• Journal of Elementary Mathematics Education in Korea
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• v.20 no.3
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• pp.479-498
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• 2016

Time is important in children's lives since their preschool years. However, previous studies indicate that many children struggle with the acquisition of time concepts. Also teachers do not know how to help them. This study aims to investigate elementary school students' understanding about time and induce its educational implications. To do this, about 130 children from first to fifth grades were tested for their ability to recognize(read and record) the analogue and digital times and to solve elapsed-time problems. The results showed that even first graders were able to read and record the minute times on digital clocks. And second graders were able to read and record the minute times on analogue clocks. Therefore, the ability to recognize analogue times was mastered by second grade. In case of the elapsed-time problems, there was statistically significant difference according to school years or types of problems. Students were successful in solving simple problems. However, the problems that include regrouping hour and minute remained difficult even for the older children. Based on these results, we made a few suggestions for teaching practice about time.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.349-368
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• 2023

The purpose of this study is to explore ways for students to connect conceptual and procedural knowledge in mathematical modeling lessons. Accordingly, we selected the greatest common divisor among the learning contents in which elementary school students have difficulties connecting conceptual and procedural knowledge. A mathematical modeling lesson was designed and implemented to solve problems related to the greatest common divisor while connecting conceptual and procedural knowledge. As a result of the analysis, it was found that the mathematical modeling lesson had positive effects on students solving problems by connecting conceptual and procedural knowledge. In addition, through actual class application, a teaching and learning plan was derived to meaningfully connect conceptual and procedural knowledge in mathematical modeling lessons.

• 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.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.249-263
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• 2006

The purpose of this study is to investigate the characteristics of 'best practire' in mathematics and suggest some solutions to several problems emerging in mathematics classes of secondary schools. The study was carried out by using qualitative research methods such as class observations and in-depth interviews with six teachers. Based on the collected data, we could sort out the major patterns which characterize 'the good mathematics teaching' at schools in Korea. The common characteristics of best practice in mathematics are drawn out from the six cases. The common characteristics include revising the curriculum and text books, realistic mathematics education, using ICT and meta-cognition, introduction with motivation and interest, performance assessment and managing differentiated small group. Results implied that six teachers used a variety of instructional methods and strategies which is related with the common characteristics of good mathematics teaching. Also these teachers not only improved their own classroom practices but also participated in various professional community of mathematics education and shared their practical knowledge. In conclusion assorted efforts from the government and the school principals as well as the teachers are prerequisite for practicing and spreading good mathematics teaching across the classrooms.

• Journal of Educational Research in Mathematics
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• v.18 no.1
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• pp.123-135
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• 2008

This study analysed the schemata which are requisite to understand and prove examples of mathematical induction, and examined students' construction of the schemata. We verified that the construction of implication-valued function schema and modus ponens schema needs function schema and proposition-valued function schema, and needs synthetic coordination for successive mathematical induction schema. Given this background, we establish $1{\sim}4$ levels for students' understanding of the mathematical induction. Further, we analysed cognitive difficulties of students who studying mathematical induction in connection with these understanding levels.

• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.289-294
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• 2006

지금 세계는 지식 정보화의 물결에 휩싸여 있다. 인터넷의 급속한 보급으로 인하여 사람들은 자신들이 원하는 정보를 쉽게 구할 수 있게 되었으며 이러한 정보를 누가 생산하고 분배하느냐에 따라서 국가경제에 미치는 영향도 점점 커지고 있다. 이러한 사회적인 흐름은 교육에도 영향을 미치게 되었다. 서로의 정보 공유가 용이하고 시 공간의 구애를 받지 않으며 한 번에 많은 사람들이 동시에 접속할 수 있는 웹의 특성상 교육에 미치는 영향도 많을 것이다. 특히 초등학교에서 수학 교육은 교구를 이용하거나 원리를 이해하는 면에서 교과서만을 가지고는 많은 어려움이 따른다. 특히 도형 단원에서는 아동들이 직접 도형을 가지고 조작할 수 있는 환경이 중요한 데 이를 웹이 어느 정도 보안할 수 있는 것이다. 이에 본문에서는 초등학교 수학과 도형단원의 학습 자료를 개발하여 아동들의 학업성취도를 향상시킬 수 있는 프로그램을 설계하였다.

• 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 Educational Research in Mathematics
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• v.23 no.2
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• pp.237-252
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• 2013

The philosophy of science of Bachelard is introduced mainly with epistemological obstacles in the discussions within mathematics education. In his philosophy, epistemological obstacles are connected with the dialectical developments of science. Science progresses through generalization of concepts and theories by negating things which were recognized as obvious. These processes start with ruptures against the existing knowledge. Epistemological obstacles are failure in keeping distance with the existing knowledge when reorganization is needed. This concept means that there are the inherent difficulties in the processes of concept formation. Finally I compare the view of Bachelard on the developments of science and the 'interiorization-condensation-objectification' scheme of reflexive abstraction in mathematics education and discuss the inherent difficulties in the learning mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.2
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• pp.231-257
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• 2020

As the main mathematical concepts are presented and expressed in various ways through textbooks during the teaching and learning process, it is necessary to look at the representations used in elementary math textbooks to find effective guidance. This study analyzed sentences used in the definition of mathematical terms and unit assessments of current elementary mathematics textbooks according to word depth (Yngve, 1960) from a syntactic perspective. As a result of the analysis, it could be seen that the sentences in textbook were generally concise, the word depth was lower, and the sentence structure and form were different depending on the individual characteristics of each term. Also, the sentences in the lower grade textbooks were more easily constructed, and the sentences of the term definition were more complex than the sentences of the unit assessments. Efforts should be made to help learners learn mathematical concepts, such as clarifying sentences in textbooks, presenting visual materials together, and providing additional explanations to suit the level of individual learners.

• School Mathematics
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• v.16 no.2
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• pp.237-257
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• 2014

The purpose of this study is to investigate the academic achievement characteristics in terms of proficiency levels through the in-depth analysis of mathematics test items and achievement standards of the National Assessment of Educational Achievement(NAEA) from 2010 to 2012, and to provide suggestions for teaching and assessing mathematics in middle schools. The results showed that 'Advanced level' students could fully understand the concept of mathematical terms and symbols as well as various mathematical properties presented in the national curriculum. However, 'Proficient level' students tended to feel difficult to apply linear function, properties of a plane figure, and a solid figure, while 'Basic level' students seemed to have trouble solving mathematical problems in almost all areas. Thus, it is necessary to identify the mathematical misconceptions that students have and to strengthen teaching, particularly, the areas of number and operation.