• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.199-216
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• 1998

One of the main features of the 7th revised national curriculum is the implementation of a 'Differentiated Curriculum'. Differentiated Curriculum is often interpreted as meaning the same as 'tracking' or 'ability grouping' in western countries. In the 7th revised curriculum, mathematics is organized and implemented by 'Level-Based Differentiated Curriculum'. To develop mathematics textbooks and teaching-and-learning materials for Differentiated Curriculum, the ideas of 'Enriched and Supplemental Differentiated Curriculum'need to be applied, that is, to provide advanced contents for fast learners, and plain contents for slow learners. Level Based Differentiated Curriculum could be implemented by ability grouping either between classes or within classes. According to these two exemplary models, the implementation models for supplemental course and enriched course are determined. The contents for supplemental course are comprised of minimal essential elements selected from the standard course at a decreased level of complexity and abstraction. The contents of enriched courses are focused on various applications of mathematical knowledge in the real world. Special remedy course will be offered to extremely underachieved students, The principles of developing teaching-and-learning material for special remedy course were obtained from the histo-genetic principle, progressive mathematizing principle, and constructivism.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.790-797
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• 2006

The purpose of this study was to examine the effects of the level-differentiated laboratory activities suggested by the 7th national curricula compared to the in-depth level activities only and supplementary level activities only. Two hundred 7th grade students attending a coed middle school were selected for this study and divided into three groups; level-differentiated, in-depth, and supplementary group. In each group, the students were subdivided into the in-depth level and the supplementary level by the formative test after completing the basic learning course. The in-depth and the supplementary laboratory activities were developed and engaged to the respective students in the level-differentiated group for one semester, while only the in-depth activities were engaged to the in-depth group and only the supplementary activities were engaged to the supplementary group. To examine the effects of treatments, the science knowledge test and the inquiry process skill test were administered before and after treatments and the students' opinions about the level-differentiated instruction were surveyed. The results showed that there were significant differences in the science knowledge achievements between the groups while no significant difference was found in the inquiry process skills. Post hoc analysis showed these differences were found between the level-differentiated group and the supplementary group. After the activities, most students in the level-differentiated group responded positively on doing level-differentiated activities except a few students in the supplementary level, These results justify the effectiveness of the level-differentiated laboratory activities compared to the supplementary only laboratory activities in middle school science classes.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.183-197
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• 1998

Many schools of the secondary level have been recently carrying out 'differentiated class'based on ability grouping between classed(DC). They are usually consisted of three levels; high level available to enriched course, middle level, and low level available to supplemental course. Phrhaps, almost all of the schools might nave executed DC before 2000 year. To do this, a lots of teachers have to develop differentiated teaching and learning materials for themselves. But, these mateirals are usually consisted of differentiated mathematics not on 'content'but on 'items'. So, for the successful 7th differentiated curriculum, the issues such as teaching and learning methods, materials, and evaluation system should be considered in depth focused on DC. .Decide issues related to DC(for example, mathematical contents, methods, activities, class speed,extra)based not on teachers or experts but on students. .Differentiate teaching and learning mateirals according to DC and develop the materials(including guidelines, supplementary books, multimedia, extra) based not on mathematical items but on mathematical contents. .Introduce new mathematical concepts or laws using not only not only definition and explanation but also concrete examples or problems. .Suggest differentiated diverse projects related to mathematical subjects suitable to enhance students` thinking ability to each class. .Have students to develop projects successfully by collecting, representing, analyzing, and interpreting data through communications in a cooperative learning environment.

• The Mathematical Education
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• v.54 no.4
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• pp.335-350
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• 2015

The purpose of this study was to investigate the effectiveness of the differentiated instruction in mathematics by a meta-analysis. Among the studies conducted for last twenty three years, the relevant 49 research articles were selected, 80 effect sizes were calculated for the cognitive domain and 70 effect sizes for the affective domain. Effect sizes were analyzed with school levels, student level, group organization method such as homogeneous vs. heterogeneous, class transfer and adjusting class sizes for each cognitive domain and affective domain. The results are as the followings: In the cognitive domain, the overall effect size of the differentiated instruction produced a medium effect(effect size=0.68, U3=75.17%). The differentiated instruction showed the highest effect size on elementary school and middle school, mid level students, heterogeneous group, class transfer and not adjusted class size. And in the affective domain, the overall effect size of the differentiated instruction produced a low effect(effect size=0.36, U3=65.36%). The differentiated instruction showed the highest effect size on elementary school, mid level students, and heterogeneous group. Thus the differentiated instruction was proved to be effective in mathematics classes.

• Journal of the Korea Convergence Society
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• v.12 no.4
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• pp.369-375
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• 2021

The study explores the kinds of emotions freshmen in South Korea universities experience. Specifically, the study examines their emotional experiences on level-differentiated classes, team-teaching by native speakers and Korean professors, and communicative activities. 327 freshmen participated in the survey based on 'Academic Emotions Questionnaire (AEQ)' and the statistical results are as follows: Firstly, research showed that the participants in advanced classes feel higher negative emotions such as 'worries' and 'boredom' than those of beginner and intermediated classes (P < .05). Secondly, participants feel higher level of 'fun', 'satisfaction' and lower level for 'boredom' in the native speaker classes than those of Korean professors (P < .001). Thirdly, participants feel games are the most 'fun' and 'satisfying', while presentations are viewed as the most 'worrying' and 'boring' among the communicative activities (P < .001). Finally, the pedagogical implications and suggestions are discussed.

• Proceedings of the IEEK Conference
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• 2000.11a
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• pp.9-12
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• 2000

Today, QoS is one of the most critical issues in the network research area and Differentiated Services (DiffServ) is considered as the most prominent solution to provide some kinds of service differentiation without introducing any scalability problem. Among DiffServ's approaches, Assured Service (AS) provides some minimal level of QoS guarantee by treating more preferably than traditional Best Effort (BE) traffic and by using different level of drop probabilities within the same AS classes. In this paper, we investigate the ECN's capability of improving overall goodput of the flows and the possibility of resolving the fairness problem among the flows belonging to same class in Differentiated Services architecture.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.431-450
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• 2011

Formative assessment is considered one of the effective strategies for teaching and learning mathematics. But it seems that there are few systematic researches which cover the process of practicing formative assessment in a class and providing feedback to the students. This study adopts CRESST Formative Assessment Program as a prototype. After some modifications of it to suit our educational system, this study analyzes the effectiveness of applying that program to the 7th grade level-differentiated math classes. Afterwards, this study tries to draw some significant educational discussions and implications for improving teaching and learning mathematics.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.373-379
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• 2016

This study examined the level-differentiated mathematic classes to offer basic data for effective college mathematics curriculum. Using the Kolb Learning Style, this study surveyed 213 college engineering students in 6 level-differentiated classes in one university and analyzed the significant consequence. The results showed that the ranking of the Learning Style in a superior mathematic class is Diverger, Accommodator, Assimilator, and Converger. Second, the ranking of the Learning Style in the inferior mathematics class was Accommodator, Diverger, Assimilator, and Converger. Third, for effective class of superior mathematics class, professors need to give sufficient time to analyze mathematics problems by the students themselves. Fourth, for an effective class of inferior mathematic class, professors need to use experimental and diverse teaching method to enhance the students' concentration and learning achievement. Based on this study, professors should develop teaching methods that fit the students' Learning Style and the properties of college mathematics curriculum.

• The Transactions of the Korea Information Processing Society
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• v.6 no.11S
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• pp.3251-3259
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• 1999

In this paper, we present a new mechanism applying more strict priority than RIO mechanism proposed as a drop precedence policy of AF classes in differentiated services. In this mechanism, applying strict priority to drop precedence policy, we get better performance on priority level. Simulation results indicate that the proposed mechanism may provide more efficient and more strict priority transmissions as compared to RIO regardless of traffic load.

• Journal of the Korea Society for Simulation
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• v.14 no.1
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• pp.33-42
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• 2005

Service Level Agreement (SLA) is a service providing scheme by a service class agreement between a user and a service provider SLA allows that a user can select an expected service class in various service classes provided from a service provider. Recently, SLA management is adapted to support the end-to-end Qos for service users in Beyond 3 Generation (B3G) networks. In B3G networks, SLA provides multiple service classes on access networks so that service classes should be managed to assure the service satisfaction for users. In this paper, we propose a dynamic Qos management scheme by IP traffic class controlling based on SLA in B3G networks. Also, to manage dynamic traffic service, we consider Differentiated services (Diffserv) mechanism for the resource management by SLA. An If service traffic class on SLA can be dynamically changed by Diffserv traffic management to support dynamic end-to-end Qos. Hence, in this paper, we consider the buffer threshold scheme for controlling traffic loads and the traffic level control scheme for implementing the dynamic traffic management by the SLA.