• Research in Mathematical Education
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• v.25 no.2
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• pp.117-133
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• 2022

Examining ways to interact with students in small groups is an important topic for researchers to understand. Existing studies pertaining to the topic have not shed light on knowing why teachers interact with students in small groups the way they do. Given that teacher identity shapes teaching practices, this study explores how teacher identity shapes teachers' interaction with students in small groups. Working with two beginning teachers, I conducted four interviews to collect the data related to reasons behind their interactions with students in small groups in the interview. I analyzed the interview transcripts using a thematic analysis. I found that one teacher's teacher identity was related to her personal experiences as a child and a learner and another teacher's teacher identity was related to her view of teachers' roles as a teacher. I provide discussion and implications of this study.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.95-104
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• 2012

The purpose of this study is to examine what effects the experiment class to stress discussion of small groups in scientific experiment class of the elementary school has on scientific achievement and attitude on the science of the students comparing to the usual scientific experiment class. For that purpose, this study has divided 49 students at the 6th grade of the M elementary school in P City into test groups of 24 students and control groups of 25 students. Classes have been progressed by giving sufficient time to the test groups for discussion by each small groups after experiment while by allowing the control groups to finish the experiment with arrangement of the experiment results. Conclusions of this study include: First, the more familiar the experiment materials are and the easier the experiment procedures are to be operated by the students, the more actively the small group discussion activities have been deployed. It shows that the students need a certain level of background knowledge before experiment for vital discussing activities. Second, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity have significantly high scores comparing to the control groups given the existing scientific experiment class. It shows that the small group discussing activities have effects on promoting understanding of the students on the scientific achievement for the scientific experiment class. Third, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity significantly high scores on attitude about the science comparing to the control groups given the existing scientific experiment class. It is considered that the students could have opportunities to compare their own thoughts with others and to have reflective thought to change their thoughts through the small group discussing activity. As shown above, it shows that the experiment class to stress discussing activities is more effective to increase scientific achievement and attitude about the science than the scientific experiment class to get and arrange the experiment results from the existing experiment classes.

• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.197-205
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• 1998

This study aims to examine how cooperative teaming of small ability level groups influences the enhancement of their scholastic achievement in mathematics. The conclusions are as follows; 1. The students which participate in cooperative learning in small ability level groups demonstrate academic improvement over those that participate in non-cooperative learning groups. 2. In particular, this method is more effective for high-level classes, than for middle or low-level students. 3. The learners' perception, interest and attitude towards mathematics has not changed through their placement in small ability groups involved in cooperative activities.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.177-188
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• 2000

Mathematics is extreme the differences of the scholarly attainments in comparison with other subjects at a middle school. Specially, the students at islands and places leave much to be desired the scholarly attainments standards of mathematics. Therefore, every school takes movement class according to level these days. And the small schools put in effect the cooperation of group work through the small groups. These classes are effective at the scholarly attainments extension to some degree, but each student is extreme the differences of scholarly attainments. On this, the small school was the subject of study at the present research and put in effect the cooperation of group work through the small groups. The students were divided in three groups; the top class, average, the low class, And they were offered the fitting textbooks matching the cooperation of group work and the opportunities of discovery learning fitting an individual ability and standard. Consequently, some educational materials were made, for example, question papers, commonness learning materials, choice learning materials. These materials were put in effect to the students to be able to succeed discovery learning. With this, the students were investigated an interest of mathematics and the influence giving at the studies attainment. And the students were put in effect the cooperation of group work through the small groups to improve uniformity and sturdiness of the mathematical education. The conclusion at the present research is as follows. 1) When the students put in effect the cooperation of group work through the small groups, the scholarly attainments of mathematics totally didn't display useful changes as improvement. However, the students of average and the low class gradually seemed to improve the scholarly attainments of mathematics as the help of the top class positively. 2) An individual and cooperation learning in the method of the cooperation of group work through the small groups displayed many changes at the learning attitude of the students by means of discovery learning thanks to the learning heads. 3) When the investigator put in effect the cooperation of group work through rather the small groups than the large groups, the numbers of the students experiencing interest about mathematics increased in 26% and this learning method should continue to progress.

• The Journal of Korean Association of Computer Education
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• v.8 no.4
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• pp.15-24
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• 2005

The success of cooperative learning in small groups heavily depends on how the small groups are set up. When small groups are formed, the factors such as the objectives and characteristics of the work and the capabilities and interests of the group members should be considered to maximize the interaction among the group members. However, it is not easy for teachers to manually divide their class to small groups to satisfy such conditions. In this work, we developed and implemented a student grouping system that divides the class as appropriate as possible, when given multidimensional student data and a set of conditions for forming small groups. The grouping conditions can be heterogeneous, homogeneous, and both. The grouping system can easily be used by teachers since the system can be accessed by clicking a menu button embedded into Microsoft Excel. The system has also a wide range of application areas where object grouping by various conditions is needed.

• 한국HCI학회:학술대회논문집
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• 2009.02a
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• pp.301-309
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• 2009

This study focuses on event-driven social media (EDSM), which supports the production of unique cultural items of small groups by satisfying the conflicting desires of distinctiveness and assimilation that small groups possess. EDSM is a system which promotes the production of idioculture through small group interaction by using an actual event in which people participate in small groups. By setting up an EDSM system in a university festival in which 10,000 to 15,000 people gather in small groups, idioculture production was tested for approximately eight hours and a half. Interaction records gathered from the test, as well as focus group interview data garnered soon after were used to analyze usage patterns of EDSM, types of idiocultures produced, and resulting factors of user experience. Through this, considerations upon designing future EDSM were proposed.

• Research in Mathematical Education
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• v.24 no.3
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• pp.229-254
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• 2021

Students' participation in epistemic practices, which are related to knowledge construction on the part of students, is becoming a crucial part of learning (Goizueta, 2019). Research on epistemic practices in science education draws attention to teachers' support of students to engage in epistemic practices in mathematics instruction. The research highlights a need for incorporating epistemic goals, along with conceptual and social goals, into instruction to promote students' epistemic practices. In this paper, I investigate how teachers interact with students to integrate epistemic goals. I examined 24 interaction excerpts that I identified from six interview transcripts of two beginning teachers' mathematics instruction. Each excerpt was related to the teachers' talk about their specific interaction(s) in a small group. I explored how each teacher's discursive moves and goals were conceptual, social, and epistemic-related as they intervened in small groups. I found that both teachers used conceptual, social, and epistemic discursive move but their discursive moves were related only to social and social goals. This paper suggests supporting teachers to develop epistemic goals in mathematics instruction, particularly in relation to small groups.

• Food Science and Biotechnology
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• v.18 no.1
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• pp.213-217
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• 2009

In this study, the effects of processed small black soybeans on the intestinal morphological characteristics of rats were examined. Adult male rats were fed diets containing raw, cooked, or acidified small black soybean powders for 4 weeks. The total short chain fatty acid (SCFA) level was significantly higher in the acidified small black soybean supplemented group than in the raw and cooked soybean diet groups. The major SCFAs found in the experimental groups were acetate, followed by propionate and butyrate. The duodenal villus height and colonic mucosal thickness were also significantly higher in the acidified small black soybean supplemented group than in the raw and cooked soybean diet groups. The acidified small black soybean supplemented group showed the densest colonic mucosa by staining with alcian blue (AB), as compared to the raw and cooked soybean diet groups. The acidified small black soybean supplemented group exhibited strongly stained $CD4^+$ in the mucosal lamina propria, while cooked and acidified diet groups were more strongly stained $CD8^+$ in the submucosal lamina propria than the raw diet group. These results suggest that acidified small black soybeans may help improve intestinal function.

• IE interfaces
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• v.1 no.2
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• pp.75-82
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• 1988

This paper studied on the relationships between productivity and job satisfaction in small group activities. The researches were practiced with the same method which prof. Rao of Babson university et al.(1987) did on autonomous work groups in U.S.A.. The researcher divided companies of Korea and Japan into similar small groups such as high productive groups and low productive groups in each country and analyzed their degree of job satisfaction. According to the result, high productive groups indicated higher degree of job satisfaction than low productive groups. In the case of Korea, besides activating QC circle activity, it is also necessary to equalize the difficulty of the works, or to set up the pay system taken the difficulty of the works into consideration. In the case of Japan, it is important to encourage good human relationships and member's cooperation and unity.

• Journal for History of Mathematics
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• v.15 no.2
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• pp.125-134
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• 2002

The purpose of this paper is to analyze the the effect on the academic improvement, applying various teaching methods throughout cooperative teaming in small groups to inspire slow-learners'interest on mathematics and impove capability to solve problems and achievement degree of studies. The subject of the study is as follows: 1. What is the difference of students'interest on mathematics between cooperative learning in small groups and large group learning\ulcorner 2. Is there any difference of slow-learners' achievement degree of studies between cooperative learning in small groups and large group learning?