• Korean Journal of Child Studies
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• v.13 no.2
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• pp.33-51
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• 1992

The purpose of this study was to investigate activities of kindergarteners in the mathematics corner. The study included an analysis of children's interactions with mathematics materials and of children's peer interactions during mathematics activities. The subjects were 47 children aged three to four and 72 children aged four to five from four classes of two kindergartens in Kwangju. Children's math activities during free play sessions were observed and audiotaped. The data were coded by the categories of children's peer interactions and types of mathematics manipulations. The characteristics of children's peer interactions and materials frequently selected by the subjects were identified. The results indicated that (1) most of the math materials were for passive manipulation that require children to respond according to predetermined conditions like the rules of games, but (2) the materials that children liked to play with were active manipulative materials that require diversity and flexibility of children's thinking and allow several choices for solutions, and (3) children's peer interactions during math activities were categorized into unilateral and reciprocal/collaborative peer interaction type.

• Journal for History of Mathematics
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• v.32 no.4
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• pp.195-213
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• 2019

This study sampled 6,535 grade 11 or 12 students in South Korea using a stratified random sampling method in order to identify the differences in the perception of students on what a good mathematics class is by school class and region. The results showed that four elements of a good mathematics class were significantly different among school classes and regions.

• The Mathematical Education
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• v.57 no.4
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• pp.329-352
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• 2018

This study analyzed each process of demand analysis(A), design(D), development(D), implementation(I) and evaluation(E) of the program to support mathematics learning of students with under-achievement of math in high school. To analyze the demand, a survey was conducted on 235 high school math teachers and 334 high school students who were under-achieved in mathematics. To design and develope the program, this study linked middle school math to high school math so that the students with poor math learning could easily participate in mathematics learning. The programs developed in this study were implemented in three high schools, where separate classes were organized and run for students with poor math learning. The evaluation of the programs developed in this study was done in two ways. One was a quantitative evaluation conducted by five experts, and the other was a qualitative evaluation conducted through interviews with teachers and students participating in the program. This study found that students with poor mathematics learning were more motivated to learn, started to do mathematics, and encouraged to be confident when using learning materials that included easy problems and detailed solutions that they could solve themselves. From these results, the following three implications can be derived in developing a program to support students who are experiencing poor mathematics learning in high school. First, we should develop learning materials that link middle school mathematics to high school mathematics so that students can supplement middle school mathematics related to high school mathematics. Second, we need to develop learning materials that include detailed solutions to basic examples and include homogeneous problems that can be solved while looking at the basic example's solution process. Third, we should avoid the challenge of asking students who are under-achieving to respond too openly.

• Education of Primary School Mathematics
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• v.10 no.2
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• pp.77-110
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• 2007

This study attempted to investigate how to students show high-level mathematical thinking in math classes. This paper describes how to setup the task for lead to a high - level of thinking out students and what efforts are required while a teacher tried to maintaining students's high-level cognition during the tasks implemented. The researcher as teacher analyzed the tasks of length measurement unit in 2-Ga elementary math textbooks, modified and created math tasks demanded students' high-level cognition, made instruction plans, and implemented those tasks maintaining the levels of cognitive demand of tasks. After that, the researcher reflected and analyzed the levels of cognitive demand of tasks of instruction and factors that cause to change intended high-level cognitive demand. After reflection, second roof of action research was conducted to 2-Na length measurement unit. This paper includes those results and reflections of practitioner.

• Communications of the Korean Mathematical Society
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• v.13 no.4
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• pp.839-845
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• 1998

For an oriented compact, connected Seifert fibred 3-manifold M with nonempty boundary, we construct a simplicial complex using the equivalence classes of marked annulus systems and show that it is contractible.

• Journal of the Korean School Mathematics Society
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• v.17 no.3
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• pp.337-358
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• 2014

The purpose of this study is to investigate how storytelling is embodied in the Mathematics I textbooks for first grade high school students in the 2009 revised curriculum and the perception of secondary math teachers and students of those books. Furthermore, in order to have some implications on newly ongoing textbook development, this thesis sets up the following goals for inquiry into the effect on storytelling. First, are there any noticeable differences among the 10 types of mathematics I textbooks for high school first graders in the 2009 revised curriculum? Second, what do teachers and students think of textbooks which apply storytelling techniques? The results are as follows. The frequency of storytelling types that appeared in the textbooks is as follows: real-life connection type and inter-scholarship type take up 47.55% and 24.51% respectively, followed by decision-making type with 10.52%, math history type with 10.17% and tool-using type with 7.05%. Within the contents, math history type showed up on reading material from every textbook. And it is worth considering that real-life-connection type has the most various topics and is mainly for arousing interest and checking up on some concepts. However, inter-scholarship type is usually related to science, and decision-making type is included for error analysis and tool-using type for reading materials about math programs. The results of this study suggest that many of the teachers who participated showed some kind of understanding of storytelling but there were not many who are actually incorporating that into their own classes. It is also essential that we develop textbooks that are effective for storytelling classes, hold regular symposiums as well as teacher training, and create tools for proper assessment. Furthermore, students think that textbooks based on storytelling would have positive effects as long as they are supported by enough time, a sufficient number of classes and tests with validity.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.37-52
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• 2017

The purpose of this thesis is to analyze the current status of a program for an elementary math class for gifted students in Daegu and to propose a remedy. The main results of this thesis are as follows. First, goals of the gifted class and the basic operation direction were satisfactory, however plans for parent training programs and self evaluation of the classes were not presented. Therefore, it needs when and how to do for specific plan of gifted class evaluation and parent training programs. Second, The annual instruction plan has been restricted to the subject matter education and field trips and has not included specific teaching methods in accordance with the contents of learning program. The management of gifted classes, therefore, requires not only the subject matter education and field trips but also output presentations, leadership programs, voluntary activities, events and camps which promote the integral development of gifted students. Third, there is no duplication of content to another grade, and various activities did not cover the whole scope of math topics(eg. number and operation, geometry, measurement, pattern) equally. In accordance with elementary mathematics characteristics, teachers should equally distribute time in whole range of mathematics while they teach students in the class because it is critical to discover gifted students throughout the whole curriculum of elementary mathematics. Fourth, as there are insufficient support and operational lack of material development, several types of programs are not utilized and balanced. It is necessary for teachers to try to find the type of teaching methods in accordance with the circumstances and content, so that students can experience several types of programs. If through this study, we can improve the development, management and quality of gifted math programs, it would further the development of gifted education.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.559-577
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• 2011

The purpose of this study was to investigate the effects of discourse-based math instructions on the students' mathematical attitudes and learning achievements by providing fifth graders with an opportunity to take active part in learning during math classes and applying discourse-based math instructions, which are to expand the speaking experiences as the most fundamental way to express ideas in communication. Those research efforts led to the following results: First, the discourse-based math instructions turned out to have positive influences on flexibility, will power, curiosity, reflection, and value of mathematical attitudes. When the results were reviewed before and after the instructions without considering the subvariables of attitude, there were statistically significant differences(p<0.01), which indicates that the discourse-based math instructions exerted very positive effects on the students mathematical attitudes. Second, there were no statistically significant effects in learning achievements between the experimental and comparative group, but the experimental group, which recorded low mean scores in the pre-test, increased their mean scores by 3.81 points in the post-test, which suggests that the discourse-based math instructions had positive influences on them. Third, the subjects' responses on the questionnaire on discourse-based instructions reveal that the discourse-based math instructional provided them with an opportunity to explore solutions in various ways. In short, discourse-based math instructions have positive influences on mathematical attitudes and are effective in increasing communication ability.

• 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.

• The Mathematical Education
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• v.44 no.2 s.109
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• pp.265-280
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• 2005

According to the characteristics of elementary school students in favor of playing games, and to their high energy levels and physical growth states, it is fair to say that students can learn mathematics through 'game playing activities.' These activities are considered to intrigue their interest in class and make them feel less stress from the burden of studying mathematics. Mr. Skemp, who had conducted research on 'game activity' with experimental studies relating to elementary mathematics, recommends that math teachers try to give as many activity-oriented classes as possible to students. The method of 'game activity' by Skemp's operation deals with the whole range of mathematical themes. It is believed by other math teachers that this is not a way to substitute free time or just to have fun in class, but an intentionally well-organized way of learning an entire mathematical course during elementary school. In this research, 5th and 6th grade students needing extra classes after school had been exposed to 'ame activity' by Skemp's operation. As a result, we can figure out its influence on their understanding of arithmetic ability, and on the cognitive definition territory in their minds.