• Fashion, Industry and Education
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• v.14 no.1
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• pp.50-58
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• 2016

Passive learning attitudes and lack of enthusiasm in a retailing math course is quite common and a significant number of students do express their frustrations and struggles by seeking extra help outside the classroom. In order to promote students' active participation in class and to improve their performance and overall satisfaction with the course, a modified team-based learning (TBL) method was implemented in a retailing math course in two consecutive semesters. Implementing TBL into a retailing math course would improve students' accountability for their own learning, increase student interactions and engagement, and develop teamwork and collaboration skills. The scores on the midterm and final tests indicated that students' performance improved especially for the students who scored below 80% on each test when TBL was implemented. Students' reflection on the TBL activities done in class throughout the semester indicated that these TBL activities help them solidify the concepts taught in class better. They were able to realize their own mistakes and other group members who got the question right helped them understand. To maximize the benefit of TBL, it is suggested to implement TBL within the flipped classroom. Further research is called for to evaluate the effect of TBL on long-term knowledge retention among college students.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.599-614
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• 2017

The purpose of this study is to compare and analyze middle school students' understanding of constant rate of change, in terms of observing, representing and interpreting dynamic functions in various ways using the SimCalc MathWorlds. For this purpose, parts of a class conducted for six students in the first grade of middle school were analyzed. The results suggested two implications for a class that used this program (SimCalc MathWorlds): First, we confirmed that the relationships between the two quantities that students notice in the same situation can be different. Second, the program helped students to develop a more comprehensive understanding of the meaning of the constant rate of change. The study also revealed the need to use technology in teaching and learning about functions, particularly to represent and interpret a given situation that involves the constant rate of change in various ways. Further, the results can contribute to developing contents and methods to teach functions using technology in consideration of students' different levels of understanding.

• Journal of Digital Convergence
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• v.10 no.11
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• pp.565-577
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• 2012

Various factors affecting teachers' self-confidence exist in math class using technology such as graphic calculators. For example, internal factors such as teachers' attitude and external factors such as school administrators or colleague's support can be considered. Pedagogical Technology Knowledge(PTK) is the very important factor which determines teacher's self-confidence in educational technology, and the development of PTK is composed of teacher's perception on the technology and its application and instrumentation. This study investigated 19 pre-service and current middle and high school teachers in the respect of their change of self-confidence, attitude, expertise on pedagogical technology, and quality of math class. These are anlayzed with the concept of instrumentation and instrumentalization through various experiences like graphic calculator, GPS and AutoGraph. The result indicated that constraints or obstacles did not affect much if teachers' attitude and self-confidence were strong. Particularly teachers' firm will to learn about technology and their confidence on its value are the critical factors in using technology for mathematics class.

• East Asian mathematical journal
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• v.39 no.2
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• pp.93-117
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• 2023

The aim of this study is to explore the pre-service math teachers' characteristics of education to develop their AI literacy and SW competency, and to derive some implications. We conducted a 14-hours AI and SW education program for pre-service teachers with theory and practice, and an analysis on class observation data, video frames of classes and interview, Python programming assignments and papers. The results of this case study for 3 pre-service teachers are as follows. First, two students understood artificial neural network and deep learning system accurately, furthermore, all students conducted a couple of explorations related with performance improvement of deep learning system with interest. Second, coding and exploration activities using Python improved students' computational thinking as well as SW competency, which help them give convergence education in the future. Third, they responded positively to the necessity of AI literacy and SW competency development, and to applying coding to math class. Lastly, it's necessary to endeavor to give a coding education to the student's eye level according to his or her prerequisite and to ease the burden of student's studying AI technology.

• School Mathematics
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• v.17 no.1
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• pp.19-33
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• 2015

This study examined mathematics class using the CAS(Computer Algebra Systems, CAS) targeted for high school first grade students. We examined what kind of transforming of representations got up according to mathematics subject contents at this classroom. This study analyzed 15 math lessons during one month and the focus of analysis was on the classroom teacher. In particular, for transformations among representations this study mainly investigated from theoretical frameworks such as transparent and opaque representation of Lesh, Behr & Post(1987), descriptive and depictive representation of Kosslyn(1994). According to the results of this study, CAS technology affected the transforming of representations in high school math class and this transforming of representations improved the students' thinking and understanding of mathematical concepts and provided the opportunity to create the representation of individual student. Such results of this study suggest the importance of CAS technology's role in transforming of representations. and they offer the chance to reconsider the fact that CAS technology could be used to improve students' ability of transforming representations at the mathematics class.

• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.387-407
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• 2014

This study investigeted secondary math teachers' difficulties of technology in geometry class with grounded theory by Strauss and Corbin. 178 secondary math teachers attending the professional development program on technology-based geometry teaching at eight locations in January 2014, participated in this study with informed consents. Data was collected with an open-ended questionnaire survey. In line with grounded theory, open, axial and selective coding were applied to data analysis. According to the results of this study, teachers were found to experience resistance in using technology due to new learning and changes, with knowledge and awareness of technology effectively interacting to lessen such resistance. In using technology, teachers were found to go through the 'access-resistance-unaccepted use-acceptance' stages. Teachers having difficulties in using technology included the following four types: 'inaccessible, denial of acceptance, discontinuation of use, and acceptance 'These findings suggest novel perspectives towards teachers having difficulties in using technology, providing implications for teachers' professional development.

• 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 the Korean School Mathematics Society
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• v.18 no.1
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• pp.61-82
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• 2015

This study investigated the learning process of Chines international student within a technology environment, who was studying in Korea to be well equipped as a math teacher in future. Her activities were observed and guided in a class for pre-service teachers in one university, Kyunggido, in the second semester of 2014. She experienced obstacles such as the lacks of comprehending Korean sentences, Korean math terminologies, mathematical concepts, and fidelities of technology in her learning. She was recovered by bilingual effect, visualization activities, repetition activities, and group activities. There was a learning helper who made her learning possible in a bilingual way. Thus, the bilingual education is crucial for students with multi-cultural background.

• Journal of the Chungcheong Mathematical Society
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• v.25 no.3
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• pp.425-443
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• 2012

Sufficient conditions for the existence of at least one solution of a class of multi-point boundary value problems of the fractional differential equations at resonance are established. The main theorem generalizes and improves those ones in [Liu, B., Solvability of multi-point boundary value problems at resonance(II), Appl. Math. Comput., 136(2003)353-377], see Remark 2.3. An example is presented to illustrate the main results.

• Communications of Mathematical Education
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• v.21 no.4
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• pp.621-646
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• 2007

In our new learning environment, we were asked to change our teaching method in our Linear Algebra class. In mathematics class, we could use several math-softwares such as MATHEMATICA, MATLAB, MAPLE, Drive etc.. MATLAB was quite well fit with our Linear Algebra class. In this paper we introduce an efficient way of delivery on important concepts in linear algebra by using well-known MATLAB/ATLAST M-files which we downloded from http://www.umassd.edu/specialprograms/atlast/.