• Journal of The Korean Association of Information Education
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• v.25 no.6
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• pp.1005-1013
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• 2021

With the prolonged COVID-19, the existing academic gap is widening. The purpose of this study is to provide homeroom teachers with a visual confirmation of the academic achievement gap in grades and classrooms through academic achievement analysis, and to use this to help them design lessons and explore ways to improve the academic achievement gap. The data of students' Korean and math diagnostic evaluation scores at the beginning of the school year were visualized as clusters using the K-means algorithm, and as a result, it was confirmed that a meaningful clusters were formed. In addition, through the results of the teacher interview, it was confirmed that this system was meaningful in improving the academic achievement gap, such as checking the learning level and academic achievement of students, and designing classes such as individual supplementary instruction and level-specific learning. This means that this academic achievement data analysis system helps to improve the academic gap. This study provides practical help to homeroom teachers in exploring ways to improve the academic gap in grades and classes, and is expected to ultimately contribute to improving the academic gap.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.19-41
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• 2022

Online classes have become one of the general teaching and learning method in elementary education, and elementary school teachers are essentially required to design and implement online math classes that reflect the characteristics of online environment and the specificity of the subject. The qualitative improvement of online mathematics lessons can start with examining what difficulties teachers actually have in enacting the online lessons, and this study focused on their educational needs by examining the degree to which elementary school teachers perceive and implement in terms of designing online interactions. The result showed that teacher education on Learner-Content Interaction (LC) and Learner-Learner Interaction (LL) was necessary for elementary school teachers designing online mathematics lessons, and the educational needs of detailed items of interactions were confirmed. Furthermore, it was found that there was a difference in educational needs for the types of online interactions according to the career life cycle of elementary school teachers. The instructional design strategies for online interactions in online mathematics lessons and implications for teacher education necessary for elementary school teachers were derived from the result.

• School Mathematics
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• v.17 no.1
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• pp.65-78
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• 2015

This study has analyzed the effect of graph activity using CBR on the graphic ability through the observation on the 4 math-gifted 5th grade students. The study had designed the graph activity class using CBR based on the theories of graph and progressed it twice for 40 minutes, respectably. The recorded videos of the classes and the interviews of students were collected for analyzing the data, and 2 weeks later, post inspection using the same questionnaire was held for the comparative analysis on the errors that the students had made in the interpretation of the graph. According to the results of this study, the students were able to understand the flow change of the graph, interpret the relationship between variables, and contextualize the dependent variables.

• The Mathematical Education
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• v.50 no.3
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• pp.263-284
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• 2011

We took note of the fact that there were not many studies on improvement of mathematics learning in the field of statistics for the minority students from the families who belonged to the Low-SES. This study was to help them understand the concepts and principles of mathematics, motivate them for mathematics learning, and have them feel familiar with it. The subjects were 12 students from the low-SES families among the sophomores of 00 High School in Gyeonggi-do. Although it could not be achieved effectively in the short-term of learning for the slow learners, their understanding of basic concepts and confidence, interests and concerns in statistical learning were remarkably changed, compared to their work in the beginning period. Our discourse classes using various topics and examples were well perceived by the students whose performance was improved up to the 3rd thinking level of Mooney's framework. Also, a meaningful instructional model for slow learners(IMSL) was found through the discourse.

• Journal for History of Mathematics
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• v.19 no.4
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• pp.117-132
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• 2006

For a meaningful learning of the Construction Unit in 7-B Grade, this study aims to develop teaming materials on the basis of Clairaut's $El{\`{e}}ments$ de $G{\`{e}}om{\`{e}}trie$, which is grounded on a natural generation derived from the history of mathematics and emphasizes students' inquiry activity and reflective thinking activity, and to analyze the characteristics of learning process shown in classes which use the application of teaming materials. Six students were sampled by gender and performance and an interpretive case study was conducted. Construction was specified so as to be consciously executed with emphasis on an analysis to enable one to discover construction techniques for oneself from a standpoint of problem solving, a justification to reveal the validity of construction, and a step of reflection to generalize the results of construction.

• East Asian mathematical journal
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• v.33 no.4
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• pp.381-411
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• 2017

The purpose of this study is to investigate how students' mathematical creativity changes through problem-solving instruction using problem-posing for elementary school students and to explore instructional methods to improve students' mathematical creativity in school curriculum. In this study, nonequivalent control group design was adopted, and the followings are main results. First, problem-solving lessons with problem-posing had a significant effect on students' mathematical creativity, and all three factors of mathematical creativity(fluency, flexibility, originality) were also significant. Second, the lessons showed meaningful results for all upper, middle, and lower groups of pupils according to the level of mathematical creativity. When analyzing the effects of sub-factors of mathematical creativity, there was no significant effect on fluency in the upper and middle groups. Based on the results, we suggest followings: First, there is a need for a systematic guidance plan that combines problem-solving and problem-posing, Second, a long-term lesson plan to help students cultivate novel mathematical problem-solving ability through insights. Third, research on teaching and learning methods that can improve mathematical creativity even for students with relatively high mathematical creativity is necessary. Lastly, various student-centered activities in math classes are important to enhance creativity.

• East Asian mathematical journal
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• v.38 no.2
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• pp.215-240
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• 2022

In this study, we proposed a learning-centered DIY mathematics instruction for students to actively design instructions and developed important competencies. The research problems of this study were as follows. First, how did learning-centered DIY mathematics instruction affect math academic achievement? Second, how did learning-centered DIY mathematics instruction affect the affective domain? Third, what was the reaction of students to the implementation of the learning-centered DIY mathematics instruction? For this purpose, this study was conducted with 58 students in 2 classes of 2nd grade of 00 High School located in 00 Metropolitan City. As a result of the study, first, it could be seen that the study group that taught the learning-centered DIY mathematics instruction was very helpful in the change of mathematics academic achievement compared to the comparative group who taught the explanatory instruction based on traditional textbooks. Second, the research group showed a significant improvement in the affective domain compared to the comparison group. Third, the responses of the students in the research group through the learning-centered DIY mathematics instruction improved in a positive direction, and there were some negative responses.

• International Journal of Advanced Culture Technology
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• v.12 no.1
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• pp.209-219
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• 2024

We studied the effects of science high school students on the change of epistemological beliefs in chemistry and the academic achievement of chemistry by completing 'advanced chemistry'. For seven months from July 2023 to January 2024, 80 first-year students at G Science High School in Gyeongnam were surveyed and analyzed for epistemological beliefs about chemistry before and after classes in advanced chemistry. Chemistry academic achievement was classified by 'upper' and 'lower' levels based on the end-of-semester grades of 'advanced chemistry' in the second semester of the first year and analyzed with the SPSS 28 program. After completing advanced chemistry, the epistemological belief in chemistry increased in the proportion of favorable responses. After completing advanced chemistry, the proportion of favorable responses increased in detailed factors such as 'effort', 'math link', 'outcome', 'reality link', and 'concepts', while the 'visualization' factor decreased. Although completing 'advanced chemistry' positively changed students' epistemological beliefs about chemistry, visual expression showed little contribution to understanding chemical concepts. Based on the above results, we will have to focus on the design of instructors' teaching-learning, such as learner-centered inquiry experiments, creative visual expressions, etc., for successful chemistry teaching-learning.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.1-22
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• 2010

The purpose of this study was to examine the relationship between teacher's role and interaction patterns in mathematics classrooms. Teacher's role was divided into usual practices with students, usual practices with content and usual practices with students and contents, and interaction patterns were classified into report, inquiry and discussion. The subjects in this study were teachers and students in three fourth- grade classes in T elementary school located in Seoul. After the classes of every math teacher were observed, three teachers who played distinctively unique roles were selected in accordance with the results of the first-semester autonomous supervision, of open class for parents and of the instructional observation. Thus, there was a close relationship between the teacher roles and interaction patterns. And it's concluded that students are able to have a more discussion on each other's ideas in the student-centered classroom, and that teachers should perform active roles in that process. Given the findings of the study, there are some suggestions: First, the teachers appeared to fulfill consistent roles when their videotaped classes, study aids and performance assessment materials were analyzed, and they should play more active roles in mathematics class. Second, they should try to create the kinds of climate that encourages students to come up with ideas in an active manner. Third, earlier studies had focused on student-teacher interaction patterns, but this study found that the roles of the teachers depended on interaction with not only students but study aids and performance assessment materials, and that the interaction patterns hinged on their roles as well. Therefore more profound research efforts should be directed into this issue.

• Journal of Internet of Things and Convergence
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• v.9 no.3
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• pp.35-43
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• 2023

This study tried to find out the applicability and effectiveness of the AI-based adaptive learning system in university classes by operating an AI-based adaptive learning system on a pilot basis. To this end, an AI-based adaptive learning system was applied to analyze the operation results of 42 learners who participated in basic mathematics classes, and a survey and in-depth interviews were conducted with students and professors. As a result of the study, the use of an AI-based customized learning system improved students' academic achievement. Both instructors and learners seem to contribute to improving learning performance in basic concept learning, and through this, the AI-based adaptive learning system is expected to be an effective way to enhance self-directed learning and strengthen knowledge through concept learning. It is expected to be used as basic data related to the introduction and application of basic science subjects for AI-based adaptive learning systems. In the future, we suggest a strategy study on how to use the analyzed data and to verify the effect of linking the learning process and analyzed data provided to students in AI-based customized learning to face-to-face classes.