• Communications of Mathematical Education
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• v.14
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• pp.229-250
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• 2001

협동 학습은 학습자간의 긍정적 상호 작용을 촉진하여 학습의 극대화를 도모하고자 하는 수업 방법으로, 수학 과목에서 협동 학습은 수학에 대한 성취도, 태도, 문제 해결력 등 인지적, 정의적 영역에서 긍정적인 효과를 나타내고 있다. 이에 본고에서는 수학 과목에서 협동학습에 대한 국${\cdot}$내외의 연구 동향을 살펴보고, 중학교 학생들의 학습양식과 수학성취도와의 관계를 조사하여 학습양식에 따라 소집단을 구성한 수학에서의 협동 학습을 모색하고자 한다.

• Journal for History of Mathematics
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• v.20 no.4
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• pp.123-152
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• 2007

This study researched on Cooperative learning. The contents of this study as follows; Especially, first, this studies researched theoretical background for cooperative learning, factor for effects of cooperative learning, features and effects on a model of cooperative learning. second, this studies researched the need of cooperative learning on mathematics, several conditions to succeed cooperative learning on mathematics, the models mainly using cooperative learning on mathematics, and this model was investigated an effects of mathematics learning.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.905-926
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• 2015

This study examined differences among high, medium, and low achievers' motivation, self-regulation strategy, and learning style in an online gifted program. The sample included 788 middle and high school students who participated in the 3-months online gifted program. Participants volunteerly completed 60 questions on their motivation, self-regulation strategy use, and learning style. Multivariate analysis of variance(MANOVA) was conducted for data analysis using SPSS 19.0. The results of this study showed that (1) as levels of students' achievement increased, levels of intrinsic motivation increased as well; (2) statistically significant differences also existed on the levels of elaboration strategy, effort management, and time management strategy use among three levels of achievement and (3) no significant differences in students' learning style preference were found between competitive or cooperative learning style. To sum up, high achieving students' levels of intrinsic motivation, elaboration strategy, effort management strategy, and time management strategy use were the highest compared to medium and low achieving students.