• School Mathematics
• /
• v.19 no.1
• /
• pp.153-170
• /
• 2017

This study conducted an analysis of types of reasoning shown in students' solving a problem and processes of students' reasoning according to type of problem by posing an open-ended problem where students' reasoning activity is expected to be vigorous and a multiple-choice problem with which students are familiar. And it examined teacher's role of promoting the reasoning in solving an open-ended problem. Students showed more various types of reasoning in solving an open-ended problem compared with multiple-choice problem, and showed a process of extending the reasoning as chains of reasoning are performed. Abduction, a type of students' probable reasoning, was active in the open-ended problem, accordingly teacher played a role of encouragement, prompt and guidance. Teachers posed a problem after varying it from previous problem type to open-ended problem in teaching and evaluation, and played a role of helping students' reasoning become more vigorous by proper questioning when students had difficulty reasoning.

• Journal of Educational Research in Mathematics
• /
• v.21 no.4
• /
• pp.399-422
• /
• 2011

There has been an agreement on the necessity for each citizen is to be educated, so called, to develop quantitative literacy or statistical literacy, dealing with real world data. For this reason, it is highly demanded to improve traditional statistics education. In particular, critical thought and statistical communication competency cultivation is becoming more crucial in statistics classes. In line with this reform movement in statistics education, we developed tasks facilitating statistical debate among students through inducing cognitive conflict. The tasks employed for this study resulted in playing crucial role to activate statistical debate. Including aforementioned feature about the tasks for this study, we obtained several positive results such as promoting critical thought and conceptual extension by designed teaching experiment focusing on statistical debate.

• Journal of Educational Research in Mathematics
• /
• v.23 no.2
• /
• pp.213-235
• /
• 2013

The purpose of this study is to analyze how the teaching activities which used EXCEL influence the specialized high school underachieved students. They have difficulties in making use of various representations for better understanding of function. EXCEL is helpful for learning function because it enables the students to use real life materials in math learning as well as formulates Tabular, Algebraic and Graphical which represent function. Furthermore, the students in specialized high school also have the experience of using EXCEL while studying other subjects. For that reason they have no burdens and fears on using EXCEL in learning activities. Utilizing EXCEL in the classroom gives an expectation that it helps to have interests on studying function and prepare for the next learning in the end. Research classes were conducted in a group of five students who have different hopes of career and a variety of mathematical interests. Though the students couldn't transfer Algebraic to Graphical in the diagnostic evaluation, they could resolve the problem of connections between Graphical, Tabular and Algebraic in the process perspectives, and could also express graphical representation by linking object perspectives with process perspectives. Therefore, they solved the connection problem of Tabular, Algebraic and Graphical in the object perspectives. As a result, the students could make transitions between Algebraic and Graphical in object perspectives through the classes applying EXCEL. Consequently, teaching the students with underachievement utilizing EXCEL enables them to recover their interests on math and it helps them to complete their following curriculum.

• Education of Primary School Mathematics
• /
• v.12 no.1
• /
• pp.39-55
• /
• 2009

For this study, the 'Game Activities' lessons presented in the math textbooks from the 1st grade to the 6th were examined in terms of learning materials, the learning members' make-up, the playing structures, and the relation with the contents. In addition, the survey by means of questionnaires was conducted to analyze the actual condition of teachers' guidance in the field. The findings from this research were as follows: First, as for the activities presented in the textbooks, it turned out that too much emphasis is placed upon plays mainly using learning materials such as cards and dice played by teams of two. In addition, there have been shown negative aspects in various ways of plays putting too much emphasis on certain types of plays such as and structures. As for the relation with the contents, although lots of efforts were taken to connect the playing activity to the lesson contents, there were units presenting plays based on the preceding lesson's repeated activity, ones that have weak link with the contents. Second, it turned out that the teachers had negative attitude on the guidance using the 'Game Activities' lesson, although they were aware of the effects of playing in math learning. This seemed to result from the delicate variety and insufficient preparation for the play. Besides, the findings indicate that the appreciation and activity of the 'Game Activities' lesson presented as a way of performance evaluation. for play need to be provided in school or classrooms for teachers and students to make good use of them.

• Journal of Elementary Mathematics Education in Korea
• /
• v.9 no.1
• /
• pp.65-84
• /
• 2005

The purpose of this study was to analyze the contents and designs of the developed 22 teaching and programs for the gifted students in elementary mathematics. The focus of the analysis were the participants and the characteristics of the contents, and were to reflect them on the areas of the 7th elementary mathematics curriculum and Renzulli's Enrichment Triad Model. The results of the study as follows: First, the programs for the low grade gifted students are very few compared to those of the high grade students. For earlier development of the young gifted students, we need to develop more programs for the young gifted students. Second, there are many programs in the area of geometry, whereas few programs are developed in the area of measurement. We need to develop programs in the various areas such as measurement, probability and statistics, and patterns and representations. Third, most programs do not follow the steps of the Renzulli's Enrichment Triad Model, and the frequency of appearance of the steps are the 1st, 2nd, and 3rd enrichments, sequentially. We need to develop hierarchical programs in which the sequency and relations are well orchestrated. Fourth, the frequency of appearance is as follows as sequentially: types of exploration of topics, creative problem solving, using materials, project types, and types of games and puzzles. In the development of structure of the program, the following factors should be considered: name of the chapter, overview of the chapter, objectives, contents by steps, evaluation, reading materials, and extra materials.

• Journal of The Korean Association For Science Education
• /
• v.25 no.7
• /
• pp.746-753
• /
• 2005

In order to be efficient teachers should understand the current level of leaners through diagnostic evaluation. However, it is arduous to administer a diagnostic examination in every class because of various limitations. This study examined, the major issues arising from the development of a new science diagnostic evaluation system by incorporating the using knowledge state analysis method. The proposed evaluation system was based on the knowledge state analysis method. Knowledge state analysis is a method where by a distinguished collection of knowledge uses the theory of knowledge space. The theory of knowledge space is very advantageous when analyzing knowledge in strong hierarchies like mathematics and science. It helps teaching plan through methodically analyzing a hierarchy viewpoint for students' knowledge structure. The theory can also enhance objective validity as well as support a considerable amount of data fast by using the computer. In addition, student understanding is improved through individualistic feedback. In this study, an evaluation instrument was developed that measured student learning outcome, which is unattainable from the existing method. The instrument was administered to pre-service physics teachers, and the results of student evaluation was analyzed using the theory of knowledge space. Following this, a revised diagnostic evaluation system for facilitating student individualized learning was constructed.

• Journal of The Korean Association of Information Education
• /
• v.18 no.2
• /
• pp.285-294
• /
• 2014

Recently, research using robots as a learning tool has increasingly been conducted in K-12 education area. It has been known that hands-on robots give positive educational effect not only on science and mathematics, but on STEAM activity, and help improve the abilities necessary in the 21 century, such as critical thinking, creativity, communication skills, and team work. Despite many research achievements, there is still few research on robot based curriculum to improve the instrumental application of robots in the primary and secondary education fields. In other words, there is a lack of studies of systematic educational contents, educational methods and educational evaluation to increase the instrumental application according to schools and class years. Therefore, this study analyzed domestic and foreign robot based curriculums and relevant cases to develop 'robot' related educational programs in primary school and middle school, suggested the achievement objectives in the robot area as a sub category of the computer science curriculum which will be revised, and proposed teaching-learning method and evaluation method.

• Journal of the Korean earth science society
• /
• v.28 no.4
• /
• pp.405-414
• /
• 2007

This study examined students' achievement of Earth science in the Trends in International Mathematics and Science Study (TIMSS) that was conducted with 46 participating countries in 2003 and analyzed average percent-correct items for Earth science were analyzed in terms of subcategory, item type and cognitive domain. In addition, items showing a gender difference and a big difference in the test scores of Korean and international students were analyzed. Korean students performed higher than the international average, especially in the astronomy-related topic and in the cognitive domain of 'reasoning and analysis'. In an analysis of the five items that Korean students scored lower than the international average, Korean students performed not so well in demonstrating what they understood with drawings and writings. Korean female students showed a difficulty more than male students did in multiple-choice items that asked recalling of factual knowledge and demonstrated lack of confidence in the items that they have not learned yet. Based on the result content organization of Earth science curriculum and ways to improve teaching and loaming methods were recommended.

• Journal of Educational Research in Mathematics
• /
• v.22 no.1
• /
• pp.1-22
• /
• 2012

The purpose of this study is to understand Korea students' characteristics as well as to give important information of improving our education using comparative analysis of framework, test booklets, test results between PISA 2009 and NAEA 2009. PISA 2009 was administered on May of 2009 and NAEA was administered on October of same year. The summary of the results of comparing two assessment is as follows First, cut score of NAEA Advance level is bigger than the cut score of level 5, which is considered as high achievement level. The cut score of Basic level of NAEA is also higher than the level 2 of PISA, which is considered as basic achievement level. This phenomenon can show that NAEA achievement level is set little bit higher than the achievement level of PISA in mathematics domain. Second, the percentage of female students on higher level was higher than that of male students. In suburban area, the percentage of high level was small and the percentage of low level was big. Third, students of Advanced level are distributed concentrating in PISA levels 4~6, Proficient achievement level concentrating in PISA levels 3~5, Basic achievement level concentrating in PISA levels 2~4, and below basic achievement levels concentrating in below level 1 and level 3 of PISA. Fourth, the correlation between NAEA 2009 and PISA 2009 achievement scores are significantly positive. However, the correlation of subscales were low. Fifth, analysis of non-equivalent group, 11 items located in 'change and relationship', 'uncertainty', 'connection cluster' domains found to be significantly different. The percent correct showed very big difference. The analysis results presents the implication of mathematics curriculum, teaching and learning methods as well as National Assessment of Educational Achievement.

• Journal of the Korean School Mathematics Society
• /
• v.16 no.2
• /
• pp.409-434
• /
• 2013

The mathematical ability is an essential element for achieving professional competencies and for enhancing application ability in a vocational world and exploring its experiences. In this aspect, for vocational high school students, it is an important and urgent issue to develop remedial learning programs for developing mathematical basic and application ability. In particular, the program is developed based on the individual achievement level, focused on a mathematical basic ability to be applied efficiently in a vocational world. Because of this reason, in this study, the program is comprised of two phases; one is diagnosis test and the other is remedial teaching and learning materials. Then, diagnosis test includes three test; I) level testing evaluation for selecting the subject of remedial learning, ii) pre-test for deciding on which area and level of the materials when students begin to study, and iii) post-test for confirming the learning status is satisfied and the possibility of next step(level) or the other area of the materials. To accomplish this, this study tried to devise an efficient remedial learning system. Based on the system, this study developed remedial learning programs on the four areas of number and quantity, change and relation, uncertain thing, and figure and shape in the middle school level. In particular, this program is comprised of two types of knowledge. One is K-knowledge which is an essential knowledge to achieve a basic mathematical ability. The other is C-knowledge which is the advanced knowledge required to apply efficiently in a vocational world. This paper deals with the content mentioned above, but examples of the materials is shown focused on the area of change and relation.