• The Monthly Diabetes
• /
• s.258
• /
• pp.55-55
• /
• 2011

• The Monthly Diabetes
• /
• s.258
• /
• pp.65-65
• /
• 2011

• The Monthly Diabetes
• /
• s.261
• /
• pp.65-65
• /
• 2011

• The Monthly Diabetes
• /
• s.257
• /
• pp.65-65
• /
• 2011

• The Monthly Diabetes
• /
• s.257
• /
• pp.49-49
• /
• 2011

• 건강소식
• /
• v.1 no.4
• /
• pp.11-11
• /
• 1973

• 건강소식
• /
• v.1 no.4
• /
• pp.23-23
• /
• 1973

• The Monthly Diabetes
• /
• s.259
• /
• pp.65-65
• /
• 2011

• Journal of Educational Research in Mathematics
• /
• v.27 no.2
• /
• pp.249-267
• /
• 2017

The unit of multiplication in the mathematics textbook for third graders deals with two-digit number multiplied by one-digit number. Students tend to perform multiplication without necessarily understanding the principle behind the calculation. Against this background, we designed the unit in a way for students to explore the principle of multiplication with cuisenaire rods and array models. The results of this study showed that most students were able to represent the process of multiplication with both cuisenaire rods and array models and to connect such a process with multiplicative expressions. More importantly, the associative property of multiplication and the distributive property of multiplication over addition were meaningfully used in the process of writing expressions. To be sure, some students at first had difficulties in representing the process of multiplication but overcame such difficulties through the whole-class discussion. This study is expected to suggest implications for how to teach multiplication on the basis of the properties of the operation with appropriate instructional tools.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.6
• /
• pp.589-596
• /
• 2022

This study aims to investigate the effect of an educational gamification-based quiz on the recall of formulaic sequences (FS). The experiment involved 87 freshmen enrolled in general English classes at a university in Seoul. As material, EFL textbooks based on content from popular franchises, such as the Marvel Cinematic Universe, Twilight, and Harry Potter, were used. The experiment was carried out as follows: first, vocabulary learning, second, reading comprehension, and third, writing. The fourth activity proceeded differently in two groups. The experimental group used gamification-based quiz to practice FS, whereas the comparison group summarized the reading. FS was evaluated using meaning recall and form recall. Consequently, no difference was found between the groups on meaning recall tests of FS, but the experimental group had a significantly higher average score than the comparison group on the post-test on the form recall of FS.