Carter Jack,Lu Shihu,Ferrucci Beverly J .

DOI: Vol.3(No.1) 1-8, 1999

The present study extends previous research in this area by investigating perceptions of change and reactions to reform efforts by pre-service and practicing secondary school mathematics teachers in the People`s Republic of China (PRC) and the United States of America. Interviews were used to gather data about school experiences, teaching practices, and planned changes in mathematics programs. Analysis of the interview data supported earlier findings with respect to the well-planned nature of lessons by PRC teachers and the influence of mathematics contents and examination systems in the PRC. Findings also indicated a general agreement among teachers from both countries favoring less lecturing and more discussion and interactive activities. There were contrasts by nationality in descriptions of future teaching, ideal lessons, sources of teaching ideas, and preferences about school mathematics programs.

Kyeong Hwa Lee

DOI: Vol.3(No.1) 9-21, 1999

In mid 1980s, open education arrived in Korea. It was influenced by the educational reforms implemented in American primary schools. Currently, the Ministry of Education is appealing to teachers for their active involvement in educational reform by using open education methodology. Often teachers in Korea complain that they do not know what to do or how to change in order to practice the open education. It is time to review the state of open education in Korea and the United States.

Cao Shangmin,Cao Pin

DOI: Vol.3(No.1) 23-34, 1999

This paper presents a summary of the Scientific Research Training (SRT) in Liaocheng Teachers University, which is a representative of normal universities and teachers` colleges in China. There is a survey on the situation of SRT in China systematically and historically. Tentative ideas about SRT in future are targeted at the teachers and heads of departments in China.

최창우Chang Woo Choi

DOI: Vol.3(No.1) 35-56, 1999

The evolution of the function concept was delineated in terms of the 17th and 18th Centuries` dependent nature of function, and the 19th and 20th Centuries` arbitrary and univalent nature of function. According to mathematics educators` beliefs about the value of the function concept in school mathematics, certain definitions of the concept tend to be emphasized. This study discusses three types - genetical (dependence), logical (set-theoretical), analogical (machine/equations) - of definition of function and their values.

Sung Sun Park

DOI: Vol.3(No.1) 57-68, 1999

In this paper, we investigate the comparative effectiveness of two kinds of instructional methods in transfer of mathematics learning: one based on the situated cognition, i.e. situated learning (SL) and the other based on traditional learning (TL). Both classes (of grade 2) studied addition and subtraction of 3-digit numbers. After that, they completed two written tests (Written Test I included computation problems, Written Test 2 included computation problems and story problems) and a real situation test. As a result, no significant differences were found between the two groups` performance on computation skill in Written Tests 1 and 2. But the SL group performed significantly better on the performance of story problem and real situation test than TL group. This result indicated that the SL made improvement in transfer of mathematics learning. As a result of interviews with 12 children of the SL group were able to use contextual resources in solving real situation as well as story problems.