• Korean Journal of Childcare and Education
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• v.20 no.2
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• pp.17-37
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• 2024

Objective: This study aimed to examine childcare teachers' perceptions and practice of music-math integrated activities, and their understanding of these activities. Methods: This study involved 201 childcare teachers from Seoul and surrounding areas. Surveys were employed to collect data on their background, implementation of music-math integrated activities, and the challenges they encountered. Additionally, a tool was also developed and utilized to measure the actual understanding of these activities. Data were analyzed using t-tests and ANOVA. Results: The results indicated that while teachers recognize the importance of integrated activities, they seldom implement them due to challenges related to resources and comprehension of concepts. Significant differences in the understanding of these activities were found based on teachers' experience, workplace type, age group of children under their care, and education level. Conclusion/Implications: In conclusion, the findings emphasize the necessity for the development and provision of pre-service and in-service training programs, along with support in educational materials for childcare teachers. These efforts are crucial to facilitate the effective implementation of music-math integrated activities.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.807-825
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• 2010

Educational interest has been paid to ADHD students. Because of being easily distracted, lacking concentration, and committing hyperactive acts, they lag much behind other students in academic grades and their teachers have many difficulties in teaching them. This study aims to provide a case of enhancing an ADHD student's fraction-related achievement. To do this, we investigated his mathematical abilities in a preliminary study, devised an individualized teaching for the fractions unit, and applied them to him. And analyzing the results from observations and interviews of the student we can induce the following results: First, the ADHD student showed such types of errors in relation to fraction as lack of the concept of dividing into equal parts, lack of the concept of numerator and denominator, and errors in adding or subtracting fractions anc mixed fractions whose denominators were the same. And secondly, the fraction-related achievements of the ADHD student have improved thanks to the systematic teaching plan based on the accurate understanding of his academic gap relative to other students, his learning attitude, and his time difference. In addition, this study suggests several implications for ADHD students' learning of fractions.

• School Mathematics
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• v.13 no.4
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• pp.651-674
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• 2011

Functional thinking is a central topic in school mathematics and the purpose of teaching functional thinking is to develop student's functional thinking ability. Functional thinking which has to be taught in elementary school must be the thinking in terms of phenomenon which has attributes of 'connection'- assignment and dependence. The qualitative methods for evaluation of development of functional thinking can be based on students' activities which are related to functional thinking. With this purpose, teachers have to provide students with paradigm of the functional situation connected to the other subjects which have attributes of 'connection' and guide them by proper questions. Therefore, the aim of this study is to find teaching method for functional thinking by situation posing connected with other subject. We suggest the following ways for functional situation posing though the process of three steps : preparation, adaption and reflection of functional situation posing. At the first stage of preparation for functional situation, teacher should investigate student's environment, mathematical knowledge and level of functional thinking. With this purpose, teachers analyze various curriculum which can be used for teaching functional thinking, extract functional situation among them and investigate the utilization of functional situation as follows : ${\cdot}$ Using meta-plan, ${\cdot}$ Using mathematical journal, ${\cdot}$ Using problem posing ${\cdot}$ Designing teacher's questions which can activate students' functional thinking. For this, teachers should be experts on functional thinking. At the second stage of adaption, teacher may suggest the following steps : free exploration ${\longrightarrow}$ guided exploration ${\longrightarrow}$ expression of formalization ${\longrightarrow}$ application and feedback. Because we demand new teaching model which can apply the contents of other subjects to the mathematic class. At the third stage of reflection, teacher should prepare analysis framework of functional situation during and after students' products as follows : meta-plan, mathematical journal, problem solving. Also teacher should prepare the analysis framework analyzing student's respondence.

• Journal of The Korean Association of Information Education
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• v.26 no.4
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• pp.285-293
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• 2022

The COVID-19 outbreak, which took longer than expected, caused considerable damage to students' basic academic ability in mathematics. In this paper, a multiplication table practice application that can help students improve their basic multiplication arithmetic skills has been developed based on a cloud-service. The performance of the application was improved by integrating the Flutter framework, Google Cloud, and Google Sheets. As a result of applying this application to 72 6th graders in elementary schools located in K Metropolitan City, for one week. students' spending time required for solving multiplication table problems was reduced by more than 28% compared to the initial period, while students' learning data was able to be accurately collected without errors. It is hoped that the development case conducted through the Flutter framework in this study can lead to the development of other educational learning applications.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.185-198
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• 2017

In this study, the researches published in Korea during the six years since 2011, when the STEAM started in earnest, were classified by year, content, type, subject, and center area. in 2011, when STEAM was launched, it was hard to find relevant articles, but it has been increasing rapidly since 2013. The number of articles published by the contents was development application 650(48.9%), effect analysis 394(29.6%), theory contents 179(13.5%), and actual condition recognition 107(8.0%). The number of articles published by research type were quantitative research 347(34.7%), qualitative research 274 (27.4%), mixed research 379(37.9%). The number of articles published by research subjects was 435(40.2%) for elementary school, 209(19.4%) for middle school, 151(14.0%) for high school, 150(13.9%) for literature, 88(8.1%) for teacher, 19(1.8%) for child, 11(1.0%) for preliminary teacher, 9(0.8%) for university and 9(0.8%) for Public. The percentage of research centered on science is the highest of 383(33.2%), while the research on art, technology, and mathematics is also 266(23.0%), 161(13.9%), 152(13.2%). In elementary science, the articles related to STEAM education showed a tendency to decrease in 2014, unlike overall trends, and it mainly conducted research on development and application, effect analysis, and preferred mixed research.

• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.277-293
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• 2011

The purpose of mathematics education is to develop the ability of transforming various problems in general situations into mathematics problems and then solving the problem mathematically. Various teaching-learning methods for improving the ability of the mathematics problem-solving can be tried. However, it is necessary to choose an appropriate teaching-learning method after figuring out students' level of understanding the mathematics learning or their problem-solving strategies. The error analysis is helpful for mathematics learning by providing teachers more efficient teaching strategies and by letting students know the cause of failure and then find a correct way. The following subjects were set up and analyzed. First, the error classification pattern was set up. Second, the errors in the solving process of the function problems were analyzed according to the error classification pattern. For this study, the survey was conducted to 90 first grade students of ${\bigcirc}{\bigcirc}$high school in Chung-nam. They were asked to solve 8 problems in the function part. The following error classification patterns were set up by referring to the preceding studies about the error and the error patterns shown in the survey. (1)Misused Data, (2)Misinterpreted Language, (3)Logically Invalid Inference, (4)Distorted Theorem or Definition, (5)Unverified Solution, (6)Technical Errors, (7)Discontinuance of solving process The results of the analysis of errors due to the above error classification pattern were given below First, students don't understand the concept of the function completely. Even if they do, they lack in the application ability. Second, students make many mistakes when they interpret the mathematics problem into different types of languages such as equations, signals, graphs, and figures. Third, students misuse or ignore the data given in the problem. Fourth, students often give up or never try the solving process. The research on the error analysis should be done further because it provides the useful information for the teaching-learning process.

• Journal of The Korean Association of Information Education
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• v.8 no.2
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• pp.155-164
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• 2004

In the field of number and operation of mathematics, a learner's learning deficit in one year can disturb or obstruct his or her learning in the following year, which is an obvious characteristic in math education. But the problem doesn't stop here. It may increase poor learning in the related math field or, in a serious case, cause mathematical learning incompetence. In the other hand, a teacher must guide a class of about 40 students and take charge of overburdensome routine; it's really impossible for him or her to secure individual teaching time for poor learners and to give lessons considering their individual poor learning elements. In order to solve these problems, this study has found out some poor learning elements from poor learners in teaching mathematical number and operation, offered learning fit for them, and allowed them to approach a learning system regardless of time and space. And it has embodied a web-based learning system for operation field underachiever in elementary school, applied it to the scene of education, and analyzed the results so that a teacher may manage their learning results by DB and guide poor learners systematically. As a consequence, the study could reduce a teacher's teaching overburden and at the same time, raise the learning accomplishments of poor learners.

• Communications of Mathematical Education
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• v.30 no.2
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• pp.199-223
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• 2016

The purpose of this study is to investigate how first and second graders in middle school take in integrated understanding about the concept of function. The data was collected through the questionnaire conducted by the first and second-year students at A, B middle school in Cheongju. The questionnaire consisted of 14 questions related to the extent of understanding a concept of function, the ability to express function and to translate function. The results are summarized as follows. First, the percentage of correct answer made a difference according to the types of representation. Questions leading students to translate a task into a table or an equation showed quite high correct response rates. However, questions asking students to translate a task into graphs showed high incorrect responses. Second, the result shows that students have the different viewpoints depending on their grades when they have to determine whether the suggested situation belongs to function. The first-year students tended to consider function as the concept of 'definition'. On the other hand, the second-year students emphasized 'equation' of function. Finally, only a few students can distinguish the various situations and representations into the definition of function. This result shows that students didn't get the integrated understanding of the concept of function.

• Education of Primary School Mathematics
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• v.21 no.1
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• pp.55-73
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• 2018

The purpose of this study is to investigate the effects of cognitive activity on cognitive activities that students imagine and cope with continuously changing quantitative changes in functional tasks represented by linguistic expressions, table of value, and geometric patterns, We identified covariational reasoning levels and investigated the characteristics of students' reasoning process according to the levels of covariational reasoning in the elementary quantitative problem situations. Participants were seven 4th grade elementary students using the questionnaires. The selected students were given study materials. We observed the students' activity sheets and conducted in-depth interviews. As a result of the study, the students' covariational reasoning level for two quantities that are continuously covaried was found to be five, and different reasoning process was shown in quantitative problem situations according to students' covariational reasoning levels. In particular, students with low covariational level had difficulty in grasping the two variables and solved the problem mainly by using the table of value, while the students with the level of chunky and smooth continuous covariation were different from those who considered the flow of time variables. Based on the results of the study, we suggested that various problems related with continuous covariation should be provided and the meanings of the tasks should be analyzed by the teachers.

• Communications of Mathematical Education
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• v.23 no.1
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• pp.85-108
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• 2009

The purposes of the study were to develop instructional materials based on Freudenthal's guided reinvention principle for teaching proofs and to investigate how the teaching method based on guided reinvention principle affects on 8th grade students' ability to write proofs and learning attitude toward proofs. Teaching based on guided reinvention principle placed emphasis on providing students opportunities to make a mathematical statement and prove the statement by themselves throughout various activities such as exploring, conjecturing, and testing the conjectures. The study found that students who studied proving with instructional materials developed by guided reinvention principle showed statistically higher mean scores on the posttest than students who studied by a traditional teaching method depending onteacher's explanation. Especially, on the posttest item which requested to prove a whole statement without presenting a picture corresponding to the statement, a big difference among students' responses was found. Many more students in the traditional group did not provide any response on the item. According to the results of the questionnaire regarding students' learning attitudes, the group who studied proving by guided reinvention principle indicated relatively more positive attitudes toward learning proofs than the counterparts.