Na Young Kwon , Chandra Orrill

DOI: Vol.19(No.1) 1-17, 2015

In this study, we examined the prompted reflections of four middle school mathematics teachers after their lessons. We used Cohen and Ball``s instructional triangle (1999) to investigate teachers`` reflections. With this framework, we addressed questions of what characteristics in reflections the participant teachers have and how the reflections differ over time. Findings indicated that the teachers showed differences in the instances of assessing and changes over time in the ways they gained more insights about students`` understanding.

reflection, middle school, in-service teacher, professional knowledge

Feng Deng , Eng Guan Tay , Tin Lam Toh , Yew Hoong Leong , Khiok Seng Quek , Pee Choon Toh , Jaguthsing Dindyal , Foo Him Ho

DOI: Vol.19(No.1) 19-41, 2015

Previous studies indicated that students tended to hold less satisfactory beliefs about the discipline of mathematics, beliefs about themselves as learners of mathematics, and beliefsabout mathematics teaching and learning. However, only a few studies had developed curricular interventions to change students`` beliefs. This study aimed to examine the effect of a problem-solving curriculum (i.e., Mathematical Problem Solving for Everyone, MProSE) on Singaporean Grade 7 students`` beliefs about mathematical problemsolving (MPS). Four classes (n =142) were engaged in ten lessons with each comprising four stages: understand the problem, devise a plan, carry out the plan, and look back. Heuristics and metacognitive control were emphasized during students`` problem solving activities. Results indicated that the MProSE curriculum enabled some students to develop more satisfactory beliefs about MPS. Further path analysis showed that students`` attitudes towards the MProSE curriculum are important predictors for their beliefs.

mathematical problem solving, belief system, attitude, mathematics education

Na Li , Yiming Cao

DOI: Vol.19(No.1) 43-59, 2015

In the present study, the changes of mathematics teachers`` verbal feedback between ten years ago and later were examined using a coding scheme on the types of teacher verbal feedback. Based on the analysis, it is found that teachers intend to use encouraging strategies to make responses to students ten years later. In addition, the duration used in communication between the teacher and individual student is being longer while the frequency of communication becomes less compared ten years ago. Meanwhile, the difference between good lesson ten years ago and common lesson ten years later is not so apparent. It can be inferred that the quality of teaching has being developed.

teacher verbal feedback, changes, professional development, primary school mathematics

Rajiden Subanji , Ahman Maedi Supratman

DOI: Vol.19(No.1) 61-79, 2015

This study discussed about how pseudo-thinking process actually occurs in the mind of the students, used Piaget``s frame work of the assimilation and accommodation process. The data collection is conducted using Think-Out-Loud (TOL) method. The study reveals that pseudo thinking process of covariational reasoning occurs originally from incomplete assimilation, incomplete accommodation process or both. Based on this, three models of incomplete thinking structure constructions are established: (1) Deviated thinking structure, (2) Incomplete thinking structure on assimilation process, and (3) Incomplete thinking structure on accommodation process.

pseudo-thinking process, assimilation, accommodation covariational reasoning, graph, invert dynamics events

Tumenbayar Davaanyam , Navchaa Tserendorj

DOI: Vol.19(No.1) 81-88, 2015

This study used a posttest control group design and to find out differences between students`` self-regulated learning strategies in traditional and non-traditional classroom. To this end, 131 first year university students within the experimental and control groups took part in the study. While ICT-based approach was used as the main medium of instruction in the experimental group, in the control group the paper- based traditional method was used. A survey adapted from Davaanyam [Davaanyam, T. (2013). The structural relationships among Mongolian students`` attitudes toward mathematics, motivational beliefs, self-regulated learning strategies, and mathematicsachievement. Ph. D. Dissertation. Jeonju, Jeonbuk, Korea: Chonbuk National Unversity.] was used to gather the data. The results of the study indicated a significant difference between the control and experimental groups in regard with their self-regulated learning. That is to say, the experimental group taught through ICT tools acquired higher levels of self-regulation as compared with the control group instructed through the traditional teaching method.

self-regulated Learning, SRL, strategies, cognitive Learning strategies, metacognitive Learning strategies, time and resource management, traditional and nontraditional classroom