• Journal of the Korean School Mathematics Society
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• v.6 no.2
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• pp.117-126
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• 2003

In this article, we described students' conceptions of fraction, based on the mathematical learning theory of Skemp who contributed to the understanding of a mathematical conception in the real world problems. We analyzed students' responses to given three problems in order to examine a degree of the conceptual understanding in their responses. In conclusion, it suggests some instructional methods which facilitate students to understand the conceptions the fraction implies.

• Journal of Elementary Mathematics Education in Korea
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• v.2 no.1
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• pp.1-14
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• 1998

Nowadays there are presented various educational methods based on Constructivism which is regarded as newest epistemological paradigm about Knowledge and knowing, but none which is dramatically new. The educational methods proposed by the advocates of Constructivism are already put in practice by the teachers that are interested. Following this, we will interpret R. Skemp's theory about educational methods based on Constructivism. Here we will introduce various play activities for building number concepts.

• Journal of The Korean Association of Information Education
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• v.14 no.4
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• pp.517-525
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• 2010

Because the existing Skemp's play activities learning has only been done on the offline, the hassles of learning paper production, the understanding of achievement levels, and the difficulty of feedback and compensation have been pointed out as a serious problem. Therefore, the aim of this study is to develop web-based learning tool applied the Skemp's play activities for elementary school students who learn mathematical skills easily in the web environment. To demonstrate the effectiveness of implemented web-based learning tool, we have analyzed questionnaire survey conducted for academic achievement of the third grade elementary school students. The analysis results show that for improving the ability of multiplication and division operation, the learning using web-based tool applied the Skemp's play activities is more effective than the learning based on the existing educational process and the result is statistically significant at the 5% significance level.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.2
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• pp.151-169
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• 2006

This study is to adjust the Theory in the Mathematics Education, apply it to learning mathematics and to analyse its effectiveness. The results of the study are summarized as follows. First, because learning mathematics is hierarchical, teachers must make and use a task analysis table classified by units. Second, development age and the retention of mathematics concepts are intimately associated with cognitive development theory. Third, learning mathematics through cognitive processes enhances a student's scholastic achievement. Fourth, students interests and self-confidence can be enhanced through the presentation of both examples and non-examples. We cannot understand the higher-order concepts of mathematics by only its definitions. The only way of understanding such concepts is to have experience through suitable examples.

• Journal of Educational Research in Mathematics
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• v.15 no.4
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• pp.401-417
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• 2005

Skemp supposed that it is effective to use both examples and non-examples when new concepts which are upper level than learner's schema are introduced. The purpose of this research is to develop a practical process of teaching geometrical concepts based on Skemp's assumption. For this, the related literatures are reviewed and the Korean textbooks(4-ga, 4-na) are analyzed with respect to method of concept formation. The analysis to]Is that the textbook just explains Properties of concepts or present definitions, instead of giving the chance of inquiry. So we design and apply six step process of teaching geometrical concepts to 4th graders focused on students' inquiry using both examples and non-examples.'rho result turns out that using examples and non-examples is highly positive to concept formation.