• 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.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.383-398
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• 2009

We conduct a survey on mathematics academic achievement to 4th, 5th, and 6th grade elementary school students at Dong-Gu in Busan in order to provide teachers in elementary schools with basic research data. The survey questionnaire includes home background, private education, the difficulty degree of mathematics textbook, practical usage of computers, group-teaching, teaching methods, preview, review, homework amount, learning attitude, problem solving ability, interest for mathematics, and the relationships of a home room teacher and friends. Based on survey data we perform factor analysis to find major factors affecting mathematics academic achievement. We identify if there are statistically significant differences in responses of survey for gender group and grade group with regard to survey questions belonging to the major factors obtained in factor analysis.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.177-199
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• 2008

In the Netherlands, Streefland(Elbers, 2003) gave a solution on how teachers can help students to participate in the process of knowledge construction by investigating constructions and activities of a community of inquiry for a primary school students(between 11 and 13 years of age). In Australia, Goos(2004) analyzed the teacher's role in creating a classroom culture of inquiry, which appeared to be taken for granted by the Grade 12 group, for the Grade 11 students by classroom observation and interviews. In Korea, because of diverse obstacles with a university entrance examination, a study about teacher's role in inquiry-oriented instruction for high school mathematics schooling has rarely appeared in the literature. The purpose of this study is to investigate teacher's role for promoting and managing inquiry-oriented mathematics instruction effectively by a case study. To fulfill this purpose, we develop inquiry-oriented instruction model by investigating teacher's role as an assistant for helping students to do mathematical activity.

• Education of Primary School Mathematics
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• v.27 no.3
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• pp.261-279
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• 2024

The purpose of this study is to examine the characteristics of AI courseware for mathematics learning based on Choppin et al.'s (2014) digital typology and to derive implications for directions for AI courseware development. For this purpose, 12 types of AI courseware actively used in domestic were selected for analysis, and the characteristics of these AI courseware in terms of program-student interaction, teacher' s lesson design, and evaluation system were analyzed. As a result, each AI courseware provided unique functional features for students, teachers, and evaluation, but the ability to modify and configure teaching and learning was limited. Based on these results, implications for the direction of development of AI courseware in mathematics education were presented.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.163-192
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• 2018

The purpose of this study was to examine the relations among mathematics teachers' beliefs, classroom norms and discourse, and equity issues in mathematics classrooms. In order to achieve this purpose, three teachers who work in the same school were analyzed. The analysis revealed that the participating teachers' beliefs about mathematics teaching and learning and about their students' abilities and motivation influenced the establishment of classroom norms and discourses that defined what students needed to do to be successful mathematics learners. Also, classroom norms and discourse affected the development of students' identity and power and the level of equity in the classroom.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.13-27
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• 2019

The use of grid paper in elementary mathematics textbooks is used in numbers and calculations, figures and measurement areas. Among them, it is used most in the figure area. In spite of this utilization, it is necessary to supplement it because it is difficult to revise or supplement the trial and error that often occurs in the course of the course, as the process of using the textbook paper in the actual class. The use of grid paper in elementary mathematics textbooks is used in numbers and calculations, figures and measurement areas. Among them, it is used most in the figure area. In spite of this utilization, it is necessary to supplement it because it is difficult to revise or supplement the trial and error that often occurs in the course of the course, as the process of using the textbook paper in the actual class. In this study, we tried to find out the usability of grid paper boards which can be used more effectively than the grid paper among the teaching aids presented in the 'Development of teaching aids standards for math class' of Korea Foundation for the Advancement of Science & Creativity(2017). A questionnaire survey was conducted on the use of grid paper and grid paper board for teachers who actually use grid paper in elementary mathematics. As a result, we found out the achievement criteria of grid paper board utilization and investigated the study subject which is effective to use grid paper board. In particular, we have identified specific learning topics that are effective in each area and presented specific activities.

• Journal of The Korean Association of Information Education
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• v.16 no.4
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• pp.451-462
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• 2012

In this study, our primary areas of mathematical shapes as a way to solve the problem of sixth grade math and geometry around the area in addition to the real world, the virtual objects to explore on their own learning, heuristic principles and learning concepts are developed. To this end, second-class sixth grade in Seoul class M is selected and the area of Augmented Reality class shapes students' academic achievement sure to affect how much agreed. experimental study was developed and then applied to the actual class content across pre and post implementation evaluation, and subsequent academic achievement levels were compared and analyzed. As a result, learners in the experimental group and control group than the class of interested students and class satisfaction, a statistically higher achievement. Learning on augmented reality, which shapes have the gumption to participate in classes, and concepts related to shape the formation and indicates that academic achievement is related.

• Journal of Educational Research in Mathematics
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• v.27 no.4
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• pp.747-764
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• 2017

Problems in mathematics textbooks are very important because there is a high reliance on textbooks in elementary school mathematics classes and there is a strong belief that mathematics is to find the solution to problems. Considering this importance, we analyzed problems in elementary mathematics textbooks quantitatively and qualitatively. Concretely, problems of addition and subtraction with carry on in the range of two digit numbers in the mathematics textbooks from the 1st to the 2015 national revised curriculum were analyzed. As a result, the problems in each textbook were found to reveal important features of the textbook reflecting changes in curriculum and educational background. And the problem of textbooks has changed in the direction of enhancing students' reasoning, communication, and problem solving ability. Based on these results, we suggested several implications for dealing with problems in elementary mathematics textbooks.

• School Mathematics
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• v.15 no.2
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• pp.315-335
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• 2013

Probability has distinctive characteristics which are different from other areas of school mathematics. The critical change can be noticed in the domain, 'probability and statistics' of 2009 revised national curriculum for elementary school mathematics. This indicates that the concept of chance is supposed to be taught in the 5~6 grade band instead of the definition of probability which is moved to the middle school level. The purpose of this study is to seek desirable methods for teaching the concept of chance which reflect the achievement criteria and the attention point for teaching and learning of the curriculum at the point of time when textbooks haven't yet been developed. To do this, based on theoretical considerations and comparative analysis of the curricula in the longitudinal - latitudinal dimensions respectively, the validity of the latest curriculum change was confirmed and several learning activities were devised. And then two lessons were planned for applying these activities to eight fifth graders and were implemented along the plan. As a result, the relevance of the learning activities was examined and students' difficulties in learning the concept of chance with educational implications were discussed.

• Education of Primary School Mathematics
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• v.15 no.1
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• pp.31-40
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• 2012

In this paper, we developed teaching learning models using a numeral operation for the mathematical gifted focused on the design of a circle using GSP and investigated effects of this models. This model gave gifted-students to be able to produce creative outputs with mathematical principles and practicality and beauty of mathematics. We found following facts. Firstly, a developed teaching-learning model improves a mathematical gifted student's mathematical creativity as analytic thinking and deductive inference. Secondly, a circular design using GSP helps gifted students to understand the abstract rules because mathematical patterns was represented visually by a circular design. Lastly, a circular design using a numeral operation is helpful to gifted students revealing to creativity and beauty of mathematics.