Earticle

Nowadays in schools, the level-differentiated classes and level-differentiated evaluations are introduced in order to foster students logical and creative thinking with problem-solving ability. According to ground rules of evaluation, students are supposed to be evaluated based on lectures. In reality, however, same questions are posed to students in different class level. In this paper, we researched students' understanding of level-differentiated evaluation by surveying 88 second-year male students in K high school located in Seoul. Questionnaire was designed to measure satisfaction of level-differentiated classes, necessity and composition of level -differentiated evaluations. Even though a result of questionnaire exhibits that students are not familiar with level-differentiated evaluations yet, we suggest to introduce the evaluation system to operate level-differentiated classes effectively.

This research focused on the teaching of the literary composition simultaneous equation problems for 2nd grade middle school students. For the inquiry on the effect of the thinking by representation strategy at the understanding stage of the literary composition problems, students answered that drawings and making tables are helpful to understanding what the literary composition simultaneous equation problems ask. And also, to know the effect of using lesson plans that adopted representation strategy at the stage of understanding for the literary composition simultaneous equation problems, we compared the pre-test and post test results. The results showed that student who used representation strategy improved their test scores than students who did not used representation strategy.

The purpose of the study was to analyse the effects of reducing mathematics anxiety when students had adopted Divided-note-method and Cornell-note-method in solving mathematics problem solving. Divided-note-method includes drawing a line in the middle of the notebook vertically. In the left side of the page students write their emotions and feelings, and in the right side they could do some calculations or draw pictures and diagrams. And in Cornell-note-method, students write their note based on 4R1Q principle involving Record, Question,Recite ,Refliect and Review. Total 10 classes of boy's highschool 11th grade students in a metropolitan area were participated in the study, and 5 classes were science major college bound students, and the students of the other 5 classes were social science college bound students. The results of the study revealed that both Cornell-note-method and Divided-note-method were effective in reducing mathematics anxiety in solving mathematics problem solving.

In combinatorial mathematics, the Catalan numbers form a sequence of natural numbers that occur in various counting problems, often involving recursively defined objects. They are named after the Belgian mathematician Eugène Charles Catalan (1814–1894). In this paper we can show the value of Catalan numbers in the concept of number theory, and illuminate the concept being taught in classroom. Consequently, Catalan numbers in mathematics education can be used efficient studying tool. Throughout this paper we let Cn denote the Catalan numbers.