• School Mathematics
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• v.2 no.1
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• pp.165-181
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• 2000

The teaching-learning methods of figures using computers make loose the difficulties of geometry education from the viewpoint that the abstract figures can be visualized and that by means of this visualization the learning can be accomplished through the direct experience or control. In this thesis, we present a teaching-learning method of figures using Cabri II so that the learners establish their knowledge obtained through their search, investigation, supposition and they accomplish the positive transition to advanced 1earning. So the learners extend their ability of sensuous intuition to their ability of logical reasoning through their logical intuition.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.295-309
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• 1999

The primary purpose of this study is to investigate problems with the current mathematics textbook. According to a survey, the following were the findings: Textbook is only a tool-book for introducing mathematical facts. It is a unique book for all students possessing different level of mathematical ability. There is difficulty in teaming math using technological devices and in activating(mental and concrete) manipulative activities. There is difficulty in communicating while doing mathematics. There is lack of defined and developed layout of textbook, et. al. It can be however found that these problems can be solved to some degrees, when mathematics textbook is developed based on constructivism. Recently, in mathematics education, it has been gradually emphasized that constructivism can be powerful in teaching and learning mathematics. There are however some difficulties in developing mathematics textbooks to reflect constructivism, such as to fill the gap between the contents written in the national curriculum determined in advance and the contents which students construct psychologically or socially in mathematics class.

• East Asian mathematical journal
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• v.26 no.2
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• pp.319-336
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• 2010

There are serious difficulties with management of general mathematics education courses because of enormous gap between freshman's ability of mathematics and lack of problem solving ability. In this paper, we try to find methods so we can reduce the difficulties. By utilizing students survey, management of Mathematics Cafe and setting example classes for Calculus and Linear Algebra we suggest effective management strategies and teaching-learning methods.

• School Mathematics
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• v.17 no.1
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• pp.135-156
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• 2015

There is a difference in quality between transition from elementary school to junior high school and the simple change of grades. This time is also a critical time that many students would be to abandon the mathematics. According to experience in conjunction with mathematics, this timing can be either bright or dark outlook with relation to mathematical development. Thus, at this turning point, it is necessary to analyze what changes the students are experiencing in teaching and learning mathematics, what such changes effect the students, whether or not there is room for improving such changes etc. Therefore, in this study, by comparing and analyzing math lessons of 6th grade in elementary school and 1st grade in junior high school, we investigate the difficulties of teaching and learning mathematics experienced by students who have been placed in the turning point and suggest implications to help them to land softly into junior high school.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.1-17
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• 2003

Development and evaluation of distance learning for the gifted students in science and mathematics In this study, we developed and administrated the distance learning for the gifted students in science and mathematics, and analysed their responses. To do this, four types of teaching programs - lectures using program for distance learning, practice activities using simulation program, tasks solving programs based on discussions, and problem solving activities - were developed and students responses were analysed in eight area - stimulus, difficulties, structure, learning circumstances, involvement, interaction, learning outcomes, comparison with other learning -. As results, it was found that many students responded positively and thought programs helped their creativity, logical thinking, intelligent ability, and information searching ability. Students preferred practice activities based on appropriate guidances to lectures providing detailed explanations. And interaction could be stimulated by inducing discussion.

• Communications of Mathematical Education
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• v.33 no.4
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• pp.455-470
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• 2019

The purpose of this study is to investigate of the North Korean adolescents defectors' mathematics learning. We have investgated the characteristics of the North Korean adolescents defectors' mathematics learning states and their difficulties in mathematics learning. As a result, the affective domain of the North Korean adolescents defectors was less confident, worthy, and motivated to learn than the South Korean students. The abandonment rate of the North Korean adolescents defectors was higher than that of the South Korean students. According to the results of the survey, the North Korean adolescents defectors who attended elementary school in Korea compared to the births of the North Koreans and other countries had higher interest and desire for learning. Especially, the result showed that the difficulty of learning the mathematics of the North Korean defectors was the linguistic factor.

• School Mathematics
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• v.18 no.4
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• pp.773-791
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• 2016

Teacher noticing ability has been considered as one of important elements influencing a quality of teaching. Noticing is closely related to teachers' in the moment decision making in a class, and teachers notice things as they create and interact with their classroom setting. Mathematics teachers as an expert should notice students' mathematics learning during a class. The aim of this study was to analyze how mathematics teacher's pre-noticing activity that the teacher anticipated students' typical strategies and difficulties in learning targeted mathematics knowledge and prepared appropriate responses worked in practice. As a result, the teacher conducted three types of noticing in her classes: noticing shaping students' understanding by using students' misconceptions or errors; noticing creating students' learning opportunities based on their prior knowledge; noticing improving students' informal reasoning. This study concluded with discussion about the positive effect of teacher's pre-noticing activity on her actual noticing in practice, as well as implications for teacher education.

• The Mathematical Education
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• v.49 no.2
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• pp.125-148
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• 2010

This study was to find the perception of mathematical & scientific learning of North Korean students who lived in Korea. To understand their perception, three groups as the focus group for clinical interview, consisting of North Korean students, their teaches and their parents, were investigated through narrative description of qualitative method, North Korean students experienced the gap between what they had learned and what they learned in Korea, due to visiting the 3rd country before they came to Korea. So they were in need of well developed instructional instruments based on a precise diagnosis of language ability to help them get over their difficulties. Second, they have difficulties in math & science classes due to differences between curricular and to the differences between the ways of expression of terminologies used in two countries. They expressed that the group work in learning and a great deal of number of problems could be helpful for their needs. Third, the community-service center should be operated in a systematic way to compensate their lack of getting a private education. Fourth, they thought that the supplemental materials should provide some sources that might help them to get over the language barrier and difficulties from the differences, because they depended on them.

• Educational Technology International
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• v.14 no.1
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• pp.75-108
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• 2013

The purpose of this study is to find a way to improve digital textbooks for self-regulated learning by applying cognitive scaffolding designs to an elementary math digital textbook and examining the effectiveness of the system. Hence this study was conducted in two steps. First, a framework for scaffolding design was devised by examining the problems and difficulties students encounter when using a mathematics digital textbook. Second, after the digital textbook was revised by applying the scaffolding design frameworks, the effectiveness of the scaffolding framework was examined by comparing students' achievement levels in an experimental group and that of students in a control group. Seventy fifth-graders participated in this study. Students were divided into two groups: an experimental group and a control group. The students in the experimental group studied with the revised version of the digital textbook and the students in the control group studied with the original version of the digital textbook. The students received a pretest before the experiment. After the experiment, they took an achievement test and completed a usability questionnaire. The data were analyzed by ANCOVA with the SPSS Windows version. The results revealed that the students who used the revised program (to which design strategies for scaffolding were applied) showed higher levels of achievement than those who used the original version. In addition, students in the experimental group generally showed higher scores on the usability survey, which consisted of four sub-categories such as 'effectiveness', 'efficiency', 'satisfaction', and 'learnability'. There was a statistically significant effect on 'efficiency'. These results implied that scaffolding strategies were effective for mathematics learning through the use of an elementary digital textbook.

• The Mathematical Education
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• v.40 no.2
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• pp.317-333
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• 2001

The equations of figures given by rectangular coordinates are used to look into the properties of them, which are very restricted in examining them in the school mathematics. Therefore, it is quite natural to consider the figures in terms of parameters without restriction to coordinates and also, it is possible for the students to analyze them. Thus, the visualization of figures is important for students in mathematics education. In particular, the teaching-learning methods using computers make loose the difficulties of geometry education, and from the viewpoint that various abstract figures can be visualized and that can be obtained by means of this visualization the learning of figures can be accomplished through the direct experience or control. This study is intended to present concretely the aim and its utility to visualize figures represented as parameters with Mathematics. In this paper, we introduce a new teaching-learning method of figures represented by parameters using Mathematica so that the learners establish themselves their knowledge obtained through their search, investigation, supposition and they accomplish the positive transition to advanced learning. So the leasers extend their ability of sensuous intuition to their ability of logical reasoning through their logical intuition. Consequently they can develop the ability of thinking mathematically, so many natural phenomena and physical ones.