Earticle

The purpose of this study is to examine the relationships between beliefs of pre-service teachers and their choices of curriculum materials. In this study, we focus on two research questions: 1) How do pre-service teachers’ beliefs about the nature of mathematics, beliefs about mathematics teaching, and beliefs about learning? 2) What characteristics do we find in their choices of curriculum materials for their teaching practice? We selected three pre-service teachers and collected data such as questionnaires related to beliefs, mathematical tasks that they made, videotapes of simulated teaching practice, materials that they used in the practice, and interviews. We analyzed these data, based on Raymond’s framework of beliefs. All the pre-service teachers’ beliefs about nature of mathematics and mathematics teaching are relevant to constructing tasks, and teaching practice.

Creating a learning environment, where individual students' ideas, interests, and experiences are valued, is important in mathematics education. With the rapid development of computer technology, most educators and researchers agree that technology would continue to influence mathematics education. The purpose of the study was to investigate applications of technology in mathematics education. In particular, the researcher described the role of technology in the teaching and learning of mathematics, teaching methodologies using technology.

The purpose of this study is to propose a new model for evaluating the students' mathematical understanding. It is very difficult to evaluate mathematical understanding.The reason is that, first, the mathematical understanding have five components, or strands that are interwoven and interdependent. Therefore, the model can be grasped between strands of understanding. Second, from the perspective of looking at the mathematical learning, there is a difficulty to evaluate the understanding. Thus, moving between learning-as-acquisition and learning-as-participation is required. We have developed an evaluation model through the discourse to solve such difficulties. The evaluation model was developed based on Sfard's four properties of mathematical discourse-word use, visual mediators, narrative, and routines- and Peirce's three ascending levels-quality, fact, and law.

The purpose of the study was to identify the environmental and educational factors which influence creative characters of gifted students, and also suggests the ways of developing creativity education for the gifted students. The results of the study were the followings: the boys revealed higher level of curiosity than the girls, and the gifted students has shown higher level of curiosity, task obsession, risk-taking tendency and independency in decision-makings than non-gifted students.

This study explored difference by achieve and gender according to six affective variables such as learning directivity, self control, anxiety, interest, cognizing value and confidence to mathematics learning of middle school students. 63 students were tested on measure of affective achievement. As a result, the higher the mathematical achievement, the more affective measure in every element. Man's affective measures about directivity, self control, anxiety, interest and confidence is higher than woman, but woman's affective measures about cognizing value is higher than man.