• Journal of Internet of Things and Convergence
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• v.9 no.3
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• pp.35-43
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• 2023

This study tried to find out the applicability and effectiveness of the AI-based adaptive learning system in university classes by operating an AI-based adaptive learning system on a pilot basis. To this end, an AI-based adaptive learning system was applied to analyze the operation results of 42 learners who participated in basic mathematics classes, and a survey and in-depth interviews were conducted with students and professors. As a result of the study, the use of an AI-based customized learning system improved students' academic achievement. Both instructors and learners seem to contribute to improving learning performance in basic concept learning, and through this, the AI-based adaptive learning system is expected to be an effective way to enhance self-directed learning and strengthen knowledge through concept learning. It is expected to be used as basic data related to the introduction and application of basic science subjects for AI-based adaptive learning systems. In the future, we suggest a strategy study on how to use the analyzed data and to verify the effect of linking the learning process and analyzed data provided to students in AI-based customized learning to face-to-face classes.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.231-254
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• 2019

As the teacher-centered education is transformed into learning-centered education, the active knowledge construction of learner becomes important. Along with this change, project-based learning is receiving attention. However, there are many problems to apply the results of research to pre-service teachers because most of the previous studies have focused on elementary middle high school students. Therefore, this study examined the changes in perceptions of pre-service mathematics teachers while project-based learning progressed for one year. Pre-service mathematics teachers had less experience with project-based learning than group discussions, group activities. Also their perceptions was classified as five factors: 'Instructional effects', 'Application and participant of project-based learning', 'Achievement', 'Diffusion of project-based learning', 'Student motivation'. Pre-service mathematics teachers responded positive changes in perception that project-based learning could be motivated to students but they responded negative changes in perception that project-based learning could be distributed to school. They responded positive changes in perception that teachers can show their achievements by project-based learning but they responded negative change in perception that teachers would be fun to apply project-based learning. Also, they responded positive changes in perception that teachers and students were easy to apply or utilize project-based learning.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.99-120
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• 2001

The purpose of this thesis is to find the guiding direction of mathematical communication in lower grade students of elementary school and to present a new direction about the effect of using concrete material in communication. It is expected that mathematical communication increases when concrete material is used for the students of the lower grades, who are in concrete operational period. Therefore, this study ai s to investigate what characteristics there are in mathematical communication of second grade students and what effect concrete materials have on mathematical communication and learning. The analysis of the teaching record shows that the second grade students use alternative terms in the process of communication since they are not familiar with mathematical symbols or terms, which is a characteristic of communication in a mathematics class in which concrete material is used. In the process of teaming the students apply their living experiences to their teaming. Since a small number of students lead class, the interaction between students is also led by them. The direction of communication in a small group is not centered around solution of a problem, and most students show a more interest in finding answers than in the process of learning. The effect that concrete material has on communication plays an important role in promoting students' speaking activity; it allows students to identify and correct their errors more easily. It also makes students' activities more predictable, and it increases a small group activities through the medium of concrete material. However, it was also noticed that students' listening activities are not appropriately developed since they do not pay attention to a teacher who uses concrete material. The effects that concrete material has on mathematics class can be summarized as follows. Concrete material promotes students' participation in class by triggering their interest of learning of mathematics and helps them to understand the course of learning. It also helps the teaming and formation of concepts for children of low academic performance. And it makes a phased learning possible according to students' ability to use concrete material and to solve a problem. Based upon the results above mentioned, the use of concrete material is absolutely needed in mathematics classes of lower grade elementary school students since it increases communication and gives much influence on mathematics learning. Therefore, teachers need to develop teaching or learning method which can help increase communication, considering the characteristics of students' communication.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.717-746
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• 2014

The study aimed to explore how to improve mathematical thinking through metacognitive learning by stressing metacognitive abilities as a core strategy to increase mathematical creativity and problem-solving abilities. Theoretical exploration was followed by an analysis of correlations between metacognitive abilities and various ways of mathematical thinking. Various metacognitive teaching and learning methods used by many teachers at school were integrated for sharing. Also, the methods of learning application and assessment of metacognitive thinking were explored. The results are as follows: First, metacognitive abilities were positively related to 'reasoning, communication, creative problem solving and commitment' with direct and indirect effects on mathematical thinking. Second, various megacognitive ability-applied teaching and learning methods had positive impacts on definitive areas such as 'anxiety over Mathematics, self-efficacy, learning habit, interest, confidence and trust' as well as cognitive areas such as 'learning performance, reasoning, problem solving, metacognitive ability, communication and expression', which is a result applicable to top, middle and low-performance students at primary and secondary education facilities. Third, 'metacognitive activities, metaproblem-solving process, personal strength and weakness management project, metacognitive notes, observation tables and metacognitive checklists' for metacognitive learning were suggested as alternatives to performance assessment covering problem-solving and thinking processes. Various metacognitive learning methods helped to improve creative and systemic problem solving and increase mathematical thinking. They did not only imitate uniform problem-solving methods suggested by a teacher but also induced direct experiences of mathematical thinking as well as adjustment and control of the thinking process. The study will help teachers recognize the importance of metacognition, devise and apply teaching or learning models for their teaching environments, improving students' metacognitive ability as well as mathematical and creative thinking.

• 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 Korea Computer Industry Society
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• v.2 no.11
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• pp.1407-1420
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• 2001

There is an increasing concern about computer education with the age of knowledge-based society. The learning programming language is taking an important role of computer education. However, the special emphasis in learning programming language has been attached to memorizing the programming language by rote and learning computer programs. Therefore, those were not much useful tools to develope a logical intelligence of the meanings of programming language and the methods of realization. It is positively necessary to improve the programming education efficiently because of the objects of knowledge of computing and raising an efficiency of problem solving. Under the circumstances, this research is aimed at representing an useful education model through developing a mathmatical program into each part of the C programming language, which would be a new supplier of an basic insight into the programming language and techniques. Accordingly it is thought that the research material will be an useful model to increase interests and concerns as well as to raise an efficiency of problem solving or a logical intelligence going through the process of studying programming language.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.219-240
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• 2013

It is the aim of this paper to suggest the method constructing abstract schema in similar mathematical problem solving processes. We analyzed closely the existing studies about the similar problem solving. We suggested the process designing a method for helping students construct an abstract schema. We designed the teaching method constructing abstract schema by appling this process to a group of similar problems chosen by researchers. We applied the designed method to a student. And we could check the possibility and practice of designed teaching method by observing the student's reaction closely.

• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.333-357
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• 2014

This study resulted from a study regarding creative STEAM System based upon an experiment with the center of gravity. The results of the study are constructed by a fusion of mathematics and physics, showing that they are the same as mathematical calculations. Also, students can find that center of gravity of an object is in equilibrium on a metal rod when the center of gravity exactly is placed on the rod. The fact that an experimental results are correspond to calculations can maximize the effectiveness of teaching. And also this study has the following effectiveness. First, the exact construction and calculations arouses good competition among students. Second, this experiment can give students a motivation for study and increase their thinking in classes because the theoretical background of center of gravity experiment is basically attributed to math and science classes in school. This study includes three different types of center-of-gravity experiments. One is a simple type of experiment in which center of gravity exists inside of an object. Another is a complicated one in which the center of gravity is also inside of an object. However, the third type is an experiment in where the center of gravity is outside of an object. Therefore, it gives students an opportunity to discuss how to confirm equilibrium on a metal rod when the object has its center of gravity outside. Having discussions in class will allow students to have a critical way of thinking. In addition, searching for a way to solve a problem will increase creativity of students as well. And the last type is finding the center of gravity of a big acrylic panel where multiple objects are on the panel. According to the survey and interview conducted by students who participated in this program, teaching based on creative STEAM system helps students to get a better understanding and more fast acquisition of knowledge. We can expect that a well-planned creative STEAM system through a continuous study will be both effective and efficient in educating critical and creative students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.7-12
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• 2018

In the society where the paradigm of knowledge is rapidly changing and developing, convergence emphasizing the connection between knowledge and technology in various fields is significant. In order to cultivate these creative-convergent talents, STEAM(Science, Technology, Engineering, Arts, and Mathematics) is being considered important to make them equipped with creative thinking ability and core competence required in the future society and help them devise new ideas escaping from the branches of study. This study is about convergence instructional design of computer with marketing subject, which aims to foster talent. The results of this study are as follows. First, the structured process of convergence lessons. Second, the convergence lesson was based on a cyclic process with steps : selection of the subject concerned, selection of a topic, designing the lesson, mapping out the lesson plan and developing problems, having a final discussion on the whole lesson, performing the lesson and evaluating the lesson. Third, the development of the problems about the introduction of computer engineering and Internet marketing subject for convergence lessons. To make an effect of this model, studies applying this instructional design to many lectures should be implemented.

• Journal of the Korean Chemical Society
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• v.59 no.2
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• pp.164-178
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• 2015

The purpose of this study was to design a teaching and learning method conductive to the development of creative thinking skills and investigate its effects. It has been developed integrated mind map with feature of visualizing the divergent thinking to the aspects of Science (S), Technology (T) & Engineering (E), Arts (A), Mathematics (M). Integrated mind map can be divided into four types of STEAM type, STEA type, STEM type, STE type depending on the category of key words in the first branch. And Integrated mind map can be divided into three levels of guided, intermediate, open depending on the teacher's guide degree. And also integrated mind map activities were carried out in the form of group, class share as well as individual. This study was implemented during a semester and students in experiment group experienced individual-integrated mind map activity 10 times, group-integrated mind map activity 10 times, class share-integrated mind map activity 3 times. The results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills (p<.05). And there was a statistically meaningful improvement in fluency, flexibility, originality as a sub-category of creative thinking skills(p <.05). Also creative thinking skills are not affected by the level of cognitive, academic performance, gender (p<.05). In conclusion, it was found that 'integrated mind map activity' improved student's creative thinking skills. There was no interaction effect about creative thinking skills between the teaching strategy and cognitive level, achivement, gender of those students.