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Jeong-Won Noh

Assistant Professor

Busan National University of Education

South Korea

Research Interests

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About

Dr. Jeong-Won Noh is an Assistant Professor at Sangmyung University in South Korea. His research areas include mathematical education, note-taking in lecture settings, and the integration of aesthetic practices in mathematical inquiry. Recent articles reflect his focus on the relationship between proof and justification, the dynamics of divergent and convergent thinking, and the use of technology in teaching mathematics. Dr. Noh's work contributes to enhancing pedagogical approaches in mathematics through empirical studies and theoretical discussions.

Articles (15)

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2025

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2024

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2024

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2024

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2024

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2024

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2022

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2022

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2022

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2021

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2021

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2021

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2020

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2020

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2020

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Jeong-Won Noh

Research Interests

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About

Articles (15)

A case study on students' selective note-taking in undergraduate number theory lecture: Analysis of recording patterns for peer-presented proofs

Three Perspectives on the Beauty of Mathematics: Aesthetic Objects, Sensibility, and Practices

A Case Study on an Experienced Teacher's Task Modification: Focusing on Dynamics between Divergent and Convergent Thinking

Pre-service teachers’ mathematical content knowledge and perceptions on justification of the differentiation of the exponential function

Mathematical inquiry through aesthetic practice in a dynamic geometry software environment : focusing on the case of two elementary school students' exploration on various types of quadrilaterals

Perspectives on the relationship between proof and justification in Korean mathematics education research

Distance semiotic mediation through orchestration using a video conferencing system and dynamic geometry software

On types of justifications of (e^x)′=e^x in analysis textbooks for pre-service teacher education

Integration of mathematical creativity into everyday classes through dynamics between divergent and convergent thinking

The mutual involvement of gesture and diagramming in the process of mathematical meaning-making: case of statistical thinking through diagrammatic reasoning

Three perspectives on diagrams as signs contributing to learning mathematics

A case study on learning proofs of the Pythagorean theorem through diagramming: Based on the Châteletean perspective

A study on the pattern of mathematical communication in the expression process of mathematical creativity: Focusing on the case of an experienced teacher's problem solving class

Supporting students’ argumentation structure construction using indeterminacy of diagram

A case study on the design and practice of mathematical class in the perspective of inclusive materialism

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