• Communications of Mathematical Education
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• v.14
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• pp.327-348
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• 2001

본 연구는 수학 교사가 수학 교과에 대한 학습부진 학생의 이해와 적절한 교수-학습 방법의 탐색을 위한 기초 자료를 제공하기 위해 두 가지 유형의 질적 자료를 중심으로 자료를 수집하고 심리검사, 일반 학습습관, 수학 학습습관, 수학 교과에 대한 태도 등 4가지 선문지를 사용하여 여고생을 대상으로 부진요인 분석에 그 목적을 두었다. 본 연구에 따르면 대표적인 부진 요인은 의문 해결을 위한 의지 결핍과 장기 기억방법을 알지 못하고 수학교과목 자체를 싫어하는 경향이 있는 듯 하였다. 스스로 수학 문제를 풀 수 없다는 선입감 때문에 해답을 보고 문제를 풀게 되고, 검산을 하지 않는 특성을 보였다. 이들 수학 학습부진 학생들을 지도할 때는 선수학습을 반드시 확인하는 수업을 고려해야 하며, 수학적 의사 소통 능력 등 보다 수학적인 내용과 과정에 대한 후속 연구가 필요하다고 본다.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.225-243
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• 2013

This study was to analyze the effects of basic computational abilities using G-learning contents, which was developed for mathematically slow learners. The participant students were 146 mathematically slow learners in grade 3-6 in Seoul. The researchers analyzed the difference between pre and post test scores to check their effectiveness. Also, teachers and parents as well as students responded survey items to check dispositions and satisfactions towards the program. The research results showed that the application of the G-learning contents on basic computation areas was effective to develop students' basic computational skills. In addition, students also showed that they were satisfied studying basic computations with the G-learning contents. They had increased beliefs about and decreased difficulties in mathematics. Parents and teachers also had satisfactions in using the G-learning programs in spite of some negative effects such as errors in the contents, use of computers, and concentration on the game itself. For the improvement of G-learning contents, we need to keep studying on G-learning contents with wide range of areas and long term studies.

• Journal of the Korean School Mathematics Society
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• v.20 no.1
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• pp.57-76
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• 2017

Since the 1990s, Korea has been developing various policies and materials for the improvement of basic learning abilities. In this study, the cases of policies for underachievers in Korea and the US were compared and analyzed the programs for mathematics underachievers in elementary school with Chuncheon office of education and Seattle public schools. All of them started from the point of relief of underachievers, but they differed in the process of operating them specifically. This study suggests the followings. First, active utilization of vacation programs to solve problems such as low-income meal service, prevention of stigma effects, securing teacher's instruction time, teacher-instructor cooperation. Second, the necessity of detailed activity-centered textbooks that underachievers can explore with interest in mathematics learning and easy to use by teachers. Third, specific cooperation for inducing interest of their own children's learning and forming close ties between parents and teachers. Fourth, program analysis by a professional evaluation group to improve the quality of underachiever program.

• Journal of the Korea Society of Computer and Information
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• v.17 no.11
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• pp.207-214
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• 2012

This study tried to propose an optimal instruction-learning model for the cyber home learning system2.0 through grounded theory. In-depth interviews were conducted to investigate causes of underachievement and the causes were categorized according to common concepts. A total of 25 causes of underachievement could be grouped into four categories and eight sub-categories, as a result. Underachievers, then, participated in the lessons utilizing the cyber home learning system2.0 and their cognitive change process about learning was analyzed from reflectional journals and in-depth interviews with a teacher. It was found that underachievers were participated in learning by passing through 5 processes; adaptation to the cyber home learning system2.0, basic knowledge learning, task implementing, rounds of group discussions, feedbacks and evaluation. Based on analysis of these five processes, this study proposed a conditional matrix for the cyber home learning system 2.0 as the most personalized model for underachieving students.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.525-541
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• 2010

The purpose of this thesis is to investigate the effects of the topics in basic mathematics on academic achievement in order to improve the problem-solving abilities of low achievement students in university general mathematics. This program has been conducted from P University as a part of Education Capacity Enhancing Project. The goals of this program are to make students who have fear to mathematics feel confident for mathematics, and make easier to study general mathematics and major field without any difficulties for the students. The topics in basic mathematics was enforced with solving problem based on comprehension of the basic concept and computer-based learning. The classes were organized as Algebra-Geometry, Calculus, and General mathematics class by students' applications for classes and basic academic ability. As a result, the topics in basic mathematics has been evaluated as positive way to effect satisfaction and learning effect for the students who have low-level in basic academic ability. And also, according to the survey, the result shows that assignment through Webwork system and Mathematica program practice are helpful for learning basic mathematics. But several measures are asked for participation in the class and prevention for quitter of participants.

• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.339-354
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• 2011

The purpose of this paper is to find out the effective teaching method and improvement for managing the special lecture of basic mathematics which is grouped by the level of low achievement students who are matriculants. From the result, we want to know how the lecture with teaching method of differentiated learning affect on the students, especially who have under achievement, to be interested and confidential in mathematics.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.163-182
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• 2013

The purpose of this study is an analysis on the 3rd graders' achievement in the elementary school. For this purpose, this study, first, analysed on the 3rd graders' achievement like the ratios of the achievement levels for whole students, sexual students, and regional students. Second, this study analysed the 3rd graders' assessment results like the total averages, averages for the contents area, sexual students, and regional students. Third, this study analysed students' special responses on the items.

• Journal of The Korean Association of Information Education
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• v.12 no.3
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• pp.275-282
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• 2008

If a learner should fail to complete previous courses before moving on to the next level will face difficulty keeping up with it. Such personal tuition for those having trouble coping with their class is an issue that needs urgent addressing, which cannot be a burden only to teachers, this study has been conducted to sought for a solution. This study has developed and put into application a web based analyzing system to assess the area of deficit in students followed by obliterating accumulated learning deficits to impart assistance for their study. The subject of the study comprised of ten students from a school where the researcher is on duty and the field of assessment with the analyzing system were numbers and calculations. As a result, we could find out its efficiency in elevating their capability and interest in learning, which was proven to be statistically significant using ANOVA.

• Communications of Mathematical Education
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• v.9
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• pp.219-226
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• 1999

실업계 고등학교출신, 직장을 다니다 뒤늦게 진학한 학생, 수학성적 때문에 야간학과를 택한 학생들의 수학학습능력이 대학수학을 공부하기에는 부족함을 그들의 의견과 기초학습능력 검사와 수업을 통해 확인해보고 그들을 위한 수업지도 방법과 심리적 치료법을 곁들여 좋은 수업환경을 만들고 수업에 대한 반응으로부터 그들만을 위한 방법을 개발하고 수준에 맞는 교재를 만들어 ‘99학년도 2학기부터 시행에 본다음 종합적인 분석을 하여 계속된 현장연구 결과와 함께 학습부진 학생을 위한 대학수학 수업모델을 만든다.

• The Journal of the Korea Contents Association
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• v.14 no.8
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• pp.476-484
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• 2014

The purpose of this study was to investigate the characteristics of reading, writing fluency of the underachieving children and stuttering children and school-aged children and frequency of errors. The participants were 15 underachieving children and 15 stuttering children and 15 school-aged children without disabilities. All participants were required to conduct reading, writing, speaking tasks. First, work for the reading tasks were different among the underachieving children and stuttering children and school-aged children. Second, writing tasks were not different among the groups in the writing fluency, but it was lacking in accuracy, which is stuttering, speaking fluency as well as their language fluency is suggesting the need for diagnosis and intervention. Third, this type of errors of writing tasks is showed higher levels of ommission, substitution, grammatical errors in the underachieving children group. The therapy of reading of stuttering also consider a treatment program that can be configured in the combined writing tasks.