Kim Rina , Albert Lillie R

DOI: Vol.20(No.1) 1-9, 2016

An accurate evaluation of educational process is a promise for the progress of education, because evaluation provides a meticulous idea of what has actually been achieved as a result of education. However, for all its significance in the educational fields, there are not many discussions about evaluation in South Korea. We believe that in order to over-come this discrepancy, diverse evaluation theories along with a discussion about the mer-its or demerits or each theory should be introduced in South Korea. We propose that Eis-ner`s educational evaluation model may suggest alternative ways of perceiving evalua-tion. Eisner`s educational evaluation model, named educational connoisseurship and crit-icism, emerged as an approach to educational evaluation from the methods used in art and literary criticism.

mathematics evaluation, Eisner, connoisseurship, criticism

Norton Anderson

DOI: Vol.20(No.1) 11-19, 2016

Investigating students` lived mathematical experiences presents dual challenges for the researcher. On the one hand, we must respect that students` experiences are not directly accessible to us and are likely very different from our own experiences. On the other hand, we might not want to rely upon the students` own characterizations of what consti-tutes mathematics because these characterizations could be limited to the formal products students learn in school. I suggest a characterization of mathematics as objectified action, which would lead the researcher to focus on students` operations-mental actions orga-nized as objects within structures so that they can be acted upon. Teachers` and research-ers` models of these operations and structures can be used as a launching point for under-standing students` experiences of mathematics. Teaching experiments and clinical inter-views provide a means for the teacher-researcher to infer students` available operations and structures on the basis of their physical activity (including verbalizations) and to begin harmonizing with their mathematical experience.

mathematical experiences, structure

Kaur Berinderjeet , Bhardwaj Divya , Wong Lai-fong

DOI: Vol.20(No.1) 21-29, 2016

Metacognition means “thinking about one`s own thinking”. There are generally two as-pects of metacognition: i) Reflection - thinking about what we know; and ii) Self-regulation - managing how we go about learning. Developing metacognitive abilities is not simply about becoming reflective learners, but about acquiring specific learning strategies as well. There are several strategies that may be used by teachers to develop metacognitive skills amongst learners. As part of a Professional Development project secondary school mathematics teachers have been developing their knowledge and skills to teach for metacognition. In this paper we analyze two lessons presented by groups of teachers in the project and tease out similarities and differences between the lessons that afford or hinder the development of metacognitive skills of learners.

metacognition, mathematics learners, knowledge-building tasks

Becker Jerry

DOI: Vol.20(No.1) 31-38, 2016

WHAT we teach, and HOW students experience it, are the primary factors that shape students` understanding and beliefs of what mathematics is all about. Further, students pick up their sense of mathematics from their experience with it. We have seen the re-sults of the approach to “break the subject into pieces and make students master it bit by bit. As an alternative, we strive to create a teaching environment in which students are DOING mathematics and thereby engender selected aspects of “mathematical culture” in the classroom. The vehicle for doing this is the so-called Japanese Open-ended approach to teaching mathematics. We will discuss three aspects of the open-ended approach - process open, end product open, formulating problems open - and the associated ap-proach to assessing learning.

perspective, teaching mathematics, understanding, beliefs

Mendoza Jay-r M , Alegario Joan Marie T , Blanco Miguel G , De Torres Reynold , Igay Roselyn B , Elipane Levi E

DOI: Vol.20(No.1) 39-49, 2016

The History of Mathematics (HOM) was integrated in teaching the Cartesian Coordinate Plane (CCP) to Grade Seven learners of Moonwalk National High School using Lesson Study. After the lesson was taught, there were three valuable issues emerged: (1) HOM is a Springboard and/or a Medium of Motivation in Teaching CCP; (2) The History of CCP Opened a Wider Perspective about Its Real-life Application in the Modern World (3) In-tegration of History Developed a Sense of Purpose and an Appreciation of Mathematics Among Learners. Feedbacks solicited from the learners showed that they have under-standing of the importance of studying Mathematics after they learned the life and con-tributions of Rene Descartes to Mathematics. Hence, integration of history plays a vital role in developing positive attitudes among learners towards Math.

lesson study, history of mathematics, Cartesian coordinate plane, learners, topic-demonstrator

Su Aoxue , Wang Jing , He Wei

DOI: Vol.20(No.1) 51-56, 2016

This paper is devoted to evaluate the effect of bilingual mathematics learning of Mongo-lian students in the primary school of Inner Mongolia. The study used tests and examined 305 Mongolian students` math achievement from Mongolian school and 277 Mongolian students from Mongolian and Han mixed school, at the same time 301 students from Guangxi regular primary school for comparison. Multivariate statistical analysis shows that there is no significant difference between these students. The results showed that the implementation of bilingual mathematics education in Inner Mongolia have achieved the desired effect. The reasons leading to the observed results are analyzed. There is a long history of bilingual education in Inner Mongolia, so the bilingual education system is complete, and the bilingual teaching resources are relatively abundant，especially the mathematics term translation between Mongolian and Chinese is standardized and uni-fied.

knowledge expectation, international dialogue, teacher education