최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기Journal of the Korean Society of Mathematical Education. Series C : Education of primary school mathematics, v.26 no.4, 2023년, pp.219 - 236
손태권 (봉명초등학교)
This study examined the relationship between preservice teachers' mathematical understanding and problem posing in fractions multiplication and division. To this purpose, 41 preservice teachers performed visual representation and problem posing tasks for fraction multiplication and division, measure...
김경탁, 류성림(2013). 5, 6학년 수학교재의 문제만들기 내용 및 6학년 학생들의 문제만들기에서의 오류 분석. 한국초등수학교육학회지, 17(2), 321-350.
김슬비, 황혜정(2015). 예비교사의 문제 생성과 재구성 활동에 관한 탐색. 수학교육논문집, 29(3),?533-551.
나귀수(2017). 수학 영재 학생들의 문제 만들기에 대한 연구. 학교수학, 19(1), 77-93.
노지화, 고호경, 허난(2016). 분수 나눗셈 스토리 문제?만들기에 관한 예비교사 지식 조사 연구. 초등수학교육, 19(1), 19-30.
방정숙, 이지영(2009). 사례연구를 통한 분수 나눗셈의 연산 감각 분석. 학교수학 11(1), 71-91.
서관석, 전경순(2000). 예비 초등 교사들의 분수 연산에 관한 내용적 지식과 교수학적 지식 수준에 대한 연구. 수학교육학연구, 10(1), 103-113.
여승현, 이지영(2022). 문제제기 및 해결을 통한 한국과 미국 예비교사의 분수 곱셈 이해 탐색. 수학교육, 61(1), 157-178.
이대현(2022). 초등 예비교사들이 제시한 분수 나눗셈?문장제와 해결 방법 분석. 과학교육연구지, 46(1),?109-120.
이자혜(2018). 개방형 문제 만들기 수업에서 나타난?초등 수학 영재 학생의 개방형 문제 생성 능력, 문제 해결 능력 및 메타인지에 관한 연구. 이화여자대학교 박사학위논문.
허난(2011). 수학 교과에서의 문제 만들기에 대한 초등학교 교사들의 인식과 활용도 조사 연구. 한국학교수학회논문집, 14(4), 539-564.
허난, 신호철(2013). 초등학교 예비교사들의 수학적?'문제 만들기'에 나타나는 문장의 오류 유형 분석.?한국학교수학회논문집, 16(4), 797-820.
Adu-Gyamfi, K., Schwartz, C. S., Sinicope, R., &?Bosse, M. J. (2019). Making sense of fraction?division: Domain and representation knowledge?of preservice elementary teachers on a fraction?division task. Mathematics Education Research?Journal, 31(4), 507-528.
Bailey, D. H., Zhou, X., Zhang, Y., Cui, J., Fuchs,?L. S., Jordan, N. C., Gersten, R., & Siegler, R. S.?(2015). Development of fraction concepts and?procedures in U.S. and Chinese children. Journal?of Experimental Child Psychology, 129, 68-83.
Ball, D. L. (1990). Prospective elementary and?secondary teachers' understanding of division.?Journal for Research in Mathematics Education,?21(2), 132-144.
Ball, D. L., Thames, M. H., & Phelps, G. (2008),?Content knowledge for teaching: What makes it?special? Journal of Teacher Education, 59(5),?389-407.
Barlow, A. T., & Cates, J. M. (2006). The impact?of problem posing on elementary teachers'?beliefs about mathematics and mathematics?teaching. School Science and Mathematics,?106(2), 64-73.
Barmby, P., Harries, T., Higgins, S., & Suggate, J.?(2009). The array representation and primary?children's understanding and reasoning in?multiplication. Educational Studies in?Mathematics, 70(3), 217-241.
Bezuk, N. S., & Armstrong, B. E. (1995).?Understanding of fraction multiplication and?division of Fractions. Mathematics Teacher,?86(1), 120-131.
Boaler, J., & Brodie, K. (2004). The importance,?nature and impact of the teacher questions. In D.?E. McDougall & J. A. Ross (Eds.), Proceedings?from the 26th Meeting of the North America?Chapter of the International Group for the?Psychology of Mathematics Education (pp.?774-782). Toronto, Ontario, Canada: OISE/UT.
Cai, J., & Cifarelli, V. (2005). Exploring?mathematical exploration: How two college?students formulated and solved their own?mathematical problems. Focus on Learning?Problems in Mathematics, 27(3), 43-72.
Cai, J., & Ding, M. (2017). On mathematical?understanding: Perspectives of experienced?Chinese mathematics teachers. Journal of?Mathematics Teacher Education, 20(1), 5-29.
Cai, J., & Hwang, S. (2002). Generalized and?generative thinking in US and Chinese students'?mathematical problem solving and problem?posing. The Journal of Mathematical Behavior,?21(4), 401-421.
Cai, J., Hwang, C., Jiang, C., & Silber, S. (2015).?Problem-posing research in mathematics?education: Some answered questions and?unanswered questions. In F. M. Singer, N. F.?Ellerton, & J. Cai (Eds.), Mathematical problem?posing: From research to effective practice (pp.?3-34). Springer.
Cankoy, O., & Darbaz, S. (2010). Effect of a?problem posing based problem solving instruction?on understanding problem. Hacettepe University?Journal of Education, 38, 11-24.
Chang, K. E., Wu, L. J., Weng, S. E., & Sung, Y.?T. (2012). Embedding game-based problem-solving?phase into problem-posing system for?mathematics learning. Computers & Education,?58(2), 775-786.
Chen, L., Van Dooren, W., & Verschaffel, L. (2015).?Enhancing the development of Chinese?fifth-graders' problem-posing and problem-solving?abilities, beliefs, and attitudes: A design?experiment. In F. M. Singer, N. Ellerton, & J. Cai?(Eds.), Mathematical problem posing: From?research to effective practice (pp. 309-329).?Springer.
Chinnappan, M., & Forrester, T. (2014). Generating?procedural and conceptual knowledge of fractions?by preservice teachers. Mathematics Education?Research Journal, 26(4), 871-896.
Christou, C., Mousoulides, N., Pittalis, M.,?Pitta-Pantazi, D., & Sriraman, B. (2005). An?empirical taxonomy of problem posing processes.?ZDM-Mathematics Education, 37(3), 149-158.
Crespo, S. (2003). Learning to pose mathematical?problems: Exploring changes in preservice?teachers' practices. Educational Studies in?Mathematics, 52(3), 243-270.
Crespo, S., & Sinclair, N. (2008). What makes a?problem mathematically interesting? Inviting?prospective teachers to pose better problems.?Journal of Mathematics Teacher Education,?11(5), 395-415.
English, L. D. (1998). Children's problem posing?within formal and informal contexts. Journal for?Research in mathematics Education, 29(1), 83-106.
Fazio, L., & Siegler, R. S. (2011). Teaching?fractions (Vol. 22). International Academy of?Education.
Hallett, D., Nunes, T., & Bryant, P. (2010).?Individual differences in conceptual and?procedural knowledge when learning fractions.?Journal of Educational Psychology, 102(2), 395.
Hiebert, J., & Behr, M. (1988). Number concepts?and operations in the middle grades (Vol. 2).?National Council of Teachers of Mathematics.
Izsak, A. (2003). "We want a statement that is?always true": Criteria for good algebraic?representations and the development of modelling?knowledge. Journal for Research in Mathematics?Education, 34(3), 191-227.
Kilic, C. (2013). Turkish primary school teachers'?opinions about problem posing applications:?students, the mathematics curriculum and?mathematics textbooks. Australian Journal of?Teacher Education, 38(5), 144-155.
Korkmaz, E., & Gur, H. (2006). Determining of?prospective teachers' problem posing skills.?Journal of Balikesir University Institute of?Science and Technology, 8(1), 64-74.
Lamon, S. J. (2001). Presenting and representing?from fractions to rational numbers. In A. A.?Cuoco & F. R. Curcio (Eds.), The roles of?representation in school mathematics (pp. 146-165). National Council of Teachers of Mathematics.
Lavy, I., & Shriki, A. (2010). Engaging in problem?posing activities in a dynamic geometry setting?and the development of prospective teachers'?mathematical knowledge. The Journal of?Mathematical Behavior, 29(1), 11-24.
Lesh, R., & Zawojewski, J. S. (2007). Problem?solving and modeling. In F. K. Lester (Ed.),?Second handbook of research on mathematics?teaching and learning (pp. 763-804). NCTM.
Leung, S. K. S. (2013). Teachers implementing?mathematical problem posing in the classroom:?Challenges and strategies. Educational Studies in?Mathematics, 83(1), 103-116.
Ma, L. (1999). Knowing and teaching elementary?mathematics: Teachers' understanding of?fundamental mathematics in China and the?United States. Lawrence Erlbaum.
Mack, N. K. (2000). Long-term effects of building?on informal knowledge in a complex content?domain: The case of multiplication of fractions.?Journal of Mathematical Behavior, 19(3), 307-332.
Mason, J., Stephens, M., & Watson, A. (2009).?Appreciating mathematical structure for all.?Mathematics Education Research Journal, 21(2),?10-32.
National Council of Teachers of Mathematics.?(2000). Principles and standards for school?mathematics. NCTM.
National Research Council. (2005). How students?learn: History, mathematics, and science in the?classroom. Washington, DC: Division of?Behavioral and Social Sciences and Education,?National Research Council of the National?Academies.
Osana, H. P., & Pelczer, I. (2015). A review on?problem posing in teacher education. In F. M.?Singer, N. F. Ellerton, & J. Cai (Eds.),?Mathematical Problem Posing (pp. 469-492).?Springer.
Osana, H. P., & Royea, D. A. (2011). Obstacles and?challenges in preservice teachers' explorations?with fractions: A view from a small-scale?intervention study. The Journal of Mathematical?Behavior, 30(4), 333-352.
Pirie, S. (2002). Problem posing: What can it tell?us about students' mathematical understanding??In D. Mewborn, P. Sztajn, E. White, H. Wiegel,?R. Bryant & K. Nooney (Eds.), Psychology of?Mathematics Education North America?(PME-NA), Athens, GA (pp. 927-958, vol 11).?Eric Clearinghouse for Science, Mathematics, and?Environmental Education.
Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W.?(2001). Developing conceptual understanding and?procedural skill in mathematics: An iterative?process. Journal of Educational Psychology,?93(2), 346-362.
Rosli, R., Goldsby, D., & Capraro, M. M. (2013).?Assessing students' mathematical problem-solving?and problem-posing skills. Asian Social Science,?9(16), 54.
Schneider, M., Rittle-Johnson, B., & Star, J. R.?(2011). Relations among conceptual knowledge,?procedural knowledge, and procedural flexibility?in two samples differing in prior knowledge.?Developmental Psychology, 47(6), 1525-1538.
Schoenfeld, A. H. (1989). Explorations of students'?mathematical beliefs and behavior. Journal for?Research in Mathematics Education, 20(4),?338-355.
Skemp, R. R. (1978). Relational understanding and?instrumental understanding. Arithmetic Teacher,?26(3), 9-15.
Siegler, R. S., & Lortie-Forgues, H. (2017). Hard?lessons: Why rational number arithmetic is so?difficult for so many people. Current Directions?in Psychological Science, 26(4), 346-351.
Shulman, L. (1987). Knowledge and teaching:?Foundations of the new reform. Harvard?Educational Review, 57(1), 1-23.
Silber, S., & Cai, J. (2017). Pre-service teachers'?free and structured mathematical problem posing.?International Journal of Mathematical Education?in Science and Technology, 48(2), 163-184.
Silver, E. A., & Cai, J. (1996). An analysis of?arithmetic problem posing by middle school?students. Journal for Research in Mathematics?Education, 27(5), 521-539.
Silver, E. A., & Cai, J. (2005). Assessing students'?mathematical problem posing. Teaching Children?Mathematics, 12(3), 129-135.
Son, J. W., & Lee, J. E. (2016). Pre-service?teachers' understanding of fraction multiplication,?representational knowledge, and computational?skills. Mathematics Teacher Education and?Development, 18(2), 5-28.
Steffe, L. P. (2003). Fractional commensurate,?composition, and adding schemes: Learning?trajectories of Jason and Laura: Grade 5. The?Journal of Mathematical Behavior, 22(3),?237-295.
Stein, M. K., Smith, M. S., Henningsen, M. A., &?Silver, E. A. (2000). Implementing?standards-based mathematics instruction.?Teachers College Press.
Tirosh, D. (2000). Enhancing prospective teachers'?knowledge of children's conceptions: The case of?division of fractions. Journal for Research in?Mathematics Education, 31(1), 5-25.
Vacc, N. (1993). Questioning in the mathematics?classroom. Arithmetic Teacher, 41(2), 88-91.
Wearne, D., & Hiebert, J. (1988). A cognitive?approach to meaningful mathematics instruction:?Testing a local theory using decimal numbers.?Journal for Research in Mathematics Education,?19(5), 371-384.
Xie, J., & Masingila, J. O. (2017). Examining?interactions between problem posing and problem?solving with prospective primary teachers: A?case of using fractions. Educational Studies in?Mathematics, 96(1), 101-118.
Yao, Y., Hwang, S., & Cai, J. (2021). Preservice?teachers' mathematical understanding exhibited in?problem posing and problem solving. ZDM-Mathematics Education, 53(4), 937-949.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.