• Research in Mathematical Education
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• v.14 no.1
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• pp.51-65
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• 2010

Open-ended problems can foster deeper understanding of mathematical ideas, generating creative thinking and communication in students. High-order thinking tasks such as open-ended problems involve more ambiguity and higher level of personal risks for students than they are normally exposed to in routine problems. To explore the classroom-based factors that could support or inhibit such higher-order processes, this paper also describes two cases of Singapore primary school teachers who have successfully or unsuccessfully implemented an open-ended problem in their mathematics lessons.

• Journal of Korea Game Society
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• v.2 no.1
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• pp.69-76
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• 2002

This paper describes basic producing techniques of fighting game, collision detection between fighters, fighting skill, thinking routine and processing method of enemy characters, and algorithm structure of fighting game. Also, I studied as for algorithm of the template and strategy methods of design pattern class applied to a fighting game.

• Research in Mathematical Education
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• v.14 no.4
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• pp.361-380
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• 2010

Some 400 Secondary One (i.e. seventh-grade) students from 10 schools were provided with non-routine mathematical problems in their normal mathematics classes as exercises for one academic year. Their attitudes toward mathematics, their conceptions of mathematics and their problem-solving performance were measured both in the beginning and at the end of the year. Hierarchical regression analyses revealed that the introduction of an appropriate dose of non-routine problems would generate some effects on the students' conceptions of mathematics. A medium dose of non-routine problems (as reported by the teachers) would result in a change of the students' conception of mathematics to perceiving mathematics as less of "a subject of calculables." On the other hand, a high dose would lead students to perceive mathematics as more useful and more as a discipline involving thinking. However, with a low dose of non-routine problems, students found mathematics more "friendly" (free from fear). It is therefore proposed that the use of non-routine mathematical problems to an appropriate extent can induce changes in students' "lived space" of mathematics learning and broaden their conceptions of mathematics and mathematics learning.

• Research in Mathematical Education
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• v.5 no.1
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• pp.45-58
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• 2001

This study sheds light on the importance of developing creativity in mathematics class by examining the theoretical base of creativity and its relationship to mathematics. The study also reviewed the realities of developing creativity in mathematics courses, and it observed and analyzed the processes in which students and teachers solve the mathematics problems. By doing so, the study examined creative abilities of both students and teachers and suggests what teachers can do to tap the potential of the student. The subjects of the study are two groups of students and one group of mathematics teachers. These groups were required to solve a particular problems. The grading was made based on the mathematical creativity factors. There were marked differences in the ways of the solutions between of the student groups and the teacher group. It was clear that the teachers\\` thinking was limited to routine approaches in solving the given problems. In particular, there was a serious gap in the area of originality. As can be seen from the problem analysis by groups, there was a meaningful difference between the creativity factors of students and those of teachers. This study presented research findings obtained from students who were guided to freely express their creativity under encouragement and concern of their teachers. Thus, teachers should make an effort to break from their routine thinking processes and fixed ideas. In addition, teaching methods and contents should emphasize on development of creativity. Such efforts will surely lead to an outcome that is beneficial to students.

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1405-1416
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• 2012

This study aims to analyze how pre-service science teachers' reflective thinking is presented during the microteaching process. The subjects of this study were 13 students who attended a lecture course on science teaching methods offered by the Department of Science Education of the College of Education at a national university. The simulated lessons that were performed during the microteaching process went through peer assessment and self-assessment. Then, the next set of lessons was conducted based on the assessment results. After the first set of simulated lessons, the pre-service teachers' reflection at the routine and technical levels was most remarkable in the focus dimension. In the inquiry and change dimensions, technical reflection stood out. Dialogic or transformative reflection was rarely presented. In addition, most of the pre-service teachers displayed mingling patterns of reflection levels in all of the three dimensions. The results of this study, in particular, prove that microteaching has a high level of applicability in terms of reflective thinking and instructional technology. Accordingly, there is a need for subsequent studies to create a new model that can encourage pre-service teachers' reflective thinking by structuralizing peer and self-assessment during the process of microteaching.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.221-229
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• 2016

This study aimed to investigate the effects of portfolio application on pre-service science teachers' reflective thinking. For the purpose, we used narrative inquiry on pre-service science teachers' portfolios. We also analyzed the dimensions and levels of pre-service science teachers' reflective thinking. Analysis results showed that the pre-service science teachers' reflective thinking was mostly centered on focus at the beginning of semester. In addition, they exhibited routine and technical levels of reflective thinking. Analysis of pre-service science teachers' reflective thinking showed it as gradually extending to the dimension of inquiry and dimension of change by the end of semester. Here, the level of reflective thinking was higher at the dialogic level and transformative level. Pre-service science teachers showed that they had difficulties in making portfolios. However, they answered positively about application of portfolios. The results of this study suggest that there is a need to actively introduce portfolio assessment in teacher education courses in order to increase the reflective thinking of pre-service science teachers.

• Education of Primary School Mathematics
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• v.3 no.1
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• pp.63-77
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• 1999

We introduce what is the meaning of problem and problem solving and also different type of problems and problem-solving strategies were discussed in this paper, with suggestions for teaching both Polya's four-step strategy and specific problem solving strategies. Many real and concrete examples of routine and nonroutine problems in elementary school mathematics are introduced. Especially, we have researched on the actual condition how children in elementary school think about multiplication of fraction for the routine problem. As a result, we have noticed that children have diverse thinking in their own way and also concrete expressions are much better effective than algorithm showing in textbook.

• Research in Mathematical Education
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• v.10 no.1 s.25
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• pp.1-11
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• 2006

In today's world, it is not enough to be proficient at computation or at memorizing rote procedures to solve routine problems. These skills are important, but even more important are the abilities to recognize and define problems, generate multiple solutions or paths toward solution, reason, justify conclusions, and communicate results. These are not abilities that one is born with and they do not generally develop on their own. For students to become gifted, promising, and creative mathematicians, these talents must be cultivated and nurtured.

• The Mathematical Education
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• v.43 no.4
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• pp.399-404
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• 2004

Mathematical creativity is a main topic which is studied within mathematics education. Also it is important in learning school mathematics. It can be important for mathematics teachers to view mathematical creativity as an disposition toward mathematical activity that can be fostered broadly in the general classroom environment. In this article, it is discussed that creativity-enriched mathematics instruction which includes creative problem-solving and problem-posing tasks and activities can be guided more creative approaches to school mathematics via routine problems.

• The Journal of the Korea Contents Association
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• v.15 no.9
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• pp.662-669
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• 2015

The purpose of this study is to explore plan for increasing the analysis and understanding skills of literary works by using systemic thinking technique. This study used a literatures analysis method. The concrete study contents are as follows; First, it is centered on presenting values of literary education through analysing fairy tales conditions in Korean textbooks in relation to national curriculum for elementary and middle school. Second, it is to explore the features of systemic thinking technique. Third, it is to draw the instruction design model and application. Main expected effects of this study are breakaway from habitual routine, developing comprehensive and logical thinking ability, expanding fancy and imagination, cultivating innovative problem solving skill, inducing interest in literature, and increasing linguistic skills. That is, it is to be effective instruction strategy to enhance creativity and to cultivate character in classroom.