• Communications of Mathematical Education
• /
• v.23 no.3
• /
• pp.823-848
• /
• 2009

In this paper, we try to find improved solutions for problems with general mathematics education courses. We suggest effective management strategies and teaching-learning methods by level-based classes with utilizing students survey and scholastic level assessment, and management of Mathematics Cafe and its homepage, and also setting example classes for assignments on the Webwork system and evaluating the class.

• The Journal of Sustainable Design and Educational Environment Research
• /
• v.1 no.1
• /
• pp.44-58
• /
• 2001

This study aims to establish new architectural agenda for the existing middle school facilities responding to individualized interactive learning approach(IILA). First, it investigates the mechanism of new teaching methods and contents proposed in the national level curriculum and the province guidances. Secondly, it suggests the Quality and Quantity of new (multi-purpose) classrooms that should be built for operating new curriculum in the existing middle schools. Finally, it finally emphasizes the educational specification that should be prepared prior to planning school buildings.

• Journal of the Korean Institute of Educational Facilities
• /
• v.5 no.4
• /
• pp.78-94
• /
• 1998

• Journal of Educational Research in Mathematics
• /
• v.21 no.1
• /
• pp.87-103
• /
• 2011

The purpose of this paper is to investigate the effects on academic achievement for university basic mathematics in order to improve the problem-solving abilities of low achievement students in university general mathematics. In this paper, we suggest effective management strategies and teaching-learning methods according to level-based classes with utilizing scholastic level assessment, students survey, Mathematics Cafe and tutorial program, and also managing demonstration classes which are using Webwork system for assignments and evaluating the class.

• Communications of Mathematical Education
• /
• v.27 no.1
• /
• pp.19-37
• /
• 2013

In order to improve the problem-solving abilities and enhance the academic achievement of under achieving students for university basic mathematics, P-university has opened the basic mathematics and practice education courses. These education courses are operated as prerequisite subject of Calculus and we are progressing the class focused on presentation with variety learning materials by organizing level-based classes In this paper, we analyzed the acquired grade and the result of teaching assessment of 1,106 students registered in the 30 classes that the teaching portfolio of the basic mathematics and practice education courses were submitted to support 'Accreditation for Engineering Education of Korea'. In addition, we tried to find attention points and improved solutions on operating the level-based class of the basic mathematics and practice education courses based on the 'Continuous Quality Improvement Report' of teaching portfolio submitted by each professor who is in charge of this class.

• Journal of Elementary Mathematics Education in Korea
• /
• v.7 no.1
• /
• pp.1-22
• /
• 2003

This study was done in order to suggest a desirable organizational and developmental strategy of electronic textbooks for elementary school mathematics. First of all, it was intended to set up the exact definition of electronic textbooks for elementary school mathematics by surveying previous researches and examinations regarding elementary mathematics and electronic textbooks, and showed were the total organizational model of electronic textbooks for elementary mathematics by analyzing related cases. Finally, it was intend to present a developmental strategy for each level and an effective method to secure its content.

• 한국정보교육학회:학술대회논문집
• /
• 2008.01a
• /
• pp.73-78
• /
• 2008

제7차 교육과정에 적용되는 ICT 교육은 정보 통신 기술 교육 운영지침에 의해서 모든 교과에서 10% 이상의 수업에 ICT를 활용하도록 하였다. 그러나 초등학교 6학년 교과서에서 ICT 활용 교육 내용의 실태는 매우 저조하고 단순한 형태로 나타났다. 또한 ICT 활용 교육 내용의 수준이 ICT 교육 운영지침에 제시된 2단계까지의 내용만을 제시함으로써 ICT 소양 교육과 교과 활용 교육 간의 연계가 효과적으로 이루어지지 않는다고 볼 수 있다. 본 연구에서는 ICT 운영지침에 의한 ICT 교육과 ICT 확용 교수-학습 방법에 대한 이론적 연구와 ICT 활용 교육을 위한 교과서 실태 분석을 실시하고, ICT 활용 도구별 교수-학습 유형을 제안하고 이를 실제 수업에 적용할 수 있는 예 를 제시하였다.

• Journal of Elementary Mathematics Education in Korea
• /
• v.1 no.1
• /
• pp.33-52
• /
• 1997

We can explain open education by means of pulling down the straight and narrow viewpoint of our educational system. We should incorporate various thoughts and attempts to the most practical educational classrooms and learn to cope flexibly with the several educational problems. On the other hand, Britain for the last fifty years have adapted progressive method in most schools, but with no visible results. The children's fundamental mathematical abilities have not increased. Therefore, mathematical educators in U. S. and Britain proposed the following three facts: First, we need to find out precisely what is involved in applying mathematical skills to practical situations; Secondly, we need to find out why this kind of mathematical understanding is so difficult for so many children; And, finally, we need to know what methods can be used to help children attain this wider mathematical understanding. Thus, we have analyzed and studied the British primary mathematics textbooks < stage 1 >, < stage 3 >, < stage 4 > and < stage 5 > from the open educational viewpoint and the above proposals. As result, a central point was that British have well incorporated into their primary mathematics textbooks with the variety of programs using everyday problems.

• Communications of Mathematical Education
• /
• v.31 no.2
• /
• pp.123-138
• /
• 2017

It is necessary to examine how operation and management of instruction in school field be affected by the curriculum. This study examines the actual conditions of instruction provided by teachers while expecting to be adjusted the curriculum with respect to the consideration given to individual student needs and regional specialization by focusing on the subject of mathematics. Ultimately, the purpose of this study is to assess and expect how well mathematics instruction would be being conducted in accordance with the goals of the curriculum. Furthermore, while reflecting the experimental result on teachers' opinions of the previous curriculum, this study suggests alternatives and supporting plans so that at the teacher level the curriculum might be successfully implemented.

• Journal of Educational Research in Mathematics
• /
• v.17 no.3
• /
• pp.271-293
• /
• 2007

Mathematics workbook is developed according to the amendment of the 7th national curriculum of mathematics. This study polled 300 national mathematics teachers in the elementary school, middle school, and high school to find out what they think in conjunction with the introduction of mathematics workbook such as needs for mathematics workbook, teachers' recognition about the system of mathematics textbook and workbook which are proper for lesson of achievement level and organization of mathematics workbook before using the mathematics workbook in school. As a results, mathematics teachers want the introduction of workbook because it helps students' self-regulated learning of mathematics and it is material very valuable for teachers to give lessons of achievement level. Also, we suggest the organization and contents of mathematics workbook on the base of our survey. Mathematics workbook has a lot of exercises assessing into the upper, intermediate, lower level in the contents, concepts of mathematics learning. It has the items developed with various problem solving methods and emphasis on performance tests, an essay-type examination and a periodical assessment. It has the problem posing items and the corner that helps students revise their mathematical errors and proposes useful, interesting mathematical activities and the commentary of a correct answer to questions at the tail of the book.