6학년 수학과 서술형 평가의 자료개발 연구)

  • Kim, Min-Kyeong;Noh, Sun-Sook;Kwon, Jum-Rye;Kim, Eu-Gin;Joo, You-Ri
    • Journal of the Korean School Mathematics Society
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    • v.11 no.4
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    • pp.543-567
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    • 2008
  • The current 2007 Mathematics Curriculum in Korea emphasizes mathematical problem solving, advanced mathematical thinking and effective mathematical communicating. Therefore, in order to assess and evaluate these important thinking attributes, performance evaluation using descriptive and essay type of assessments are emphasized. In this paper, analysis of the elementary mathematics curriculum is used to develop descriptive assessment problems and grading rubrics that could be used objectively and consistently by teachers of the grade 6 school mathematics. The assessment problems were developed, pilot tested, revised, implemented and analyzed in detail to understand the overall effectiveness of the descriptive evaluation method in school mathematics.

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Robot education content of infant for creative problem solving in tablet pc (태블릿PC에서 창의적 문제해결력 신장을 위한 유아로봇교육콘텐츠 연구)

  • Park, Young-Suk;Park, Dea-Woo;Shin, Jae-Han
    • Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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    • 2012.05a
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    • pp.446-450
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    • 2012
  • Will lead the future of life in society, children needs robot education for adaptation to the futhure high-tech robot age. For children to learn about robots needs an active interest, the necessity of learning, creative learning using information technology in information-based society In ministry of education, science and technology education in the necessity of a infant's smart robot education to promote education and training child care for infants national scientific and mathematical problem - solving skills and creative problem solving to increase rearing children in desperate need of robots is the development of educational content. Baby robot training content design and creativity of the teaching model effective problem solving and creativity measuring plan review, implementation strategies and creative problem solving is a comparison. The goal of this paper enjoys science and technology with curriculum-based children's fusion science and technology human resources is to lay the groundwork for.

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