• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.115-134
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• 2003

In this paper I have tried to find the points which current Math teachers should reconsider in their classes and suggested how to improve the teaching methods in the class. For these answers, I analysed Teaching plans of 30 Math teachers in K province and observed their model classes. The conclusions acquired by these observations are the followings. First, Math teachers should have a great deal of enthusiasm in their classes. Second, Math teachers must understand the curriculum. Third, Math teachers have to understand their students. Fourth, Math teachers should endeavor with other teachers through the workshop. Fifth, Math teachers should be professional and open-minded to make their classes public anytime.

• Journal of The Korean Association of Information Education
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• v.8 no.4
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• pp.461-470
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• 2004

All over the world, the number of internet users has been increasing rapidly. In the middle of this rapid increase, there is Avata, which is popular to both adults and children by providing motivation and self-satisfaction. Therefore, the current study tried to find whether an instruction using Avata for the purpose of motivation has an effects on students' achievement among 6th graders. the results showed that the students' achievement in Language Arts, Mathematics, Social Study, and Science were improved significantly.

• Proceedings of the Korean Society of Computer Information Conference
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• 2017.07a
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• pp.231-232
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• 2017

대학에서 학습효과를 높이기 위해 신입생들을 대상으로 기초학습능력검사를 실시하고 있다. 대학별 수시 비율이 높아짐에 따라 특성화고등학교 학생들이 입학의 기회 폭이 증가하였다. 이과와 문과의 계열성을 떠나 수학, 영어 등의 기본 교육과정이 다르기 때문에 대학에 진학해서 그동안 배우지 않은 전공 교과목에 많은 어려움을 느끼고 있다. 이에 본 연구는 보건계열 치위생과에 입학한 학생들의 가장 기본 전공과목인 치위생학개론 수업 전 구강에 관련된 지식을 다 각도에 따라 분석하여 이를 기초한 교수 학습 방법 및 학습자의 능동적인 수업 참여와 함께 동기 유발이 될 수 있도록 함에 있다.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.51-74
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• 2009

The purpose of this study is to search for various strategies that could self-regulated learning within cyber home study efficiently, to operate the cyber home study based on such strategies, to manage and support students' learning and to investigate what effects it would have on the ability of self-regulated learning and attitude. In this study, an operational strategy for cyber home study according to the compositional elements of self-regulated learning based on prior studies. Then, the study developed the learning contents of cyber home study and operated cyber home study according to the operational strategy. From the results of the analysis obtained in this study, the following conclusions can be drawn as follows. First, A learner's self-regulated learning capability is able to be improved by self-regulated leaning strategies. Cyber home study that would enable students to implement the leaning on their own through learning contents and operating strategies corresponding to them was the environment that could help their self-regulated learning. Second, in order to find out students' satisfaction for the application of cyber home study, the study compared the survey of cyber home study with the frequency and percentage by each question and the mean value of technical statistics. Cyber home study let students have positive recognition on mathematical learning, and especially as shown in the results of the interview, it was helpful to improve students' interest and confidence as well as their mathematical learning.

• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.159-177
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• 2020

Education researchers have been continuously interested in the teacher's ability to design lessons and conducted various studies in order to improve the teacher's professionalism in determining the quality of school instruction. So, this study explored the change of instructional design through the lesson reflection of pre-service mathematics teachers who participated in practicum settings. As a result, in the lesson plan prepared by pre-service mathematics teachers, the motivation to induce learning in the introduction stage, to present the learning contents in the development stage, and to reconstruct the formative evaluation of the closing stage was the highest rate. And the categories of the reconstructed contents appeared intensively in terms of curriculum contents and teaching and learning methods. This result can be attributed to the lack of experience in designing and performing lessons by pre-service mathematics teachers, so it suggests that the opportunity to design and conduct classes that take into account the practical aspects of education should be provided in the preparation process for pre-service mathematics teachers.

• School Mathematics
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• v.11 no.1
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• pp.187-206
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• 2009

This study considers the role of Mathematics as a language and the value of reading in the mathematics class. Linking mathematics instruction to literature has become popular in recent year for variety of reason. We want to illuminate the meaning of literature-based Mathematics. We suggest the viewpoint of how to appropriately select math-related literature. The focus of this study is to suggest how to use children's literature to effectively teach mathematics. Through attention to the mathematics in literature, we motivate students and provoke students' interest for mathematics. Children's literature, what is more, helps students connect mathematical ideas to their personal experience and realize that mathematics is a spontaneous and natural expression of human minds. Literature in mathematics class provides students advanced mathematical thinking for problem solving.

• Journal of Digital Contents Society
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• v.13 no.1
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• pp.67-74
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• 2012

Students with learning disabilities need special education programs. In the traditional class, those students may not be satisfied with their studies. Thus, it is important to provide individualized class for those students. Classes using smart devices may give one of the solutions for individualized class. Unlike the typical mathematical problems, written problems require students to use various cognitive strategies, mathematical reasoning, inference ability, and so on. In this sense, written problems are good tools to develop the logical minds for students with learning disabilities. In this paper, a WOE-based smart learning system is proposed to help those students develop learning abilities. The proposed system has the following characteristics. First, students can learn naturally problem-solving abilities by following the work-out examples given from experts. Second, the proposed system can invoke motivation and interests of students using attractive icons and guidance rules provided with smart phone. Third, the proposed system can provide self-directed study for those students. The proposed system is applied for some students with learning disabilities. The following results are obtained. First, the individualized study can be possible since the system can provide continuous feedbacks and level-differentiated classes. Second, students can increase written problem solving abilities with natural understanding of study contents from smart phone. Finally, satisfaction, study motivation, and self-concept of students are increased through their successful experience during study processes.

• Education of Primary School Mathematics
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• v.20 no.4
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• pp.287-303
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• 2017

In order to understand the characteristics of affect of elementary school students in this study, we used a questionnaire developed by Hannula (2012) to measure elementary students' beliefs and affective factors about mathematics based on the emotional, cognitive, and motivational dimensions of the affect of personal level. Statistical analysis and one-way ANOVA were conducted to identify the characteristics of elementary school students' beliefs and affective factors about mathematics according to mathematics achievement level, grade level, and gender. Regression analysis was performed to analyze the correlation between the factors. The results of this study are compared with the results of the previous study which used comparative study of elementary school students in Finland and Chile using the questionnaire used in this study.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.569-594
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• 2010

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out several research as follows : 1) establishment of observation elements for selecting examples of good mathematics instruction between 2001 and 2002, 2) development of the standards on teaching evaluation between 2004 and 2006, and 3) investigation on the elements of Pedagogical Content Knowledge including understanding of learners between 2007 and 2008. The purposes of development of mathematics teaching evaluation standards through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those three studies (namely, evaluation standards) focused on the teacher knowledge of learners' understanding. For this purpose, the meaning of learners' understanding was also investigated in-depth. Finally, the concrete elements on teaching evaluation focused on the teacher knowledge of learners' understanding in math class were new developed, based on the literature reviews on learners' understanding. Then, those evaluation elements were developed according to the five domains of learners' understanding such as evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.29-38
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• 2021

The social studies, mathematics, and science textbooks of the elementary curriculum will begin to be authorized from 2022. This study explores the effect of textbooks based on a gamification motivation strategy on learner interest. For this purpose, this study analyzes whether the systematic application of the gamification motivation strategy to elementary studies textbooks, which will be authorized from 2022, can develop this textbook into a "learner-centered curriculum book that induces interest." More specifically, this study applied Kumsung Publishing's experimental social studies textbooks in class and conducted a questionnaire among 121 third graders to verify the effectiveness of the textbooks. The results show that studies textbooks based on a gamification motivation strategy greatly influence increased learner interest in the classroom. The textbooks also represent a positive influence in learner understanding, interest, and curiosity regarding the class content and assistance. Demonstrating that gamification motivation strategy is worthwhile to actively apply in future textbook development for the enhancement of learners' interests, this study is significant in that it has presented a meaningful textbook development model.