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RESEARCH IN MATHEMATICAL EDUCATION

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수록정보
수록범위 : 1권0호(1997)~23권1호(2020) |수록논문 수 : 373
D-수학교육연구
23권1호(2020년 03월) 수록논문
최근 권호 논문
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1Teaching the Intermediate Value Theorem with Non-Existing Examples

저자 : Jihyun Hwang , Dae S. Hong

발행기관 : 한국수학교육학회 간행물 : D-수학교육연구 23권 1호 발행 연도 : 2020 페이지 : pp. 1-12 (12 pages)

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In this case study, a professor was observed to investigate use of instructional examples when teaching the Intermediate Value Theorem in a calculus course. Video-recorded lessons were analyzed with constant comparison to video-stimulated recall interviews and field notes. The professor employed multiple instructional examples, which was initiated by students and modified by the professor. The professor asked students to build non-existing examples as an informal proof of the Intermediate Value Theorem and assessment of students' previous knowledge. Use of incorrect examples on instructional purpose can be an appropriate way for formative assessment as well as a bridge between informal and formal proofs in college mathematics.

2A Comparative Study of the Teaching Language of a Novice Teacher and an Expert Teacher in Algebra Instruction

저자 : Wang Si-kai , Ye Li-jun

발행기관 : 한국수학교육학회 간행물 : D-수학교육연구 23권 1호 발행 연도 : 2020 페이지 : pp. 13-22 (10 pages)

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The effectiveness of mathematics classroom teaching is directly affected by the teaching language. Comparing the teaching language of a novice teacher in algebra instruction with an expert teacher from the perspective of pragmatics, it comes to a conclusion that: both teachers attach great importance to the use of the teaching language, with the proportion of the teaching language time more than 50%; the novice teacher uses the affirmative language frequently, twice as often as the expert teacher; the declarative language the novice teacher uses in the exploration is mostly to repeat students' answer, which takes up a short time; the novice teacher uses the teaching language too much in the consolidation, which causes fewer opportunities for students to think. Then we get the following revelations: streamline the teaching language and control the time of the teaching language reasonably; make good use of the affirmative language to provide students hints and necessary time for thinking; avoid simple restatement of the student's answer and use the declarative language ingeniously to improve the feedback quality; use the teaching language appropriately to help students accumulate basic experience in mathematics activities.

3Developing an Instrument of Assessing the Middle School Students' Perceptions of Mathematics Teachers' PCK

저자 : Yanhui Xu

발행기관 : 한국수학교육학회 간행물 : D-수학교육연구 23권 1호 발행 연도 : 2020 페이지 : pp. 23-45 (23 pages)

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Many researches proposed different models and concepts for the PCK. It is important to understand its composition. Most studies investigated the development of PCK and its influence on students' learning from the teachers' perspectives. We developed an instrument for assessing middle school students' perceptions of mathematics teachers' PCK (SPOMTPCK) to investigate the nature of PCK. Theoretical claims and empirical research in PCK were used to design questions and sub-scales for the SPOMTPCK. The face validity of the instrument was established by the expert mathematics teachers and students. A questionnaire consisting of 38 items on a five-point Likert-type scale was used for data collection from 799 middle school students. The exploratory factor analyses resulted in the development of a three-factor scale of 17 items that was proved valid and reliable, that is, pedagogical representation, understanding students and curriculum, and encouraging students' engagement. The Cronbach α coefficients of the scale was 0.935, and the Cronbach α coefficient of three factors were ranged from 0.721 to 0.912. The confirmatory factor analysis showed that the questionnaire has good construct validity and the fit indexes are good. MANOVA analysis of variance revealed that the differences in mathematics teachers' PCK identified by students of different school types and grades were statistically significant. It is a validate measurement to evaluate the perceived mathematics teachers' PCK for middle school students.

4An Introduction to the Edumatrix Set and Its Didactic Capabilities

저자 : Mikhail Semenov , Yong S. Colen , Jung Colen , Antony Pardala

발행기관 : 한국수학교육학회 간행물 : D-수학교육연구 23권 1호 발행 연도 : 2020 페이지 : pp. 47-62 (16 pages)

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Learning through “recreational mathematics” has become a meaningful outlet to children of all ages. The Edumatrix set is a didactic tool for the development of logical and abstract reasoning among students. In this paper, we provide several illustrative exercises involving Edumatrix that teachers can utilize in their classrooms. We formulate students' expected learning outcomes by aligning each exercise to the CCSSM content standards as well as examining which Standards for Mathematical Practices (SMP) our proposed exercises promote.

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

(2006)홍길동 외 1명심리학41회 피인용

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(2006)홍길동심리학41회 피인용

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(2006)홍길동41회 피인용

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해당 간행물 관심 구독기관

서울대학교 Monash University 영남대학교 인하대학교 청심국제중고등학교
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  • 1 서울대학교 (6건)
  • 2 Monash University (3건)
  • 3 영남대학교 (1건)
  • 4 인하대학교 (1건)
  • 5 청심국제중고등학교 (1건)

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