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This study aims to provide the following data. First we analyze the papers about mathematics education research section 16 for the hearing impaired students. Second, we present the mathematics education research trends for the hearing impaired students. Third, based on the analysis results, we provide a variety of resources about the mathematics education for deaf students.

The purpose of this study carefully analyze what the cognitive and affective features characteristic of mathematical underachiever through the discourse appears the process of problem solving of a geometric on based feature on a given in most previous studies. Also, a big issue is broad context because the characteristics of the study of discourse can be observed learners in different contexts could help to insufficient study of mathematical underachiever possible teachers utilize pedagogical aspect is that mathematics underachievers providing assistance to the implications that this may be to resolve. The results of this study are as follows. First, cognitive and affective characteristics of mathematical underachievers will all expression. Second, the best thing in cognitive characteristics is problem solving and communication. Third, the best thing in affective characteristics is mathematical interests, attitudes, and promoting the reduction, then by the decrease in the anxiety factor increasing communication skills, it gave a good influence on the result of the improved problem solving ability. The last, the step instructional model of cognitive development through discourse is effective. On the other hand, as you can find from advanced research to define the math underachiever, also it still insufficient for mathematical underachiever studies in variety teaching models and discourse.

The purpose of this study was to analyze characteristics of silver mathematics education with regard to the topic, mathematical contents of such research, and methods. As a result, First, topic of the most research is development of teaching-learning materials and learner`s cognitive and affective characteristics and abilities. There was no research for the evaluation and teacher training. Second, All research dealt with number and operations, geometry, function, probability and statistics were in order. There was no research dealing with letter and expressions. Lastly, except for one research, all studies used quantitative research methodology. Qualitative research methodology was used only one study, and no study using mixed methods. On the basis of these results, this paper includes several implication for the future research direction in silver mathematics education.

The purpose of this research is to suggest an analysis of metacognition components in open-ended mathematical problem solving and provide analysis framework of metacognition components and examples of open-ended mathematical problem. First, metacognition is defined most simply as “thinking about thinking”. Second, metacognition consists of three components: knowledge of thinking process, control and self-command, belief and intuition. Third, open-ended problem is the problem which has various correct answer or which requests students to develop various method to get the right answer(Jerry, P., Shimada, 2004). Analysis of metacognition components in open-ended mathematical problem solving of proposed research restructure a case study on the metacognition of mathematically gifted elementary students in problem-solving process of Sang Wook and Sang Hun(2011) toward the open-ended mathematical problem. This activity will provide didactic implication in the mathematical classroom.

The purpose of this study carefully analyze the weakness in textbook mathematical task related to technology tools in terms of mathematics problem solving. mathematics tasks related to technology tools was selected from Two in mathematical textbook following the revised curriculum in 2009 and analyzed in terms of Polya's problem solving strategy. Technology tools is often used to draw the figures and calculate the formula or representative value. This indicate that Technology tools is limited in first step of Polya's problem solving strategy in which students comprehend through using related technology tools. Consequently, Despite of technology tool is useful in teaching method of problem solving, it is not used effectively in second, third, and final step in Polya's problem solving where students make plans, implement plans, and reflect the a series of step from first to third. As a result, mathematics tasks related to technology in mathematical text following the revised curriculum in 2015 will be improved in a regard utilizing the technology tools.