• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.455-469
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• 2007

In this study, we want to being helpful to improvement of ability to solve mathematical problem, that is grafted on the subjects being able to occur in real life, of students in teaching materials and results studied and developed in the university. For increasing ability to solve ingenious problem and growing in the learning ability of oneself leading of students. The goal of this study is to make possible open research as a result of that students look for problem around real life by one's own efforts and take interest in them through learning mathematics of parents of students, they are the most important fact of educational environment in the mathematics education - earlier than students. In particular, the goal of this study is that students have an positive attitude of mind for mathematics and maximize ability of practical application by the analytic thinking learned through experience of their parents, they survey, analyze and solve problems taken from real life in the method transmitting one's knowledge to others. This study is divided into 2 categories: education of students and education of their parents. By these, we want to disseminate advanced knowledge and theory through students improve the powers of thought, logic and inference, develop ability to solve mathematical problem, stir up motivation of learning and learn knowledge of mathematics become familiar with real life.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.55-75
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• 2001

The purpose of this paper is to find out the full extent of abilities of elementary students on area of operations and the effects on student's affective domain toward mathematics, after providing 3rd grade students with Skemp's play activities instead of providing activities suggested in the textbook of 7th curriculum. For this study, we will first analyse new elementary mathematics curriculum of 3rd grade and then explore mathematical factors for play activities related to operational sections. The play activities are revised from that of Skemp's for our classroom circumstances, but the ideas included from Skemp's such as thinking aloud were not changed. The experimental group while consists of 39 students were taught Skemp's play activities instead of usual textbook activities for 30 hours for the second term. In all other area, both the experimental group and the comparative group were taught the same contents. Statistical data is as follows 1) In addition and subtraction, the experimental group had 5.6% higher score than the comparative's, but the difference of mean of the both groups is not significant within 5% level. 2) In multiplication and division, the experimental group had 7.8% higher score than the comparative's and also the difference of mean of the beth within 5% level is significant. 3) When measured the effects in affective domain, the interests, attitude, and values for mathematics had about 10% higher score after the experiment than before the experiment. So we conclude that Skemp's activities are more effective than the activities suggested in the textbook on the area of operations, especially in multiplication and division.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.740-753
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• 2022

This study was conducted to develop and apply an out-of-school STEAM program model based on Social-Emotional Learning (SEL) for underprivileged students in the lower grades. To this end, a STEAM program based on SEL was developed, with the following characteristics. First, by integrating traditional STEAM learning elements and SEL elements, a structured program was designed with consistent stages, including mindfulness meditation→present an authentic situation→creative design→emotional experiences→reflection. Second, the program was structured so that elementary school students could develop mathematical thinking and scientific inquiry skills in problem-solving situations in daily life. Third, the detailed themes for each STEAM program involved storytelling-based problem situations, as well as activities centered on play and sympathy to reflect the educational needs of underprivileged students. From these characteristics, a total of five programs were developed and applied to 16 teachers and 354 lower-grade elementary school students in 16 community children centers nationwide. The results were as follows. First, while students' satisfaction with the STEAM program was 4.16, there were no significant differences in STEAM satisfaction according to gender. Second, while all students' interest and self-efficacy, which was one of sub factors of STEAM attitude, were significantly improved, no significant difference was seen in STEAM attitudes according to gender. Third, although students' SEL competencies were not significantly improved, relationship skills, which were among the sub factors of SEL competencies, were significantly improved, and there were no significant differences in SEL competencies according to gender. From these results, a discussion on the effect of the out-of-school STEAM program for underprivileged students and directions for follow-up studies was suggested.