• Journal of Creative Information Culture
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• v.6 no.3
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• pp.169-177
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• 2020

In this study, the satisfaction level of the class between 'Content utilization and task performance class' and 'real-time interactive class' was compared and analyzed among the types of online classes conducted in elementary schools. The researchers conducted a study to compare and analyze the satisfaction level of classes in 'Content utilization and task performance class' and 'Real-time interactive class', and the research group selected 98 elementary school students in Hwaseong. As a result of the analysis, the satisfaction level of classes for "real-time interactive classes" was high. The satisfaction level of students' characteristics was analyzed, students who were not good at performing their task and those who were not good at concentrating on their classes were more satisfied with 'content utilization and task performance classes.'

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.155-173
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• 2015

The purpose of this study is to offer the implication for elementary school mathematics teaching by analyzing teachers' reflection on the cognitive demands of mathematical tasks they give in class. During the setup phase and the implementation phase in math class, the researchers analyzed the change of cognitive demands on mathematical tasks and the factors which had influence on such changes. After teachers' reflection on teaching, the researchers analyzed the change of cognitive demands on mathematical tasks and the factors which had influence on such changes in math classes. As a result, before teachers' reflection on the cognitive demands of mathematical tasks, the higher-level demands of mathematical tasks had a tendency to decline. However, after teachers' reflection on the cognitive demands of mathematical tasks, higher-level demands of mathematical tasks were maintained.

• The Mathematical Education
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• v.63 no.3
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• pp.527-547
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• 2024

It is difficult for mathematics teachers to develop mathematical modeling tasks and implement mathematical modeling lessons for their students. These difficulties serve as a reason why mathematical modeling lessons are not implemented well in school mathematics. In this study, we aimed to examine how preservice mathematics teachers (PMTs) modify mathematical modeling tasks in mathematics textbooks as a way to develop mathematical modeling tasks and how they implement the mathematical modeling lesson. In particular, we focused on how the openness and reality reflected in the task and the mathematical modeling process change as PMTs modify the tasks. We collected data through PMTs' evaluation reports on analyzing textbook tasks, task modification, lesson plans and implementations, peer evaluation, and self-evaluation. Then, we analyzed these data according to the case analysis process. The findings revealed that when PMTs modified the textbook task, they focused on and improved the openness and the defining variables and the model stages of mathematical modeling process. However, when PMTs implemented lesson, the openness and the defining variables and the model stages of mathematical modeling process were restricted again. PMTs did not focus on other stages. Based on these results, the theoretical and practical implications of the study was discussed.

• The Mathematical Education
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• v.62 no.1
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• pp.57-78
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• 2023

Students' engagement in lessons not only determines the direction and result of the lessons, but also affects academic achievement and continuity of follow-up learning. In order to provide implications related to teaching strategies for encouraging students' engagement in elementary mathematics lessons, this study implemented lessons for middle-low achieving fifth graders using open-ended tasks and analyzed characteristics of students' engagement in the light of the framework descripors developed based on previous research. As a result of the analysis, the students showed behavioral engagement in voluntarily answering teacher's questions or enduring difficulties and performing tasks until the end, emotional engagement in actively expressing their pleasure by clapping, standing up and the feelings with regard to the topics of lessons and the tasks, cognitive engagement in using real-life examples or their prior knowledge to solve the tasks, and social engagement in helping friends, telling their ideas to others and asking for friends' opinions to create collaborative ideas. This result suggested that lessons using open-ended tasks could encourage elementary students' engagement. In addition, this research presented the potential significance of teacher's support and positive feedback to students' responses, teaching methods of group activities and discussions, strategies of presenting tasks such as the board game while implementing the lessons using open-ended tasks.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.99-108
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• 2010

This study lays its purpose on examining the effects of lessons with the application of drawing tasks on changes in conception among gifted science students. The lesson with the application of drawing tasks means the lesson where students express key concepts regarding lesson subjects in drawings which are then applied to the lessons to develop conception among the learners. This study analyzed the effectiveness of lessons by comparing conception scores before and after experiments between an experiment group with the application of drawing tasks and a control group with normal lessons for the gifted in general for 8 months from March to October, 2008. In addition, the researcher examined how the effectiveness of the developed lessons show differently according to levels of meta-cognition, creative problem-solving abilities, and scientific inquiry skills among the gifted students. The results from this study are as the following. First, lessons with the application of drawing tasks were effective in changing conception among the gifted science students. It is possibly because in the process where one student compare his/her own drawings with the others' ones and discuss them, changes in conception occurred effectively among the learners. Second, it was revealed that lessons utilizing drawing tasks have equal effects on changes in conception among both student groups irrespective of their levels of meta-cognition. Accordingly the lesson for changing perceptions utilizing drawing tasks developed in this study is a program which can be applied to all gifted science students in order to change conception among them. Third, lessons utilizing drawing tasks have the greatest effects on the gifted science students at a 'middle' level of creative problem solving abilities. Fourth, lessons utilizing drawing tasks have the greatest effects on the gifted science students at a 'middle' level of scientific inquiry skills. Putting these results together, it is thought that if lessons utilizing drawing tasks are applied to gifted science students, not only their concepts would be changed effectively but also their attitudes toward science would be changed positively.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2010.04a
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• pp.223-223
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• 2010

이 보고서는 수학교사가 교과교육자료를 수업에 적용할 때, 각 과제(task)의 cognitive demand의 수준이 어떻게 변화하는 지 분석하고 그 변화의 요인을 추정한 연구의 일부분이다. Mathematical Tasks Framework과 cognitive demand의 수준 (Stein & Henningsen, 1996)의 이론적 틀을 토대로, 미국 초등 수학교사의 수업을 관찰하고 인터뷰 자료를 수집, 분석하였다. 또한, 교사용 지도서와 교과서 등의 교과교육자료를 분석하였다. 연구 결과, 교사의 수업과제의 cognitive demand 수준이 교과교육자료에서 제시한 수준과 다르게 나타났다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2016.01a
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• pp.183-186
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• 2016

본 연구에서는 컴퓨터공학의 대표적인 교과목인 알고리즘 교과목에 대하여 거꾸로 학습을 적용한 결과를 보여준다. 학생들은 집에서 온라인 컨텐츠로 학습을 하고 수업 시간에는 숙제를 수행하는 방식으로 수업을 진행하였다. 수업시간에 진행하는 과제는 그룹 과제와 개인 과제로 구성되어 있어, 토론을 활성화 하여 학습 효과를 높이도록 하였다. 성과 분석 결과, 거꾸로 학습이 전통적인 수업에 비하여 동등하거나 또는 더 나은 효과가 있음을 보여 주었다.

• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.165-185
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• 2018

The purpose of the study was to show the development process of the total instructional alignment based on the 2015 revised technology home economics curriculum, and to present the detailed aspects of this task. The results of this study were as follows: First, the clarity phase of the performance established the annual evaluation plan to ensure the consistency of the achievement standard, the learning objectives and the assessment objectives through an analysis of the curriculum. Second, the development phase of the performance tasks and the grading criteria analyzed the contents area and determined the performance assessment task. The performance assessment consisted of a portfolio and project activity types, and also comprised of knowledge markets, as well as e-NIE tasks, including individual tasks and collective tasks. Third, the performance assessment and the results phase were conducted after planning the class operation according to the instructors' directions and arrangement of the schedule into block classes. Afterwards, the performance assessment tasks were revised by the teaching-learning community and class reflection on practical application. As these results demonstrate, developing performance tasks that are centered on the learner's development processes can contribute to teachers' expertise and improvement of instruction.

• Journal of the Korean School Mathematics Society
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• v.24 no.3
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• pp.309-324
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• 2021

From the past to the present, general mathematics classes have pursued changes in the educational environment. However, due to the actual college education conditions, general lecture classes are taking place. In this study, we wanted to find teaching and learning methods that would help students in general lecture classes. As a result, one group that took notes about class content and provided feedback on individual tasks was more effective in math achievement than the group that provided feedback on the same task. In addition, one group who took notes on class content and provided feedback on individual assignments was more effective in math achievement than the group who took notes on class content and provided feedback on the same task.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.363-383
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• 2018

The subject of 'Mathematical Task Inquiry' was introduced newly in the curriculum revised in 2015. The subject is dealt with after completing the subject of 'mathematics' to be dealt with in the tenth grade. Its main content is comprised of the understanding and learning of the purpose and procedure of inquiry task and of study ethics, and its educational goal is to enforce the prior mathematical knowledge and to obtain the ability to select interesting topics that combine mathematics with other subjects. However the textbook of the subject does not exist, and teachers should handle with the subject with responsibility for their own ways. Because of this reason, this study is to develop an instruction model on project(task) inquiry model and materials. Namely, according to the model, students is guided to select and decide the subject of the task, and develop the task for themselves, solve it with peers in cooperation, and announce the solution and their feelings. During those students' exploration and activities, the role of teachers is to guide students to complete their work. By the way, in order to develop more creative tasks that is appropriate to their academic and cognitive level, this study conducted the experimentation for the subject of 9 students (6 girls and 3 boys), who are scheduled to advance to the 11 grade of J high school located in G domestic. The experimentation was consisted of three class and after the third class, the semi-structured interview was conducted immediately for the students.