• The Journal of the Korea Contents Association
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• v.16 no.9
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• pp.211-224
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• 2016

The purpose of this study were to devise prerequisite learning reminding model to elementary mathematics classes and actually apply it to fifth graders in experimental lessons, thus investigating their effects on mathematics academic achievement and self-efficacy. the study conducted a pre and post test to measure academic achievement and self-efficacy on the experiment and control group. the finding were as follows. First, the study found significant differences in mathematics academic achievement between the experiment and control group. mathematics lessons based on the prerequisite learning reminding model resulted in no significant differences among the upper and lower level groups. Secondly, the study analyzed the effects of prerequisite learning reminding model on the self-efficacy and found significant differences in self-efficacy between the experiment and control group. While there were no differences in self-confidence and preference for task difficulty among the subarea of self-efficacy, it had positive differences effect on self-regulation efficacy.

• Education of Primary School Mathematics
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• v.16 no.1
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• pp.21-33
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• 2013

In this study, We analyzed the mathematical thinking of sixth grade students showed mathematics lessons through the application of Lakatos' methodology and search for the role of their teachers in this lessons. We supposed to find the solution to the way of teaching-learning regarding the Lakatos' methodology for the elementary school level. According to the stages of presenting a problem situation, suggesting an initial conjecture, examining the conjecture, and improving the conjecture, we had lessons 8 times that are applied to Lakato's methodology. We gathered and analyzed data from lessons and interviews recording videotapes, documents for this study. The participants showed a lot of mathematical thinking. They understood the problem situation with the skill of fundamental thinking and suggested the initial conjecture by the skill of developmental thinking and they found a counter-example to be able to rebut the initial conjecture by critical thinking. Correcting the conjecture not to have counter-example, they drew developmental thinking and made their thinking generalize.

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.155-171
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• 2024

This study compared and analyzed students' reasoning processes and justification methods when introducing the concept of "the sum of angles in a triangle" in mathematics classes with a focus on both measurement and geometric aspects. To confirm this, the research was conducted in a 4th-grade class at H Elementary School in Suwon, Gyeonggi-do, South Korea. The conclusions drawn from this study are as follows. First, there is a significant difference when introducing "the sum of angles in a triangle" in mathematics classes from a measurement perspective compared to a geometric perspective. Second, justifying the statement "the sum of angles in a triangle is 180°" is more effective when explained through a measurement approach, such as "adding the sizes of the three angles gives 180°," rather than a geometric approach, such as "the sum of the angles forms a straight angle." Since elementary students understand mathematical knowledge through manipulative activities, the level of activity is connected to the quality of mathematics learning. Research on this reasoning process will serve as foundational material for approaching the concept of "the sum of angles in a triangle" within the "Geometry and Measurement" domain of the Revised 2022 curriculum.

• Education of Primary School Mathematics
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• v.13 no.2
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• pp.67-84
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• 2010

The purpose of the research is to assure the effect of learner-centered instruction driven from the constructivism. The school in participation of the research is one of them called "achievement increase intensive school". Quasi-experimental design is applied for the research. Some conclusions were drawn from the research. Experimental group' achievements of both "learned contents" and "none learned contents" were more superior than ones gained from comparative group with statistically significant difference. The results implied that learner-centered instruction is effective for students who have low achievements from standards tests.

• Education of Primary School Mathematics
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• v.13 no.1
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• pp.25-35
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• 2010

The purpose of this research was to analyze questioning types of the Korean Elementary Mathematics Textbook in grade 3 and suggest the direction of questioning strategies for enhancing creativity in mathematics lessons. For the research, the researcher analyzed questioning types of the 3rd grade mathematics textbook and the changes of the questions compared with the questions in the previous textbooks. The author suggested the following recommendations. First, the questioning strategies of the revised mathematics textbook tends more to enhance students' creativity than the previous ones did. Second, teachers need to know the students' level of mathematics before starting their mathematics lessons because teachers can provide more effective differentiated questioning to the students. Third, students can response tuned to their level of mathematics if they meet with open-ended questions. It is desirable to develop good open-ended questions to fit students' abilities. Last, teachers should provide opportunities for students to share their own mathematical thinking. In risk-free environment, students can willingly participate at debating over mathematics proofs and refutation. Teachers should make efforts to make the classroom norm or culture free to debate among students, which leads to enhancement of students' creativity or mathematical creativity.

• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.327-342
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• 2006

For completion of 5-days per week system, elementary mathematics curriculum is expended to twice a month. According to the enrichment of Jae-Ryang and After School Activity, educational environment is being changed. These changes require preparations to minimize school hours. Therefore, it is needed to make better the quality, quantity and the techniques of mathematics instruction. In this study, after teaching the level 5-Na and 6-Na, the result of assessment in section An assesment of 'Review Problem' is used to analyze passing of each question. As categorizing them into each domains, this article gives help to elementary school teachers to judge learner difficulties level of domains through analyzing the quality of instructor.

• Journal of Elementary Mathematics Education in Korea
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• v.4 no.1
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• pp.1-19
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• 2000

This paper aims to enhance students' interest in the use of calculators in mathematics education and promote their use of calculators in real-life situations. Towards these ends, problem types and instructional models developed for the efficient utilization of calculators. The instructional models focus on teaching mathematics relying on the path through which expert teachers have gone through to gain relevant knowledge. By developing problem types and instructional models suitable for calculator use, We can contribute to a better attainment of instructional goals in mathematics education. The instructional models and problem types will aid teachers in making decisions about instructional development plan and basic features of instructional activities. The use of a new medium will also lead to increased interest and confidence in learning, thus contributing to the enhancement of students' ego.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.4
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• pp.663-686
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• 2017

The purpose of this study was to identify the effects of convergent approach of mathematics education on students' problem-solving ability and self-efficacy by designing and applying mathematics curriculum based on STEAM. The results are as follows. First, the test results between the two groups did not show any statistically significant difference in terms of problem solving ability, but the experimental group showed a higher average score than the comparative group. Compared with the standard deviation of the experimental group, It can be seen that the level of difference between students is great. This suggests that STEAM-based mathematics lessons have a positive effect on the problem solving ability of low-level students. Second, the results of the self-efficacy t-test of STEAM-based mathematics class showed statistically significant results at a 5% significance level. In the sub-domain, the preference for the difficulty of the mathematics task, except math self-confidence and the math self-regulation efficacy, were statistically significant at a 5% significance level. This study shows that STEAM-based mathematics classes have a positive effect on the students' positive aspects. Through the STEAM program, students learn that mathematics is connected with other fields, and it provides an opportunity to explore on their own, and they more became interested, motivated, and achievement. Also, through the results of the STEAM-based mathematics class, it can be seen that the expressive power and self-confidence are increased by using the non-formal representation outside of the existing formal representation center. The result of this study can be summarized as follows: A STEAM-based mathematics class has a positive effect on problem solving ability and self-efficacy. Therefore, it is interpreted that the application of the STEAM program focusing on mathematics accounts for education effectives.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.623-644
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• 2014

Many researchers have supported in various aspects that elementary students should experience alternative algorithms as well as formal standard one for addition and subtraction. Korean elementary mathematics textbooks have some units for alternative algorithms for addition and subtraction. In special, the change of unit sequence in the second grade revised mathematics textbooks may cause the necessity for discussion about teaching sequence and teaching purpose between alternative algorithms and formal standard one. Therefore, this study aims to consider the purpose of teaching alternative algorithms and to induce implications for their teaching strategies and sequence. To do this, related references, curriculum and textbooks were analyzed. Four lessons were observed and three teachers were interviewed. The main content of this study is the result of analysis on students' activities and teachers'teaching approaches. This study also includes didactical implications based on the result.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.201-219
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• 2008

The purpose of this study was to provide useful information for teachers by analyzing various levels of teacher-student communication in elementary mathematics classes and students' mathematical thinking. This study explored mathematical communication of 3 classrooms with regard to questioning, explaining, and the source of mathematical ideas. This study then probed the characteristics of students' mathematical thinking in different standards of communication. The results showed that the higher levels of teacher-student mathematical communication were found with increased frequency of students' mathematical thinking and type. The classroom that had a higher level of Leacher-student mathematical communication was exhibited a higher level of students' mathematical thinking. This highlights the importance of mathematical communication in mathematics c1asses and the necessity of further developing skills of mathematical communication.