• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.193-205
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• 2014

This study examined the effect of coaching based on private tutoring on students' learning ability and academic achievement in university mathematics education. Those in the coaching group showed statistical significance in academic achievement compared to those in the non-coaching group. In addition, the coaching was found to be more effective for those with poor academic performance or women than those with excellent academic performance or men respectively. Due to limitations on survey time and number of respondents, it is difficult to draw a general conclusion about the effect of coaching in university mathematics education. Still, it is significant that the study applies coaching as a method to teach students university mathematics for the first time and the results are in consistent with those of previous studies on other subjects.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.389-396
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• 2004

입문기 아동의 수학 교육에서의 첫 걸음은 수 개념 형성으로부터 시작되는데 취학 전에 발달 단계나 학습 순차를 무시한 형식적인 수지도가 수 개념을 형성하는데 별다른 도움을 주지 못하는 것으로 나타나 있다. 수학 교과가 가지고 있는 논리적 위계성을 감안할 때 이전 학년에서 발생된 학습 결손이나 개념 이해부족은 다음 학년의 학습을 지속해 나가기가 어렵다. 이와 같은 학습의 과정이 반복되면 학습 부진을 증대시켜 학습에 흥미를 잃게 한다. 이에 본 연구는 수학과 기초 학습력을 신장시키며 취학 전에 발달단계를 무시한 잘못된 수 경험을 개선하고자 멀티미디어 웹 코스웨어인 '50까지의 수'를 설계 및 구현하였다.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.275-286
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• 2002

교사 중심 수업과 획일적인 평균 교육으로 인해, 창의적인 사고와 탐구활동이 학습과정에서 소홀히 취급되면서, 문제를 인식하고 해결할 수 있는 기회를 학생들에게 제공하지 못하였다. 또한 이러한 교수 ${\cdot}$ 학습의 불균형은 학생들에게 진정한 수학의 가치를 경험할 수 없게 만들고 있다. 본고는 이러한 교실수업을 개선하기 위해 (1) 수준별 교수 ${\cdot}$ 학습 자료를 개발하고, (2) 수준별 협동학습에 적용하여 (3) 문제해결 능력에 미치는 영향을 고찰해 보고자 한다. 수준별 협동학습은 학생들의 능력에 따른 맞춤수업과 그들의 자기표현 욕구 및 공동체에 대한 소속감을 증진시킴으로써, 학습 부진의 누적을 예방하고 협동하는 사회 교육실현에 도움을 줄 것으로 기대된다.

• Journal for History of Mathematics
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• v.15 no.2
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• pp.125-134
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• 2002

The purpose of this paper is to analyze the the effect on the academic improvement, applying various teaching methods throughout cooperative teaming in small groups to inspire slow-learners'interest on mathematics and impove capability to solve problems and achievement degree of studies. The subject of the study is as follows: 1. What is the difference of students'interest on mathematics between cooperative learning in small groups and large group learning\ulcorner 2. Is there any difference of slow-learners' achievement degree of studies between cooperative learning in small groups and large group learning?

• School Mathematics
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• v.13 no.1
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• pp.127-153
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• 2011

The purpose of this study was to investigate the effect of peer tutoring on mathematical inclination and mathematical communication ability of peer tutor. For the purpose of this study, research questions were established as follows: 1. How does peer tutoring affect to the mathematical inclination of peer tutors? 2. How does peer tutoring affect to the mathematical communication ability of peer tutors? To answer the research questions, four 5th grade peer tutors were selected for qualitative case study in an elementary school located in Goyang-si, Gyeonggi-do. Before and after 11 weeks of peer tutoring in their mathematics classes, mathematical inclination, mathematical communication ability of peer tutors were examined. For qualitative analysis, peer tutors were asked to complete worksheets, self-evaluation, journal for their peer tutoring in daily basis during the experiment. By comparing the scores in mathematical inclination test and mathematical communication test before and after the treatment and analyzing the data gathered for qualitative analysis, the conclusions were drawn as follows: First, Peer tutoring has positive effects on the mathematical inclination of peer tutors. Scores for mathematical inclination of peer tutors after the treatment increased and qualitative analysis showed positive change in their attitude toward mathematics. Second, Peer tutoring has positive effects on the mathematical communication ability of peer tutors. Scores in the performance assessment for mathematical communication ability of peer tutors after the treatment increased. Also qualitative analysis showed that peer tutors tried to develop various ways to solve a problem and explained them to their peer tutee sophisticatedly.

• Journal of Elementary Mathematics Education in Korea
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• v.6 no.1
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• pp.23-40
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• 2002

Historically, the use of algorithms has been emphasized in the mathematics curriculum at the elementary school mathematics. The current reform movement in our country are seemed to emphasize the importance of algorithms in favor of problem-solving approaches, the conceptualization of mathematical processes and applications of mathematics in real world situations. Recently, children may come to school with a fairly well-developed attitude about mathematics and mathematical ideas. That is, they do not come to school and to learning mathematics with a clean slate. Because they have already formed some partial mathematical concepts in a wide variety of contexts. Many kindergarten children have attended pre-school programs where they played with blocks, made patterns, and started adding and subtracting. It seems that there are psychological change attitudes of the children in upper grades toward learning mathematics. In our elementary school mathematics, almost every student are still math anxious or have developed math anxiety because of paper-pencil test. In these views, this paper is devoted to introduce and apply to second grade students in ND-elementary school in Taegu City the new method for learning addition and subtraction so called ‘Mrs Weill's Hill’, which is believed as a suitable method for children with mathematical teaming disabilities and Math anxiety.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.643-671
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• 2012

The purpose of this study was to examine How the exploratory activities using Excel and GSP which are exploratory software, in learning analytic geometry affected on the underachievers' analytic geometry concept development process. The subjects of 5 students who received the 8th~9th grades from their examination of the last semester, participated in a total of 7 units based on Skemp's intelligent learning model. The results of the study showed that there were two important cases found to nearly achieve the category $R_2$. One was reflective thinking could happen through exploratory software in category $R_1$. The other was the exploratory activities which could have the same effectiveness as the relational understanding in category $I_2$, as Skemp mentioned that there is a room to be achieved in the elementary level when such relational understanding is achieved.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.627-641
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• 2012

We found a few students had an error in the function and equation units, because most of mathematicians omitted the multiplication signs. In the mathematical history, the multiplication and parentheses signs had various changes. Based on the Histogenetic Principle, high level students know that the letter in the functions and equations represents a number and the related principles, so they have no big problems. But since the low level students stay in the early days in the mathematical history, they have some problems in the modern function and equation. Therefore, while we study the function and equation units with the low level students, we present that we have to be cautious when we omit the multiplication and parentheses signs.

• Education of Primary School Mathematics
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• v.3 no.2
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• pp.115-131
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• 1999

The purpose of this study is to examine meaning, factors, and diagnostic method of underachievers in mathematics and to propose the idea of the individualized teaching method for underachievers. For the first purpose, previous literatures on underachievers are reviewed. For the second purpose, this study described the procedure of developing the individualized instructional program, and the method of diagnosing and prescribing errors in mathematics. In the future, individualized instructional program need to be developed based on correct diagnosis of factors effecting under achievement for the effective teaching of underachievers.

• The Mathematical Education
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• v.49 no.3
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• pp.353-373
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• 2010

This research was to help slow learners to be motivated and to make their outcome productive, using GSP based on the mathematization theory for learning mathematics, as a way of encouraging the learner-centered approach. With 2 of the second graders in a high school, who had not yet understood trigonometric functions in their first grade period, 7 units of lesson plans were designed for the research. The results showed that first, understanding real life contexts and analyzing properties by observation, and experiment using GSP, to build the concept of trigonometric functions could be a foothold on which learner's organization and outcome from a horizontal mathematization led to vertical mathematization. Despite the delay during the level-up-stage for a while, the learners could attain the vertical mathematization stage and moreover the applicative mathematization through effective use of GSP and the interaction between the learners or a teacher and the learners. Second, using GSP was a vertical tool of connecting horizontal mathematization with vertical mathematization in forming the concept of trigonometric functions and its meaning could be understood by their verbalizing and presenting the outcomes through their active performance. Using GSP is helpful for slow learners to overcome learning difficulties, based on the instructional materials designed by Realistic Mathematics Education.