• Research in Mathematical Education
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• v.9 no.3 s.23
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• pp.269-273
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• 2005

Nowadays application of modem achievements of information technologies in science, engineering and education is usual phenomenon. Application of these technologies allows easily creating new methods of learning of mathematics. More of new methods of creation of multimedia electronic manuals on high mathematics are founded to application of multimedia and communication opportunities of the computer. But application only multimedia and communication opportunities of the computer at creation of multimedia electronic manuals on high mathematics is insufficient to elimination of 'gap' between training and studying high mathematics. So, we offer a new way of the decision of this problem: creation of a multimedia electronic manual on high mathematics with built-in a mathematical environment MathCad in the national language.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.21-42
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• 2006

The purpose of this study is to identify the influences of the reciprocal writing-reflection activities on the mathematical learning of the 2nd grade students by developing a class model using reciprocal writing-reflection activities method as one of the interactive application of manipulative activities, reflective thought and communication activities which are the learning principles of constructivism. We have experimented and investigated to after dividing experimental objects into two group, experimental groups and comparative group, The conclusions of this study are followings. First, reciprocal writing-reflection activities showed significant effects on mathematical achievements of the group with lower achievements in learning. Second, reciprocal writing-reflection activities positively influenced mathematical tendency of the students. Third, the students had positive attitudes in interest, desire and usefulness regarding reciprocal writing-reflection activities. And reciprocal writing- reflection activities are helpful for their reflective thinking and communication activities.

• The Mathematical Education
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• v.59 no.4
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• pp.373-387
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• 2020

The purpose of this study is to verify the effects of personalized learning platforms applied with machine learning recommendation modules that upgrade recommended algorithms by themselves through learning big data analysis on students' learning time, self-directed learning ability, mathematics achievement, and attitudes toward mathematics, and the correlation between them. According to the study, customized learning affected learning time, self-directed learning ability and mathematics attitude, while learning time affected self-directed learning ability. Self-directed learning ability has had a significant impact on the attitude of mathematics and mathematical achievements. As a result of the mediated effectiveness test, the indirect impact of customized learning on mathematics attitude and mathematics performance was significant through the medium of learning time and self-directed learning ability.

• The Mathematical Education
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• v.46 no.1 s.116
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• pp.19-31
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• 2007

This study is to explore the ways in which the affective characteristics of Korean middle school students have been developed and the ways in which they have an effect on their mathematics achievements by using TIMSS (the Trends in International Mathematics and Science Study) data of 1995, 1999, and 2003. In addition, this study investigates the differences in affective variables between boys and girls toward mathematics. The result of the study indicates that the affective characteristics of Korean middle school students have changed a little, but that its effect on mathematics achievement increased a lot from 1995 to 2003. This study also shows that the Korean students study mathematics to get a job than to enter a university. However, girls have come to study it harder before going to college and it seems to have an impact on their mathematics scores; this happened in 1999. So we can infer from it that the decreasing in the difference between boys and girls in mathematics achievement may have been influenced by the girls' learning motivation to go to college. Lastly, it should be said that another analysis is needed to find out the reason for the devaluation of the importance of mathematics among the Korean middle school students.

• International Journal of Contents
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• v.17 no.2
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• pp.9-19
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• 2021

The purpose of this survey-based study was to investigate high school students' perceptions of mathematics teachers' implementation of Universal Design for Learning (UDL)-based practices and technology in their mathematics classes in 2017. A total of 303 high school students in South Korea participated in this online survey on teachers' use of technology for instructional practices, the frequency of technology tool use, and the meeting of UDL guidelines in mathematics instruction. According to frequency analysis, high school students generally perceived their teachers' mathematics teaching as somewhat positive in providing multiple means of representation, action and expression, and engagement. However, mathematics teachers' implementation of technology tools in their mathematics classes was generally limited. This study indicated significant and positive relationships between variables regarding the use of technology tools and teachers' efforts to follow the UDL guidelines. Applying the Chi-squared test, we further examined how each survey result differed according to high school students' academic achievements and grade levels.

• The Mathematical Education
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• v.38 no.1
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• pp.49-59
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• 1999

This article is to advance the connection between students' achievements and meditation and to explore the direct relationship between two factors by performing meditation in class, which has not been researched. As a result of study, I am convinced that meditation has a positive relation with achievements and many further experiments and researches (This article suggested many kinds of meditation.) will surely confirm this fact.

• Education of Primary School Mathematics
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• v.11 no.2
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• pp.81-94
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• 2008

The 7th national curriculum requires the paradigmatic shift in education from teacher-centered to student-centered instruction. But, teachers beliefs on instruction have not been changed during implementing of the mathematics textbooks based on the curriculum. More exactly speaking, they are changed very slowly. Therefore, some beliefs they should establish in order for them to implement it were discussed: Perspectives of students' intelligent ability, learning goal for the every lesson, the passibility of teaching contents involved in the national curriculum, the size of classroom, and students' achievements.

• School Mathematics
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• v.3 no.2
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• pp.215-231
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• 2001

The purpose of the study was to investigate the effectiveness of the manipulatives in instruction of mathematics to those who have learning disabilities. Two middle school students who revealed very low achievements in the previous mathematics tests were involved in this study. Unit Cubes were used as the manipulatives, and the researchers utilized this manipulatives to teach the number bases. After a series of instructions utilizing the Unit Cubes, the subjects were interviewed with semi-structured form. In general, the effect of using the manipulatives were positive. Both subjects could understand much better with the Unit Cubes, and revealed affirmative results such as their positive attitudes toward mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.8 no.1
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• pp.89-108
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• 2004

Elementary mathematics education in the 7th mathematics curricula has been emphasized to foster ‘mathematical power’. For establishing this purpose, we need to provide the opportunities inducing to students' thoughts and to study leaching-learning methods to make structuring for their thinking process. Using to writing activities in students' mathematics learning, we think that we can find out their thinking process and this writing mathematics learning method is effective to promote their communication. Through analysing to six grade mathematics textbooks, we devised to mathematical writing types and teaching/learning models could being utilized in mathematics classes. And we investigated the influence of mathematical writing on the learning ability of students. We have experimented and investigated to after dividing experimental objects into two groups, experimental group and comparative group. We founded out, through these researches for mathematical writing teaming, that the experimental group of the former had obtained greatly better results than the latter in mathematical learning abilities and studying achievements. Based on these result, it is required to have an accumulation of research on teaching-teaming methods by using various types of mathematical writing study.

• Journal of the Korean School Mathematics Society
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• v.12 no.2
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• pp.243-260
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• 2009

Many students have difficulty studying mathematics because of its unique characteristics and the numbers of underachievers in mathematics are increasing, not decreasing, even though great teaching-learning methods have been provided. The purpose of this research is to examine if instruction using mind-map in mathematical studies has positive effects on achievement and attitudes of underachievers in mathematics. For this, mathematics learning ability test before instruction, survey of attitudes toward mathematics before and after instruction and mathematics learning ability test before and after instruction were performed for 32 underachievers in two classes of first grade in C high school in South Chung cheong Province. The positive effects of instruction using mind-map in mathematical studies on academic achievements and attitudes of underachievers were expected, but results indicate that there is no significant effect. However, results indicate that the use of mind-map in mathematics instruction has positive effects partially on the changes of learning attitudes. Therefore, the characteristics of underachievers in mathematics should be understood first, mind-map according to them should be applied and students should have time to properly perceive and draw mind-map skillfully. In teachers' professional knowledge of mind-map and consideration for students, when follow-up researches and systematic instruction proceed together for a long period time, the desired results can be realized.