Ex) Article Title, Author, Keywords
Ex) Article Title, Author, Keywords
2019; 29(2): 251-282
Published online May 31, 2019 https://doi.org/10.29275/jerm.2019.5.29.2.251
Copyright © Korea Society of Education Studies in Mathematics.
정혜윤, 이경화
In this study, we analyzed the developed group creativity in mathematical modeling activities of 9th students. We especially focused on mathematically various representation and model derivation stages. We then identified features of group creativity and their effects on each stage. The details were as follows: First, through theoretical review, we identified the possibility of group creativity in the above two stages. Second, after identifying the factors that influence the development of group creativity, we designed the instructions. The results of this study were as follows: First, at the mathematically various representation stage, different types of interactions were observed depending on the group. Moreover there were also differences in the creative synergy according to the type of interactions. Second, at the mathematical model accumulation stage, metacognitive interaction was observed in some groups. It was then confirmed that there were differences in creative synergies. Third, at the mathematical model selection stage, metacognitive interaction and its creative synergies were observed in all groups.
Keywords수학적 모델링,집단 창의성,상호작용,창의적 시너지,수업설계,mathematical modeling,group creativity,interaction,creative synergy,instructional design
pISSN 2288-7733
eISSN 2288-8357
Frequency : Quarterly
In the era of the 4th industrial revolution, the importance of technology is exponentially growing in education systems. The use of information and communication technology (ICT) has altered the nature of educational environments, the general learning process in education, and mathematics education in particular (see Mariotti, 2019). In addition to the social interaction changes brought about by the role of ICT, the educational environment is rapidly changing due to the need for technological synchronous and asynchronous learning caused by the COVID-19 pandemic over the last two years. Given the socio-environmental change of mathematics education, it is important for us to investigate the contribution of ICT to teaching mathematics in the current time and evaluate the implications of unforeseen but significant changes in the context of new technological synchronous and asynchronous learning.
In part, the goal of this special issue is to extend and publish the contribution of ICT to teaching and learning mathematics, such as blended learning or entirely e-learning explorations, developing and improving the nascent forms of teaching, and assessment of mathematics content, with a focus on primary, secondary, or higher education due to COVID-19 pandemic restrictions. Accordingly, we invite submissions presenting research in mathematics education on topics including but not limited to the following:
By focusing on the concerns above in the 2022 special issue of the Journal of Educational Research in Mathematics (JERM), we believe that our collaborative work with the authors will help provide insights into the range of future-oriented research and the educational need for socio-cultural change on the basis of distance learning, blended learning, and e-learning in mathematics education. We look forward to receiving submissions from various regions and cultures so that we can hear and represent diverse voices on how mathematics education for distance learning, blended learning, and e-learning can be developed and optimized.
Indication of interest to submit a paper for this special issue will be in the form of a 2-3 page extended abstract, plus a title page. The extended abstract is expected to convey the following information: Purpose, research design/methodology (if applicable), findings (if applicable), and implications. All extended abstracts must be submitted to ksesm.korea@gmail.com. (Please cc to dongjoongkim@korea.ac.kr, lee2345@oakland.edu, and vhoyosa@upn.mx)
Full manuscripts should not normally exceed 10,000 words, excluding tables, figures, and references. There will be opportunities for revisions with feedback from editorial board members. All full manuscripts must be submitted through the e-submission system on the JERM journal website: https://www.jerm.or.kr/submission/Login.html
March 4, 2022: Extended abstracts (2~3 pages) due
April 1, 2022: Notifications of the outcome of the review of abstract
June 3, 2022: First draft of full papers due.
July 15, 2022: Reviewers' comments received.
September 30, 2022: Final version of full papers due.
November 30, 2022: Publication of the papers.
Questions about this call for papers may be directed to any one of the Special Issue editors, listed below.
The Journal of Educational Research in Mathematics (JERM) was founded in 1991 as the official journal of the Korean Society of Educational Studies in Mathematics. The journal serves as the scholarly venue for emerging research ideas and innovative pedagogical research developments in mathematics education across different cultures and global regions. The journal has earned a reputation as the premier national scholarly journal in Korea and now looks to serve the interests and needs of the international research community of mathematics education. JERM is an international, peer-reviewed open access journal that publishes articles in Korean or English. Seeking to publish high-quality original research and scholarly articles, the scope of JERM focuses on various areas and topics in mathematics education. All contributions are peer-reviewed, and published articles have been indexed by the Korea Citation Index (KCI) since 2005. More information about JERM may be accessed at: http://jerm.or.kr/
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