• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.89-103
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• 2010

• Education of Primary School Mathematics
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• v.15 no.2
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• pp.135-145
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• 2012

In this research, we observed how students perform as they followed the teachers' instruction, and consequently perform their realized potential. As the accountability of school education is emphasized, various attempts try to disconnect the vicious cycle of producing low achievers. Efforts are allocated into developing a method to minimize cumulative effect of the lag in educational benefit by focusing on the elementary education. Based on the 2007 revised curriculum, mathematics achievement level and assessment criteria were developed. These criteria were used to standardize the course and assessment objectives for 4th through 6th grade students' mathematics studies, and to assess lower performing students and the lag in their mathematical understanding. The educational materials and assessment criteria can be expected to lead lower performing students by giving them the personalized lesson plans to minimize the lag of mathematical understanding, and eventually expedite their progress and prevent cumulative effect of the lag in the following curriculum.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.315-335
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• 2008

This study is to recognize importance of casing anxiety on mathematics for underachievers and to examine a plan to solve a problem with anxiety, by analyzing factors which make underachievers anxious on the mathematics. First, we analyze factors which make mathematical underachievers anxious on the mathematics. Second, we compare and analyze a level of anxiety on the mathematics and factors which cause anxiety on the mathematics according to their grade and gender. This study's participants were 308 mathematical underachievers at 4th, 5th, and 6th grade, studying at six different elementary schools in three different areas. The results of factors which make mathematical underachievers anxious on the mathematics obtained from the survey are as follows. First, in the top-category factor, mathematical underachievers are influenced by following factors in order, which are a mathematic subject, learner's attitude, environment, and a teacher. Second, in the factor of making students anxious on the mathematics according tn their grade, although the mathematic anxiety of students at 6th grade is higher than students at 4th and 5th grade, in the anxiety differences between the different grades. Third, in the factors which make the students anxious on the mathematics according to their gender, female students show more anxiety than male students. In summary, an anxiety of the underachievers at the elementary schools are different in the top and sub-category factor, according to their grades and their gender. It is shown that the underachievers feel more anxiety compared to normal elementary schools, and therefore the anxiety on the mathematics is one of the causes of under-achievement of the mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.789-806
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• 2010

As calls for more attention toward social minority group increases in our society recently, in the field of mathematics education more attention toward an issue about mathematics underachievers is being amplified. Thus, the present study is to examine the effects of teaching method considering students' cognitive characteristics on mathematical underachievers' problem solving and mathematical disposition. For this study, 10 fifth graders identified as mathematical underachievers based on the results of the national level diagnosis assessment and school based assessment were voluntarily selected from an elementary school in Seoul. The results of this study found out the fact that students participating in this program improved in terms of an ability both to solve problems in various ways and to explain an process of problem solving using spoken or written language and drawings. In addition, learning environment respecting students' own mathematical ideas seems to positively influence students' attitudes toward mathematics learning and mathematical dispositions. Furthermore, this study pointed out that mathematical underachievers tend to have difficulty in expressing their own mathematical thinking by reason of linguistic limitation. Finally, the findings of this study imply that for effective teaching of mathematics underachievers, these students' own informal experience and knowledge about mathematics as well as their characteristics regarding learning difficulties should be strongly considered.

• 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.

• School Mathematics
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• v.8 no.1
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• pp.69-88
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• 2006

It is well known that the low achievement students are easily affected by the ways how the materials are organized and presented. So the studies on trying to find how those students' responses are differed according to the organization or presentation of the materials are necessary. This paper was based on the results of Korean Elementary 3 Grade Students National Diagnosis Assessment on Basic Scholastic Ability in area of mathematics. We analyzed students responses through combining the percents of correct answers with the assessment items. After that, we identified the properties of low achievement students in mathematics and presented some guides which, we thought, are helpful for improvements of mathematics textbooks and teacher guide books.

• 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.

• Journal of the Korean School Mathematics Society
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• v.20 no.1
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• pp.57-76
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• 2017

Since the 1990s, Korea has been developing various policies and materials for the improvement of basic learning abilities. In this study, the cases of policies for underachievers in Korea and the US were compared and analyzed the programs for mathematics underachievers in elementary school with Chuncheon office of education and Seattle public schools. All of them started from the point of relief of underachievers, but they differed in the process of operating them specifically. This study suggests the followings. First, active utilization of vacation programs to solve problems such as low-income meal service, prevention of stigma effects, securing teacher's instruction time, teacher-instructor cooperation. Second, the necessity of detailed activity-centered textbooks that underachievers can explore with interest in mathematics learning and easy to use by teachers. Third, specific cooperation for inducing interest of their own children's learning and forming close ties between parents and teachers. Fourth, program analysis by a professional evaluation group to improve the quality of underachiever program.

• Education of Primary School Mathematics
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• v.14 no.1
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• pp.81-95
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• 2011

In order to raise people with mathematical power and positive attitude toward mathematics fit for the 21st century, individual students should be provided with equal learning opportunities according to their ability and level, and the need of such mathematics education is even stronger for underachievers. As textbooks were considered the optimal learning materials at each stage, this study purposed to examine changes in students' mathematical learning abilities and mathematical tendency brought by the activities of analyzing and reviewing the textbooks of the previous grades. The subjects of this study were 5 mathematics underachievers from 3 fifth grade classes at D Elementary School. They were sampled from those who were selected based on the results of diagnostic assessment and the records at the end of April and gave their consent to participation in this study. For the sampled children, their current state was surveyed first, and then the experimental classes were given twice a week and a total of 32 sessions. The children judged their mathematical abilities through reviewing the textbooks from the 1st grade to the 4th grade, and studied the textbook of each stage by themselves. After the self study, they had the textbook contents review activity that extracted 10 problems considered important per semester, and the textbook analysis activity that grouped units in each stage according to relevancy, identified similarities and differences, and examined hierarchy. From the results of this study was found that the mathematics underachiever teaching method using the textbooks of the previous grades gives mathematics underachievers confidence in their abilities, strengthens mathematical connection, and develops the habits of exploring key contents through self study.

• Journal of The Korean Association of Information Education
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• v.17 no.1
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• pp.9-21
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• 2013

The purpose of this paper is to develop and implement a mobile application system to improve arithmetical operations for low achievers. The proposed system has the following characteristics. First, the system provides individual study for low achievers based on their different study levels. Second, instant feedback can be provided to students for maintaining study motivation. Third, the system enables students to study arithmetical operations in persistent and repetitive manner. This is due to that, in the literature, arithmetical operation capacity can be increased by persistent and repetitive practices. The proposed system is applied to mathematics low achievers and the following results are obtained. First, interests and intrinsic motivation are increased through use of the proposed system. Second, arithmetical operation speed is increased. Also, accuracy of arithmetical operation is improved. Thus, it is concluded that arithmetical operation capacity of low achievers is improved using the proposed system.