• Journal of the Korean School Mathematics Society
• /
• v.3 no.1
• /
• pp.131-148
• /
• 2000

Above all, the ability to solve problems must be emphasized as a basic skill of mathematics, but it is neglected when we teach. In this study, learning task means ［same meaning］ ［same form］ ［same technique］, so I tried to extend mathematical scholastic ability of the students as an extensional problem solving that is a basic element of mathematics. The purpose of this study is the investigation of level type learning, using the basic learning elements to extend thinking ability. From the constructed hypothesis as follows and then implement it. I selected basic learning elements from an analyzed textbook and then task learning material was created for each level type learning. The problem solving ability will be extended through the level type learning of the small group, using the level type learning task material. The conclusions this study are as follows. The level type learning in small group learning, using and making level type learning material, having basic learning elements in analysed text are. Basic learning content is understood clearly and deeply, so, fundamentally, it is effective in achieving the problem solving in mathematics. It is an effective method to achieve the meta-cognitive faculty because achieved the expected method of solving problems and resulted in the true learning of content.

• Communications of Mathematical Education
• /
• v.29 no.3
• /
• pp.513-532
• /
• 2015

In order to suggest desirable management of college mathematics for freshmen in middle level engineering college, we analyse the change of mathematics recognition between 2011 year and 2015 year freshmen who took college scholastic ability test which are based on the national mathematics curriculum 7th and 7th revision, respectively. In A university, 2011 year and 2015 year engineering freshmen were taken basic mathematical ability test and given the survey for the recognition of mathematics and college mathematics. Research results are as follows: First of all, middle level engineering freshmen were poor at basic mathematical ability. The change of mathematics recognition appeared in the level of mathematics ability and the effort for college mathematics class. Moreover middle level engineering freshmen recognize college mathematics as a basic subject for engineering and hope teacher-directed learning in college mathematics class. For the success of college mathematics in engineering college, this study suggests basic mathematical ability test and the survey for the recognition of mathematics and college mathematics. We also suggest that college mathematics class must be focused on basic mathematical ability improvement and self-directed learning.

• Journal of the Korean School Mathematics Society
• /
• v.18 no.3
• /
• pp.335-352
• /
• 2015

In this paper, we selected 145 students from engineering college students who took P University's the Scholastic Level Assessment and registered the Basic Mathematics Class among the students who achieved 4th~7th grade in the mathematics B-type of the College Scholastic Ability Test. We compared and analyzed the correlation among the chosen students' grade for the College Scholastic Ability Test, test results of the Scholastic Level Assessment and mid-term test of the Basic Mathematics Subject, type of college entrance and actual condition survey of students in order to derive optimized teaching method for general mathematics subjects which can possibly increase the students' academic ability.

• Journal of the Korean School Mathematics Society
• /
• v.21 no.2
• /
• pp.91-111
• /
• 2018

Junior college students in located Eup-Myeon areas commonly fail to meet the basic standards of mathematics. This leads students to lack basic knowledge and to have difficulties in studying their majors. In addition, students often lose their interest in the study and eventually leave school or drop out, while some have difficulties in their life at work. To remedy and solve these problems, the country proposes National Competency Standards(NCS). The basic occupational competencies proposed in NCS are essential occupational abilities required to successfully perform the job. I want to apply mathematical ability, which is one of the basic occupational competencies, to mathematics education of junior college. Applying NCS mathematical ability to junior college students, I would like to examine the effectiveness of the NCS mathematical ability course. The purpose of this study is to find out the way of education of desirable mathematical ability and to raise basic academic ability and interest in mathematics.

• Communications of Mathematical Education
• /
• v.25 no.1
• /
• pp.167-184
• /
• 2011

In D university, 2010 year engineering freshmen were taken basic mathematical ability test and were given basic mathematical ability improvement program based on the test. In order to study the effect of this program for scholastic achievement, we analyse basic mathematical ability test score and college mathematics score among student groups. And to study the effect of this program for scholastic motivation, we survey the mathematical inclination, the recognition of mathematics, and classes of mathematics. As results, engineering freshmen in D university were poor at basic mathematical ability and basic mathematical ability improvement program effected scholastic achievement and motivation in mathematics, greatly. For the success of college mathematics in engineering college, this study suggests basic mathematical ability test and the survey for engineering freshmen's mathematical background. Finally, we suggest that college mathematics must be focused on the improvement of basic mathematical abilities.

• East Asian mathematical journal
• /
• v.32 no.4
• /
• pp.501-518
• /
• 2016

In this paper, we analyzed the correlation among scores of the mathematics B-type grade of College Scholastic Ability Test(CSAT), scores of Mathematics Level Assessment(MLA) and written test scores of Basic Mathematics Subject(BMS) made by students. Especially, we examined the relationship between CSAT grade with results of MLA and results of BMS through survey of students who changed their grades and learned about reasons. In addition, we analyzed error types for the descriptive problem solving in BMS written tests..

• Journal of the Korean School Mathematics Society
• /
• v.2 no.1
• /
• pp.167-179
• /
• 1999

The aim of this study is to improve the basic learning ability of those who make poor progress in mathematics and to keep positive and active learning attitudes in class afterward by using problems whith both make them advance their basic learning ability and supplement lack of previous learning in class or after school. supplementary problems were developed by focusing the ability of basic calculation, the comprehension of concepts, principles, and rules by analyzing necessary contents precisely each domain after itemizing learning contents each unit. the results of the study are this: 1) The students who solved the problems, that were developed to improve the basic learning ability and to supplement the earlier learning during their classes or giving homework, made significant progress in their scholastic achievement; more than those who were not involved. 2) Meaningful changes were demonstrated in the motivation for achievement among the domains of learning attitudes before and after the experiment but, not in their interest, the consciousness of purpose, attention, voluntary and efficient learning as shown in their learning habits. In this study, therefore, the problems which were developed to improve the basic learning ability and to supplement the earlier learning by focusing on the competence for basic calculation, and the comprehension of concepts, principles and rules were effective positively only in the area of motivation for achievement. there were no meaningful differences in the other domains.

• Communications of Mathematical Education
• /
• v.24 no.3
• /
• pp.525-541
• /
• 2010

The purpose of this thesis is to investigate the effects of the topics in basic mathematics on academic achievement in order to improve the problem-solving abilities of low achievement students in university general mathematics. This program has been conducted from P University as a part of Education Capacity Enhancing Project. The goals of this program are to make students who have fear to mathematics feel confident for mathematics, and make easier to study general mathematics and major field without any difficulties for the students. The topics in basic mathematics was enforced with solving problem based on comprehension of the basic concept and computer-based learning. The classes were organized as Algebra-Geometry, Calculus, and General mathematics class by students' applications for classes and basic academic ability. As a result, the topics in basic mathematics has been evaluated as positive way to effect satisfaction and learning effect for the students who have low-level in basic academic ability. And also, according to the survey, the result shows that assignment through Webwork system and Mathematica program practice are helpful for learning basic mathematics. But several measures are asked for participation in the class and prevention for quitter of participants.

• Education of Primary School Mathematics
• /
• v.9 no.2 s.18
• /
• pp.75-87
• /
• 2005

For Probabilistic Reasoning Ability is useful to predict uncertain fact from information, it's getting more important. But when we consider the actual condition of teaching Probabilistic Reasoning Ability, it doesn't correspond with its importance. So the purpose of this study is, by developing Basic Contents of Probabilistic Reasoning Teaching; by developing and applying Probabilistic Reasoning Teaching Program, to study how the application of it effects the progress of the student's Probabilistic Reasoning Ability.

• Education of Primary School Mathematics
• /
• v.6 no.2
• /
• pp.75-84
• /
• 2002

After entering an elementary school, in fact, a number of children regard mathematics as one of very difficult subjects because of its abstractiveness. This is caused by the fact that their basic thinking power is not yet formed or they can not understand the special quality of mathematics. So this article emphasizes the need to build up the higher logical thought and a basic mathematical concept at the lower grade elementary school stage in which the loaming activity on mathematics begins in earnest, that is, at the stage before having an experience on the calculating activity using numbers. But at present the lower grade elementary school students in our country do not understand the special quality of mathematics composed of a various symbolic system and lay stress upon mathematics learning attached to the calculative activity. In order to make the right mathematical concept of the lower grade elementary school, the basic knowledge and ability as follows is sure to be formed. 1) the foundational logical manipulation activity and knowledge 2) the using ability of the sign and symbolic system At the stage on which mathematics learning activity begins, it is a very important task to make the right concept of the abstractive math and nurse the capability for finding mathematical relations covered under the sign system through the continuos loaming activity on . Through the basic logical manipulation activity and the game activity of sign for lower grade elementary school students mentioned in this article, they can not only foster the higher level logical thinking power and the foundational calculative ability but also bring up the interest on the activity of establishing a new problem solving strategy.