• Journal of Educational Research in Mathematics
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• v.9 no.2
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• pp.439-457
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• 1999

In this paper, we tried to find out what makes the students feel anxious to mathematics and the ways to decrease their anxiety by comparing two learning types, self-directed-learning and learning in a body, by means of continuous observation and interviews. To perform this study, two classes of self-directed-learning and other two classes of learning-in a body were chosen from the third year-students in Wando Middle School in Chollanamdo. In this study, we obtained the following results: 1. In high group in math grade, students in self-directed-learning are less anxious than students in learning-in a body. 2. In average group in math grade, students in self-directed-learning are much more anxious than students in learning-in a body. 3. In low group in math grade, both students in self-directed-learning and students in teaming-in a body feel anxious about math and there is no difference between them. 4. Anxiety about math hove positive influence on high group in math grade. 5. Anxiety about math have negative influence on average and low groups in math grade. Especially, low group students had no interests about mathematics because of their math anxiety. We observed that some students got over the math anxiety to some meaningful extent by means of interviews or appropriate advices, and became to have confidence and interests in mathematics.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.563-585
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• 2010

The major goals of this study are to find the factors that enhance self-directed math learning in college math classes and to provide the students with the opportunities to check and develop their self-directed math learning attitude. For these research goals, we prepared the questionnaires that asked about their learning motivations, basic learning ability, self-discipline strategies, and self-directed learning strategies. Another purpose of the questionnaires was to give them the chances to check and improve their attitude toward those learning strategies, motivation and ability. From the research results, we find that the important factors for self-directed learning are internal & external motivations, concentration ability, and the goal-setting and plan-making abilities. In addition, concentration ability, good habit, stress-control, recognition of math value, and self-directing ability are found to be necessary for the desirable learning environment. On the other hand, we find that the ability to perform note-taking, class preparation and review, time-control, and test-control is required for the selection and practice of self-fitting learning strategies. Finally, we provided our own self-directed math learning model. Our model, containing the necessary factors for self-directed math learning, is the revised and modified one of Knowles(1975)'s 5 stage self-directed learning model that comprises diagnosis of learning desire, setting learning goals, grasping human&material resources, selection and practice of proper learning strategies, and evaluation of learning results.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.589-623
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• 2015

This study is to find out a way to foster self-directed learning math skills for the low-income youth at child care centers. Taking advantage of EBS materials, we found the youth, low-income youth in particular, were positively influenced to learn mathematics in the way of self-directed and action learning. This program gives a model of the self-directed math learning using the EBS mathematics materials. From the survey of this study, we found see that students started to have a positive attitude for learning and they started to gain new mathematical concept, and improved their problem solving, reasoning, communication and representation skills with these new leaning environments. This study tells us that this type of cooperative learning could help them to have an objective assessment, and gave a positive impact on self-directed learning.

• The Mathematical Education
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• v.60 no.4
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• pp.493-508
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• 2021

This study aims to examine the effects of learner-centered mathematical instruction perceived by middle school students such as discussion learning, self-directed learning, and cooperative learning on their math self-efficacy and engagement in mathematics class. Moreover, it attempts to verify if there are differences in the mean of latent variables and effect among groups divided based on achievement level. Research results are as follows. First, discussion learning did not have a direct effect on students' engagement in mathematics class, but still created an indirect effect on it through math self-efficacy. Self-directed learning and cooperative learning created a direct effect on engagement in mathematics class as well as an indirect effect through self-efficacy on mathematics. Second, high-achievement group had a higher perception of discussion learning, self-directed learning, and cooperative learning than a low-achievement group, and showed a higher level of math self-efficacy and engagement in mathematics class. Third, there were significant differences among groups, in the effect of discussion learning on self-efficacy in mathematics, effect of self-directed learning on self-efficacy in mathematics, and effect of math self-efficacy on engagement in mathematics class. Thus, this study offers meaningful implications for the role of math teachers as assistants in learning for learner-centered math classes.

• East Asian mathematical journal
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• v.36 no.2
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• pp.273-289
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• 2020

This study introduces the process and results of developing an adaptive math learning program for self-directed learning. It presented the process and results of developing an adaptive math learning program that takes into account the level of learners using artificial intelligence. We wanted to get some suggestions on developing programs for artificial intelligence-based mathematics. The program was developed as Math4U, an application based on smart devices in the "character and expression" area for 7th grade. The Application Math4U may be used differently depending on its purpose. It is also expected to be a useful tool for providing self-directed learning to students as the basis for educational research using smart devices in a changing educational environment.

• The Journal of the Korea Contents Association
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• v.16 no.6
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• pp.1-8
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• 2016

Strengthening self-directed learning ability is established as one of the goals of gifted education in Korea. In addition, it should be noted that self-directed learning can be realized in variety of ways as favorable conditions and environments are fostered to provide gifted education utilizing program. in the recent days. But, gifted learning programs for programming are programmed for information gifted student. Therefore, we have analyzed in this study the effects of improvement on self-directed learning ability of mathematically gifted student through class utilizing app inventor program for self-directed learning ability. Built up from the 4th and 5th grade to elementary math one class for gifted children complete by making math quiz, we use the app inventor to activity. The result of experiment showed very significant difference in the post-survey to less than .002 in the pre-survey in terms of three domains, which are intrinsic motivation, the openness of learning opportunities and autonomy which corresponds to sub-elements of self-directed learning ability. We could verify from the result of the study that mathematically gifted student learning program utilizing app development activity have positive effects on self-directed learning ability of mathematically gifted students.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.123-148
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• 2015

After government released the measures to reduce private tutoring and to advance math education, the Education Ministry carrying out projects to narrow the gap of education using ICT of the agricultural, mountain and fishing villages with 'ICT Supporting Business for the rural communities'. EBS(Educational Broadcasting System) also has established a website for self-directed math learning called EBSmath and offers various and customized services. This study has been conducted on how smartifact-assisted learning on EBSmath provided by 'ICT Supporting Business for the rural communities' will affect self-directed math learning of students. In other words, the purpose of this study is to see if students of the farming villages with poor surroundings of education using ICT can acquire knowledge for themselves and organize it systematically, and then they can finally produce new knowledge while they learn through EBSmath.

• East Asian mathematical journal
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• v.38 no.4
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• pp.415-437
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• 2022

Recently, various platforms of education technology (Edu-Tech) that use artificial intelligence have been developed in the field of mathematics education. The case study in this paper reports the learning experience of a high school student who was directed to learn mathematics through the self-directed learning process provided by a mathematics learning platform using Edu-Tech with the intervention of mentoring provided by his teacher. The study found that the mentoring intervention could make an effective contribution to student's mathematics learning by playing the role of an auxiliary tool for the self-directed learning over time. In this paper, we explain the nature of the challenges that the student encountered in the process of self-directed learning and the roles that the teacher mentoring has played in this process.

• Journal of Labour Economics
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• v.38 no.4
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• pp.31-56
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• 2015

This study compares the relative effectiveness of private tutoring and self-directed learning on the formation of cognitive (academic achievement on Korean, math, and English) and noncognitive skills (friendship, self esteem, creative personality, and motivation) of primary and secondary school students in Seoul. The results show that private tutoring has positive but diminishing effects on cognitive skill formation with no effects on noncognitive skill formation, while self-directed learning has positive effects on both cognitive and noncognitive skill formation.

• The Mathematical Education
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• v.55 no.3
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• pp.357-382
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• 2016

The purpose of this study was to report the effects of self-directed and self-regulated learning programs on elementary, middle, and high school students through meta-analysis of previous studies. For this research, 22 of previous studies were selected which were all conducted in the country, and calculated the effect size of 'standardized change of the mean difference' for many factors included in each research. The findings were as follows: first, the overall effect sizes of self-directed and self-regulated learning programs on elementary, middle, and high school students were .665 and .702 in the affective and cognitive domain, respectively, meaning that the self-directed and self-regulated learning programs had average or greater effects on elementary, middle, and high school students and exerted somewhat greater effects in the cognitive domain. Second, when the areas of moderating effects were divided into self-directed and self-regulated learning, the former and latter had more influences on the cognitive and affective domains, respectively. Third, the elementary school level recorded a larger effect size both in the affective and cognitive domains than the secondary school level. Fourth, the findings show that the characteristics of affective domain, "reflective thinking" and "self-confidence," recorded a very large effect size both at the elementary and secondary school levels. Finally, the programs were more effective when the application period was one to four weeks in the affective domain and more than four weeks in the cognitive domain. And, Significance and implications of this research were discussed.