• Education of Primary School Mathematics
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• v.20 no.2
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• pp.143-151
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• 2017

An increasing number of students are giving up on learning mathematics at all grade levels, including elementary school. The study in this paper considers seven non-cognitive student characteristics to identify which are strongly correlated with giving up on mathematics at the elementary school level. Data were collected with a survey on the non-cognitive domain of mathematics learning that was developed by the Korea Foundation for the Advancement of Science and Creativity in 2015. The data were collected from 3,636 elementary school students in Korea, and we analyzed the data using the statistical computing program R. Of the seven components, efficacy and interest have a strong correlation with students' tendency to profess that they have given up trying to learn mathematics. The findings of the study shed light on which non-cognitive domain areas mathematics teachers need to pay more attention to in order to make their teaching effective. This study further investigated the correlation between responses to each of the 24 survey items and students' claim that they have given up on mathematics. Using the 8 items with the highest correlations, we have developed a shorter, 8-item version of the survey, which will be useful for similar future studies.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.35-49
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• 2015

3D-Printing is one of the most innovative technologies that will be widely used in the 21st century. 3D-Printing also serves as an indispensable tool in STEAM education. In this article, we introduce what we have done in our mathematical modeling class in Uni. and recent R&E project under the support of Korean Foundation for the Advancement of Science and Creativity. We planned a model of STEAM education originating from our wish to make tangible models that use mathematical formulas to express the natural beauty of an object. We used a free, open-source software, Sage, to simulate these models online. Then, we created a program that generates a .STL file from these 3D images. This model can help students understand the natural beauty inherent in mathematics and use formulas and technology tools to simulate models in 3D. Finally, we were able to help students to create their own. STL files through a website we developed by adding Sage code into a Sage notebook. Then students can make and hold a 3D object of their very own. This process shows the possibility that mathematics, art and 3D-Printing can be effectively used to achieve the goals of STEAM education.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.341-362
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• 2018

The purpose of this study is to develop a STEAM education model on the basis of mathematics curriculum using real life context, and to analyze the effect of the class based on developed model to make applicable pedagogical discussion. For this purpose, STEAM class materials that can be used in terms of recognition, connection, extension, and application of mathematical concepts, principles and laws are considered, taking into consideration the ways in which real life contexts and mathematical learning could be harmonized. As a results of using these materials, it was empirically confirmed that students' cognitive thinking and affective aspects abilities were improved. The STEAM instruction centered on the mathematics curriculum and the mathematics class based on the data developed in this study have a unique identity compared to the conventional general mathematics teaching methods using the textbooks. And it is pursuing the future class model which could present desirable creativity and personality education. The result of this study would provide preliminary data and meaningful implications to the researchers for next curriculum and concomitant instructional materials as well as the mathematics teachers.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.369-385
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• 2023

As the 2022 revised mathematics curriculum emphasizing competency cultivation was announced, the researcher analyzed the connection between competency, content system, and achievement standards in elementary school mathematics curriculum. The results of the analysis of the link between the competency of the curriculum revision research report, its sub-elements, the 'process and skills' of the curriculum content system, and the achievement standard verb are as follows. First, most of the five curriculum competencies (problem solving, reasoning, communication, connection, and information processing) of the mathematics department are implemented as "process-skills" of the content system, which is further specified and presented as an achievement-based verb. Second, the five competencies were not implemented with the same weight in all areas, and the appropriate process-skills were differentiated and presented according to the content of knowledge-understanding by area/grade group. Third, verbs of the achievement standards were more rich than before in the 2022 revised elementary school mathematics curriculum. Fourth, 'understanding' throughout the entire area was still presented as the highest proportion. Through the research results, the researcher discussed clearly establishing the meaning of problem-solving capabilities in the future and developing and presenting "understanding" as a more specific process or skills.

• Journal of The Korean Association of Information Education
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• v.19 no.2
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• pp.215-224
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• 2015

For this, 410 development topics and contents were selected based on the analysis of contents related to mathematics and science, the pre-investigation and analysis of mathematics and science teachers in agricultural, mountain and fishing villages and the analysis of the 2009 revised curriculum. The validity verification of the selected subject list and implementation plan was implemented through the reviews by experts in each subject and the storyboard was designed by reflecting the examination opinion after the final revision. Development directions of the contents were set after analyzing the application result of contents from classroom for creativity and science and selected schools in agricultural, mountain and fishing villages for demonstration, and opened the platform after the revision and supplement of the expert. It is expected to elevate students' self-directed learning abilities in agricultural, mountain and fishing villages by developing and extending smart learning contents to use ICT in Mathematics and science education, which are high in urbanrural academic disparity.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.109-135
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• 2012

In December of 2009, General Curriculum Revised in 2009 was announced and research on corresponding mathematics curriculum revision has been initiated from that period. Finally, in August 2011, Mathematics Curriculum Revised in 2009 was announced. In this new curriculum, Creativity is emphasized as the ability pursued in General Curriculum Revised in 2009. Accordingly, for the purpose of fostering students with creative and challenging minds, teaching and learning methods including the objectives and content should be more carefully implemented in math class. In case of the area of Probability and Statistics closely related to real life situations, it is suggested that school curriculum in mathematics would not deal with only mathematical problems on algorithm, but rather present teaching and learning materials related to the real life in order to recognize the usefulness of the content of Probability and Statistics and to learn how to think about it. In this paper, effective guidelines for teaching and learning the content of Probability and Statistics and its activities that follows the direction on Mathematics Curriculum Revised in 2009' are suggested based on the analysis of the PISA and TIMSS international assessments items. Thus, the guidelines suggested in this study would be used efficiently and appropriately for developing instructional materials or planning curriculum revision and setting its direction in the future.

• School Mathematics
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• v.10 no.3
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• pp.401-422
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• 2008

In the current school curriculum, an alternative assessment method which focuses more on the problem solving process rather than the final solution is being investigated. The goal is to evaluate students' understanding of the subject. A descriptive evaluation is being suggested as a way of examining the thought process of the students by a structured analysis of the problem solving process. But currently, there are not enough descriptive problems available for teachers to effectively carry out the alternative assessment method in the elementary school mathematics curriculum. In this research, we surveyed 197 elementary school teachers in Seoul to determine the status of descriptive evaluation in elementary school mathematics and to understand the teachers perception about the new assessment method. The goal of the survey was to find an effective implication of the new assessment method in elementary mathematics classes. The research showed that the elementary teachers use this assessment method about 4 to 7 times per month in their classes. They give descriptive problem test anytime they think it is appropriate during the Instruction of the topic. More than 90% of the teachers were using this assessment method to improve students' creativity and mathematical thinking. The teachers in the survey also commented that the teachers' administrative responsibility should be reduced and that the school environment in general should be improved for the new assessment method to be successful. Finally the study also showed that development of more descriptive problems in each grade level is needed to progress the new assessment method.

• Communications of Mathematical Education
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• v.31 no.2
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• pp.187-201
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• 2017

The study in this paper, which is part of a bigger study investigating non-cognitive characteristics of Korean students at the 4-12 grade levels, aims to identify the influential characteristics that explain students' decision to give up on mathematics learning. We consider seven non-cognitive student characteristics: value, interest, attitudes, external motivation, internal motivation, learning conation and efficacy. Data were collected from 21,485 Korean students, and were analyzed with a logistic regression method using SPSS. The findings show that efficacy was the most significant indicator of students' decision to give up on mathematics learning in all three grade level bands: elementary (4th-6th), middle (7th-9th) and high (10th-12th). In particular, the causal model analysis shows that students who highly value mathematics tend to have stronger internal and external motivation, which bring about stronger interest and learning conation, which in turn lead to positive attitudes and strong efficacy regarding the learning of mathematics. It was further found that while external motivation was a significant indicator of upper grade level students' decision to give up on mathematics learning, it was only a moderate indicator for lower grade level students. The findings of this study provide useful information about which non-cognitive areas need to be focused on, in what grade levels, to help students stay on track and not fall behind in learning mathematics.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.13-27
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• 2019

The use of grid paper in elementary mathematics textbooks is used in numbers and calculations, figures and measurement areas. Among them, it is used most in the figure area. In spite of this utilization, it is necessary to supplement it because it is difficult to revise or supplement the trial and error that often occurs in the course of the course, as the process of using the textbook paper in the actual class. The use of grid paper in elementary mathematics textbooks is used in numbers and calculations, figures and measurement areas. Among them, it is used most in the figure area. In spite of this utilization, it is necessary to supplement it because it is difficult to revise or supplement the trial and error that often occurs in the course of the course, as the process of using the textbook paper in the actual class. In this study, we tried to find out the usability of grid paper boards which can be used more effectively than the grid paper among the teaching aids presented in the 'Development of teaching aids standards for math class' of Korea Foundation for the Advancement of Science & Creativity(2017). A questionnaire survey was conducted on the use of grid paper and grid paper board for teachers who actually use grid paper in elementary mathematics. As a result, we found out the achievement criteria of grid paper board utilization and investigated the study subject which is effective to use grid paper board. In particular, we have identified specific learning topics that are effective in each area and presented specific activities.

• Communications of Mathematical Education
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• v.21 no.1 s.29
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• pp.65-79
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• 2007

In this paper we study various aspects of Catalan number with its focus on creative output. As a result we we develop teaching and learning materials for the gifted students which can lead to creative output at the middle school level.