Characteristics and Historical Stages for the Development of Secondary School Mathematics Classroom Teaching in China during 20th Century
Yu Bo , Song Naiqing
15(2) 105114, 2011
Yu Bo , Song Naiqing
DOI: JANT Vol.15(No.2) 105114, 2011
During the 20th century, the secondary school mathematics teaching in China had been developing from the an oldstyle private school form with individual instruction to classroom teaching with Chinese characteristics, which experienced three stages of development; the stage for the formation of modern teaching system (19021949), the stage for development (19501976), and the stage for innovation (19772000).The characteristics and journey for the transformation will exert great for reference and effects for the reform of secondary school mathematics teaching nowadays.

Teachers` Values about Teaching Mathematics in Classrooms, Implementing Lesson Study and Open Approach: A Thai Experience
Kadroon Thanya , Inprasitha Maitree
15(2) 115126, 2011
Kadroon Thanya , Inprasitha Maitree
DOI: JANT Vol.15(No.2) 115126, 2011
The aim of this study was to explore teachers` values about teaching mathematics in the classrooms which implemented Lesson Study and Open Approach as a teaching approach. The targeted group was 83 school teachers from 4 schools participating in a teacher professional development project. The data was gathered through teacher questionnaires, lesson observations and interviews. Data analysis is based on Bishop`s (1988; 2003; 2007) and Komin`s (1990) frameworks. The results from the implementation of Lesson Study and Open Approach in Thai classroom found the different of the roles and behaviors of teachers and students in classroom. The results revealed 3 kinds of values about teaching: Mathematical values, General educational values, Mathematics educational values and also found that most of the teachers valued problem solving as an innovative teaching approach as against traditional approaches they were familiar with.

The Textbook Analysis on Probability: The Case of Korea, Malaysia and U.S. Textbooks
Han Sunyoung , Rosli Roslinda , Capraro Robert M. , Capraro Mary M.
15(2) 127140, 2011
Han Sunyoung , Rosli Roslinda , Capraro Robert M. , Capraro Mary M.
DOI: JANT Vol.15(No.2) 127140, 2011
"Statistical literacy" is important to be an effective citizen ([Gal, I. (2005). Towards "probability literacy" for all citizens: Building blocks and instructional dilemmas. In: G. A. Jones (Ed.), Exploring probability in school: Challenges for teaching and learning (pp. 3963). New York: Springer]). Probability and statistics has been connected with real context and can be used to stimulate students` creative abilities. This study aims at identifying the extent that textbooks in three countries include experimental probability concepts and nonroutine, openended, application and contextual problems. How well textbooks reflect real application situations is important in the sense that students can employ probability concepts when solving real world problems. Results showed that three textbook series did not mention experimental probability. Furthermore, all of textbooks had more routine, closeended, knowing, and noncontextual problems.

MCYMentoring Activities by Creating and Communicating Mathematical Objects
Han Hyuk Cho , Ji Yoon Lee , Han Hyuk Cho , Dong Jo Shin , Ahn Sung Woo
15(2) 141158, 2011
Han Hyuk Cho , Ji Yoon Lee , Han Hyuk Cho , Dong Jo Shin , Ahn Sung Woo
DOI: JANT Vol.15(No.2) 141158, 2011
In recent years, an increasing number of viewpoints hold that students should be engaged in a learning environment where understanding and knowledge transfer take place. This study introduces Mathematics Created by You (MCY)mentoring program, which allows students to construct artefacts that are required to learn. This program is onlinebased and so can be shared by several people and mathematics leaning takes place through interactions within this carefully designed environment. Also, MCY intends to provide students a series of sequential activities related to creative play, creative learning and creative inquiry based on a Constructive and interactive environment. Furthermore, a creative activity constructing a creative product using building blocks was presented as an example. Finally, we investigate the pedagogical implications and suggest directions for the further development.

Teachers Solving Mathematics Problems: Lessons from their Learning Journeys
Tay Eng Guan , Quek Khiok Seng , Dindyal Jaguthsing , Leong Yew Hoong , Toh Tin Lam
15(2) 159179, 2011
Tay Eng Guan , Quek Khiok Seng , Dindyal Jaguthsing , Leong Yew Hoong , Toh Tin Lam
DOI: JANT Vol.15(No.2) 159179, 2011
This paper reports on the learning journeys in mathematical problem solving of 21 teachers enrolled on a Masters of Education course entitled Discrete Mathematics and Problem Solving. It draws from the reports written by these teachers on their personal journeys: the commonalities and differences among them in terms of how they look at their own problem solving experiences, what language they employ in talking about problem solving, and what impact the course has on their views about problem solving. One particular aspect of problem solving instruction, a pedagogical innovation called the Practical Worksheet, is addressed in some detail. These graduate students are fulltime mathematics teachers with at least two years of classroom experience. They include primary and secondary teachers.

Assessment of Mathematical Creativity in Mathematical Modeling
Hong Shick Jang
15(2) 181196, 2011
Hong Shick Jang
DOI: JANT Vol.15(No.2) 181196, 2011
In mathematical modeling tasks, where students are exposed to modeleliciting for real and open problems, students are supposed to formulate and use a varieties of mathematical skills and tools at hand to achieve feasible and meaningful solutions using appropriate problem solving strategies. In contrast to problem solving activities in conventional math classes, math modeling tasks call for varieties of mathematical ability including mathematical creativity. Mathematical creativity encompasses complex and compound traits. Many researchers suggest the exhaustive list of criterions of mathematical creativity. With regard to the research considering the possibility of enhancing creativity via math modeling instruction, a quantitative scheme to scale and calibrate the creativity was investigated and the assessment of math modeling activity was suggested for practical purposes.

Study of Teachers` Language of Instruction Based on a Video of the Algebra Classroomsuch as Two Cases of "The Multiplication and Division of the Fractions"
Ye Lijun , Si Haixia
15(2) 197208, 2011
Ye Lijun , Si Haixia
DOI: JANT Vol.15(No.2) 197208, 2011
By using the recording and quantitative analysis of two videos about "The multiplication and division of the Fractions" and the "Flanders Interaction Analysis System," we classified the teachers` language of instruction in algebra classroom and also analysis the language of instruction in the different teaching process. The results after the analysis as follows: (1) The proportion of time was taken in teachers` language of instruction is high and vary in types, most of the teachers` language is teachers` question; (2) In the different teaching process, the proportion of time was taken in teachers` language of instruction is different; (3) Teachers attached importance to explain the example and had the similar teaching strategy, but the teachers` language is different; (4) In the practice process, teachers placed importance on exploring the tough question and its teaching strategies are different. The teachers` questions are the main teachers` language of instruction
