• Journal of the Korean School Mathematics Society
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• v.12 no.2
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• pp.243-260
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• 2009

Many students have difficulty studying mathematics because of its unique characteristics and the numbers of underachievers in mathematics are increasing, not decreasing, even though great teaching-learning methods have been provided. The purpose of this research is to examine if instruction using mind-map in mathematical studies has positive effects on achievement and attitudes of underachievers in mathematics. For this, mathematics learning ability test before instruction, survey of attitudes toward mathematics before and after instruction and mathematics learning ability test before and after instruction were performed for 32 underachievers in two classes of first grade in C high school in South Chung cheong Province. The positive effects of instruction using mind-map in mathematical studies on academic achievements and attitudes of underachievers were expected, but results indicate that there is no significant effect. However, results indicate that the use of mind-map in mathematics instruction has positive effects partially on the changes of learning attitudes. Therefore, the characteristics of underachievers in mathematics should be understood first, mind-map according to them should be applied and students should have time to properly perceive and draw mind-map skillfully. In teachers' professional knowledge of mind-map and consideration for students, when follow-up researches and systematic instruction proceed together for a long period time, the desired results can be realized.

• School Mathematics
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• v.5 no.4
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• pp.459-476
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• 2003

Internet was introduced to this study for making mathematics class the surroundings where students can solve the mathematics problems and communicate mathematically in a free way without restriction of time and place. With the intention of investigating mathematical communication and problem solving in mathematics education using internet, the objects of this study were determined as follows: First, how does a student express mathematical idea in problem solving using internet\ulcorner Second, is there any difference in the degree of participation of mathematical communication according to schoolwork accomplishment and characteristics of the student\ulcorner Third, what's the effect of class using internet on problem solving of mathematics class\ulcorner A case study was executed for the solution and the subjects were all students(44 persons) of a class in the fourth grade of elementary school in D city got into web-site of internet and had class with it and 8 students out of them were deeply analyzed. Their results were shown on internet, and eight of them had interview for deep research after survey with questionnaires for all of the students after class. The results and the conclusions of this study were as follows: First, it showed that there was various types(simple statement, fact enumerating, logical thinking, using letters and formula, insufficiency of explanation) of the mathematical idea expression in internet according to students and study using internet seems to be helpful to the improvement of logical his own expression through other students' expression. Second, it showed that there was difference in mathematical communication participation according to the student's characteristics and it helped students of poor schoolwork be interested and confident in mathematics. Third, it showed that pattern study using internet had effect on forming a habit of reason and verification in problem solving in mathematics class. Accordingly, pattern study using internet seems to have a positive effect on increasing mathematical interests and solving problems in mathematics class.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.317-345
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• 2006

The purpose of this paper is to provide readers related to mathematics education with information and guidelines on 'Teaching and Learning Materials for Differentiated Instruction in Mathematics'. This paper is generally comprised of two parts. The one part is basically focused on understanding the meaning of differentiated education. The focus of the other part is on developing differentiated instructional materials for mathematics, according to the following procedures: 1. Analyzing the current differentiated mathematics curriculum and textbooks 2. Drawing a framework for developing the differentiated teaching and learning materials, and planning the procedure of developing the materials in detail. 3. Developing, checking, and revising the materials 4. Proposing how to utilize the materials effciently and effectively in class

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.31-61
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• 2013

The purpose of this study is to confirm constructivists' assumption that when a little low level learners are taken in learner-centered instruction based on a constructivism they can also construct knowledge by themselves. To achieve this purpose, the researchers compare the effects of learner-centered instruction based on the constructivism and teacher-centered instruction based on the objective epistemology where second graders learn multiplication facts through the each treatment on learners' reasoning ability and achievement. Some conclusions are drawn from results as follows. First, learner-centered instruction based on a constructivism has significant effect on learners' reasoning ability. Second, learner-centered instruction has slightly positive effect on learners' deductive reasoning ability. Third, learner-centered instruction has more an positive influence on understanding concepts and principles of not-presented mathematical knowledge than teacher-centered instruction when implementing it with a little low level learners.

• Journal of Korea Game Society
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• v.6 no.3
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• pp.33-42
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• 2006

This study is aimed to develop adventure-game style learning program for offering different levels curriculum in mathematics and figure areas in elementary schools. The 7th mathematics curriculum introduced different levels curriculum considering learners' ability, aptitude, requirement, interest so that it could improve learners' growth potential and educational efficiency. But in reality, it is quite difficult to increase educational efficiency by conducting individual learning classes according to students' ability due to the big differences among students' levels in addition to high population in each classroom. The purpose of this study is to offer different levels curriculum based on van Hiele theory and develop adventure-game style learning program to increase interests of the learners. This program can improve students' academic achievement by offering differentiated curriculums to learners who need advanced or supplementary learning materials. And it also enhances leaners' spatial-perceptual ability by offering various operating activities in figures learning.

• Proceedings of the Korean Society for the Gifted Conference
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• 2003.05a
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• pp.161-166
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• 2003

우리나라 영재교육에 대한 연구들은 대부분 영재아의 개념정의와 판별도구 개발, 영재발굴, 선발 및 그들의 교육에 편중되어 있는 반면 영재아들의 적응, 자기지각, 또래관계등 사회정서발달에 관련된 연구는 거의 이루어지지 못하고 있다 이에 본 연구는 과학영재아동의 개인 및 일상생활에서의 적응수준 및 성별에 따른 적응, 자기지각 및 사회적지지의 차이를 파악하며, 그들의 스트레스에 영향을 미치는 자기지각 및 사회적 지지 수준을 살펴보고 영재아의 사회적 성취나 적응에 도움을 줄 수 있는 방안을 모색하고자 한다. 본 연구의 연구문제는 다음과 같다. 첫째, 과학영재아동과 일반아동의 적응(개인적응, 사회적응, 부적응), 자기지각 및 사회적 지지는 차이가 있는가\ulcorner, 둘째, 과학영재아동의 적응, 자기지각 및 사회적 지지는 성별에 따라 차이가 있는가\ulcorner, 셋째, 과학영재아동의 스트레스에 영향을 미치는 자기지각, 사회적 지지 수준은 어떠한가\ulcorner 본 연구의 대상은 전라북도에 위치한 중학교 1학년 100명의 아동이며, 이들은 교사추천 및 전북대학교 과학영재연구소의 과학과 수학시험을 통해 선발된 과학 영재아동이다. 설문결과 불성실한 응답자를 제외한 총 39명(남아 59명, 여아 30명)이 최종 연구대상이 되었다. 본 연구의 측정도구로 아동의 적응능력검사도구는 한국교육평가센터(KETC)에서 1998년 개발하여 표준화과정을 마친 종합적응능력검사를 사용하였으며, 개인적응영역(자아개념 12문항, 성취동기 10문항, 자기기획 15문항), 사회적응영역(사교성 15문항, 애착 9문항, 사회적 긍정성 10문항), 부적응영역(스트레스 20문항, 욕구좌절 10문항, 편견 12문항) 총 113문항으로 구성되어 있다. 아동의 자기지각검사도구는 Harter(1985)의 Self-Perception Profile이며, 학업역량, 사회적역량, 운동역량, 신체외모역량, 행동품행역량, 자기가치감 각각 6문항씩 총36문항으로 구성되어 있다. 아동의 사회적 지지검사도구는 한미현(1996)이 제작한 척도를 사용하였으며 부모지지, 교사지지, 학교친구지지, 친한 친구지지 각각 6문항씩 총 24문항으로 구성되어 있다.

• Journal of Digital Convergence
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• v.19 no.10
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• pp.63-73
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• 2021

Sudden implementation of online classes in higher education due to Covid19 pandemic implies a lot of worries about academic performance declining. Thus, this paper analyzed a class(CalculusI) taught 100% online which was the same as the offline class before. This class tried to maintain the same quality as the offline one by utilizing various teaching strategies. The result shows the academic achievement level was similar or higher than that of offline class, and so was the students' perception and satisfaction degree. However, this was not just the outcome of online class, but it came from the professor's well-designed teaching plan and smooth operation of the class. It implicates successful teaching methodology is more important factor than such medium difference as online or offline. This study suggests the potential of online classes after the Covid19 pandemic, and expects further studies verify the result in a lot more curricula.

• The Journal of Information Technology
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• v.5 no.4
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• pp.89-97
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• 2002

A web based courseware was designed and implemented for teaching number 0 to 5 to students of first grade in elementary school. The leveled learning program, according to the difference of learning abilities between learners, provides them with the contents and problems of leveled learning. This study shows the proper feedback to learners after considering their answers and provides them the effective learning situation where children learn without any restrictions of time and space. Therefore, the leveled and differentiated learning has been realized and this courseware enhanced students' interests in learning and desire for achievement. Also, it led them who can attend just for a short time to attend continuously and to participate eagerly in learning.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.93-120
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• 2024

On-line education in mathematics education changed in various aspects before and after COVID-19. This study conducted a systematic literature review of 98 academic papers on on-line education published from 2017 to 2023 in the field of mathematics education before and after COVID19. In particular, this study conducted content analysis to organize on the definitions of various similar terms related to online education. In addition, this study explored research trends on year, research subject, research method, on-line education type, and research topic by the pre-COVID-19, COVID-19, and post-COVID-19 era. Also, a comparative analysis was conducted on literatures on the effects of online education. As a result, first, it was confirmed that there is a need to organize the definitions of terms similar to online education. Also, the implications of identifying the differences and hierarchies between each term can be found. Second, it was confirmed that teachers' expertise for on-line mathematics education was emphasized based on the result of the rapid increase in the number of on-line education studies on teachers since COVID-19. Third, it was confirmed that the number of studies on blended and flipped learning was high in pre-COVID-19, but decreased in the COVID-19 era. Instead, in the COVID-19 era, studies on real-time interactive classes were rapidly active, and even in the post-COVID-19 era, studies on real-time interactive classes still occupied a large proportion. Finally, it was confirmed that the effectiveness of on-line education varies depending on the research background and model. Accordingly, the need to be cautious in interpreting the results of each study on the effectiveness of on-line education was confirmed. Based on these findings, this study presented implications for future research on on-line education in mathematics education.

• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.69-76
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• 2005

The researcher conducts the following research to correctly identify the gifted children of science information. First, the researcher makes sufficient theoretic research on gifted children for the sake of definition and identification of the gifted children of information science, and reconstructed the identification principles, factors and procedures of the gifted children of information science on the basis of those of the gifted children of math and science the theories of a number of scholars and presented new methods of identifying new gifted children of information science. Second, the researcher set the identification procedures of the gifted children of information science and the relevant content and conducted the identification of gifted children through the observation and evaluation of sixth graders through three stages. Third, the researcher compares and analyzed the selected gifted children based on the identification procedures and ordinary groups of students excellent in math and science in terms of task achievement and looked into validity.