• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.609-624
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• 2015

It is well-known that every learner has his/her own learning style and the learning style has a great effect on his/her learning characteristics, processes and achievements. This study aims to induce some implications for designing the gifted mathematics programs which go with gifted students' learning styles. To do this, we applied the gifted mathematics program of nine lessons to 52 third grade gifted students and examined the characteristics of the programs according Kolb's learning style. To investigate the effect of the program, the pretest and posttest for applying the programs were taken and the results of two tests were analysed by t-test. As a result, the students of diverging style increased and the ones of converging style decreased, while there is little change in the accommodating style and the assimilating style. It was also shown that the average of the concrete experience(CE) of the subjects has increased significantly. This study also contains some pedagogical implications based on discussing about the results of analysis.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.473-486
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• 2013

This study examines the learning styles of freshmen enrolled in a college of science and engineering, and analyses the relationship between learning styles and academic achievement in mathematics to provide basic data for the teaching-learning methods, which are more suitable to learning styles of students. For the purpose of this research, a reliability analysis of Kolb's LSI is applied to 282 freshmen enrolled in a college of science and engineering of the medium-sized university. The outcomes of this survey are followings. Firstly, students hold higher positions in the order of converger, assimilator, accommodator, diverger among 4 learning styles. Secondly, while there is a positive corelation between abstract conceptualization[AC] and academic achievement, there is a negative corelation between concrete experience[CE] and academic achievement. Thirdly, as for academic achievement in mathematics, converger is superior to assimilator and accommodator. Finally, the correlation between learning styles and academic achievement is different by demographic characteristics. Based on these results, this study suggests the necessity for various teaching-learning strategies, which are adjusted to both academic characteristics of mathematics and learning styles. Also, the need for teaching methods, which help students to develop effectively four learning cycles, is proposed.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.81-89
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• 2011

Cyber-home Learning aims to extend learning space from the classroom to real-life situations, and teachers of research schools on Cyber-home learning have indicated the importance of connection with school instruction in order to improve students' performance. The goal of this study is to evaluate the influence of the instructional method( blended-learning vs just cyber learning) and the learning styles by Kolb's LSI on Cyber-home learning. We carried out the experiment using two similar classes in the social and math subjects for 1 semester. The results statistically shows the instructional method is the most influence on learning score and the next element is the learning styles. Therefor this study proved again Cyber-home learning is effective when connecting with school instruction and also the more various contents on learning styles could be supportive to students. In other words teacher's role and the adaptive learning contents by learning styles are essential for Cyber-home Learning's success.