• Communications of Mathematical Education
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• v.33 no.1
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• pp.1-19
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• 2019

This study deals with the case of student-centered discrete mathematics class with cyber lab. First, we provided lecture notes and cyber labs we developed. In particular, discrete mathematics is a course that covers the principles of algorithms. The purpose of this study is to provide students with basic mathematics, aiming to actively participate in the learning process, to improve their abilities and to reach the ultimate goal of student success with confidence. Second, based on interactions, students were able to prepare for the lectures, review, question, answer, and discussion through an usual learning management system of the school. Third, all the students generated materials through one semester, which were reported, submitted, presented and evaluated. It was possible to improve the learning effectiveness through the discussions and implementation of using some easy open source programming language and codes. Our discrete math laboratory could be practiced without any special knowledge of coding. These lecture models allow students to develop critical thinking skills while describing and presenting their learning and problem-solving processes. We share our experience and our materials including lecture note and cyber lab as well as a possible model of student-centered mathematics class that does not give too much of work load for instructors. This study shares a model that demonstrates that any professor will be able to have an individualized, customized, and creative discrete education without spending much of extra time and assistant, unlike previous research.

• Research in Mathematical Education
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• v.8 no.1
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• pp.39-58
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• 2004

The School of Mathematical Sciences at University Sains Malaysia has offered a laboratory course on the integration of hand-held technology into the teaching and learning of mathematics since the beginning of the 2001/2002 academic year. This inquiry-based course highlights the explorations and application of mathematics in a data rich modeling environment. In addition, the course addresses several issues related to the effective integration of such technology into the mathematics curriculum. This paper discusses the appropriate use of graphing technology to present mathematical concepts and to support student's understanding in a student-centered learning environment, shares knowledge on the new mathematics that was made possible by hand-held technology, and summarizes student reactions to this innovative learning mode.

• The Journal of the Korea Contents Association
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• v.11 no.4
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• pp.42-50
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• 2011

Using EEG, human physiological signal, as part of research which investigates the state of student learning and provides appropriate feedback to maximize learning efficiency, the relationship of learning attitude and analysis of EEG for female college student is presented. We study the reaction of learner's EEG using the concentration level extracted from the EEG power spectrum when students learn at various learning attitude. The experiment was conducted for the concentrating on learning and, as a control group, erratic attitude and closed eyes state. The attitude of concentrated Learning shows high concentration index and low relaxation index, where as the erratic attitude, such as eye movement and clicking, shows high level of attention index and noisy wave ratio. Especially, the state of closed eyes shows the ratio of alpha and theta wave under 1. This is distinct with open eyes cases.

• The Journal of Korean Association of Computer Education
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• v.10 no.2
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• pp.9-16
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• 2007

The purpose of this research is to suggest effective teaching and learning method suitable for IT-gifted primary school students based on their learning style. This study investigated the means of identifying IT-gifted students by comparing IT-gifted's learning style with average student's. Grasha-Reichmann Student Learning Style Inventory was used, which was proved to identify gifted IT students with 66.45% accuracy. As a result, The learning style of IT-gifted was determined as independent, competitive, participant Therefore, self-directed learning methods seem to be suitable for IT-gifted. IT-gifted also need to have more opportunities to participate in learning activities and discussion with their peers.

• Journal of the Korea Institute of Building Construction
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• v.21 no.5
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• pp.421-432
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• 2021

Recently, there has been a growing interest among domestic universities in effective teaching methods to improve learning effects. In addition, a shift from an instructor-centered teaching method to a student-centered teaching method has been pursued, in a bid to enhance student learning competencies in educational settings. The purpose of this study is to develop a building construction curriculum that applies team-based learning, which is an approach towards student-centered learning. The major research findings are as follows. A building construction curriculum that applies team-based learning was developed based on an analysis of the operational status of lectures and team-based learning courses among universities in Korea. Learning procedures, the weekly curriculum and curriculum operation plans were also developed for the team-based learning course. The curriculum presented in this study is a general curriculum that can be applied to domestic universities. As such, it is expected that individual universities can adjust and apply the curriculum according to the educational conditions and characteristics of both instructors and students.

• Education of Primary School Mathematics
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• v.3 no.1
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• pp.1-36
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• 1999

The case of four classrooms analyzed in this study point to many commonalities in the challenges of reforming mathematics teaching in Korea and the U. S. In both national contexts we have seen the need fur a clear distinction between implementing new student-centered social practices in the classroom, and providing significant new loaming opportunities for students. In particular, there is an important need to distinguish between attending to the social practices of the classroom and attending to students conceptual development within those social practices. In both countries, teachers in the less successful student-centered classes tended to abdicate responsibility fur sense making to the students. They were more inclined to attend to the literal statements of their students without analyzing their conceptual understanding (Episodes KA5 and UP 2). This is easy to do when the rhetoric of reform emphasizes student-centered social practices without sufficient attention to psychological correlates of those social practices. The more successful teachers tended to monitor the understanding of the students and to take proactive measures to ensure the development of that understanding (Episodes KO5 and UN3). This suggests the usefulness of constructivism as a model (or successful student-centered instruction. As Simon(1995) observed, constructivist teachers envision a hypothetical learning trajectory that constitutes their plan and expectation for students learning from the particular if the trajectory is being followed. If not, the teacher adjusts or supplements the task to obtain a more satisfactory result, or reconsider her or his assumptions concerning the hypothetical learning trajectory. In this way, the teacher acts proactively to try to ensure that students are progressing in their understanding in particular ways. Thus the more successful student-centered teacher of this study can be seen as constructivist in their orientation to student conceptual development, in comparison to the less successful student-centered teachers. It is encumbant on the authors of reform in Korea and the U. S. to make sure that reform is not trivialized, or evaluated only on the surface of classroom practices. The commonalities of the two reform endeavores suggest that Korea and the U. S. have much to share with each other in the challenges of reforming mathematics teaching for the new millennium.

• East Asian mathematical journal
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• v.38 no.2
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• pp.187-214
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• 2022

This study compares the functions of the Learning Management Systems (LMS) in three widely used Edu-Tech platforms, that support students' individualized learning by using the learning characteristics of the students. The rapid advances in artificial intelligence (AI) are broadening their impacts in the education industry, and play a broad role in supporting student learning. In many countries, online classes have become a norm due to the COVID-19 crisis, and the demand for Edu-Tech in classes has increased rapidly. As a result, many countries, including South Korea, are now preparing and implementing various policy measures to adopt Edu-Tech in the class setting. Therefore, in this study, we analyze and compare the structures and characteristics of the three widely used Edu-Tech platforms that support individualized mathematics learning. In particular, we compare the LMSs of the three platforms by considering the elements such as learning design, learning management, learner analysis, learning result analysis, and student management functions. The results of this study give implications in the future directions to take on how to build Edu-Tech platform models that promote students' individualized mathematics learning in public education.

• Journal of Information Technology Services
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• v.22 no.6
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• pp.103-114
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• 2023

In the post-pandemic era, colleges and students keep passion for learning online sine its unique advantages. This study explores how students' basic psychological needs drawn from self-determination theory, connect to interaction, and learning engagement in the context of online learning. While prior research explored students' intentions, digital interactions, and engagement in online learning, this study aims to come up with a united conceptual model drawing the three basic psychological needs and interaction and their effects on learning engagement. 178 response data collected through a questionnaire survey, were analyzed using PLS-SEM. Findings indicate that online learning interaction enhances intrinsic motivation, leading to higher learning engagement. Autonomy emerges as the most influential psychological need on learning engagement. This study integrates self-determination theory with online learning interactions and engagement and offers practical insights. Future research should examine long-term outcomes and diverse student populations.

• Research in Mathematical Education
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• v.9 no.1 s.21
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• pp.47-58
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• 2005

Although student-centered teaching practices have been advocated in mathematics education reform, implementing them at the classroom level remains challenging. This exploratory case study examined two unevenly successful student-centered approaches to see how teachers understand and characterize reform, and to articulate issues in implementing reform ideas. The comparison and contrast between the classrooms showed similar classroom social norms but dramatically different mathematical practices. This affords the possibility of exploring the challenges of reform for teachers and other personnel who are attempting to move teaching practices towards the student-centered ideals.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.2
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• pp.177-197
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• 2007

This study discussed the climbing learning method which studied and practiced by Professor Saito Noboru. This is the learning method which is devised to know not only the relationship of the learning factors but the systemic or structural connection of whole studying contents- affects children's math learning ability through practical class to both the lower and the higher grades. To achieve the purpose of this study, these following issues were set; A. Develop the teaching and learning course of mathematics by applying the climbing learning method. B. Execute the mathematics lesson according to the climbing learning method and analyze the learning achievement. C. Analyze the difference between application of the climbing learning method and that of the learning method by student's level in mathematics. D. Analyze what the climbing learning method gives a shift of the recognition of learning mathematics. In order to accomplish these study issues, we analyzed the text book of math not only for children but also for teachers and developed the teaching and learning course applied the climbing learning method with advice of experts. It was chosen two different homogeneous groups each, third year for lower grade group and fifth year for higher grade group. It was done the experimental group lesson applying the climbing learning method and general lesson for the control group. After then, t-test against independent samples was done depending on the result of the student's assessment(T1, T2). These two groups' students were divided into smaller groups based on result of achievement level regardless of gender. These subgroups were confirmed the difference of learning ability between upper and lower level group. As regarding the result making out grades of faith and attitude for math, t-test was used on independent sample. At the same time, experimental groups were tested using learning attitude with the learning structure chart. Through this study the following results are obtained and the conclusion was drawn. Firstly, although applying the climbing learning method to the lesson does not have significant effect to the lower grade of elementary school student's achievement it has significant influence on the higher grade student's achievement. Second, as a result of analyzing the difference between the climbing learning method and the learning method by student's level in mathematics, it is of no beneficial effect to the lower grade both upper level and lower level. However, it has appreciable effect to the higher grade classes both upper level and low level. Especially, upper level students have higher effect than low level students. Third, climbing learning method does not affect to the faith and attitude of the lower grade students positively, but it has affirmative effect to the higher grade students'. As a result of the survey of the experimental groups which were applied to the climbing loaming method, the lesson by using the learning structure chart proved to be helpful to the both the lower and higher grade. The best advantage of using the learning structure chart, children say, is easily understood whole contents of studying and is useful for review. Furthermore, using the learning structure chart is more efficient compared with previous learning method and is given the successful result to self-directed learning. In conclusion, keeping up with the current of the thought of education, we suggest a scheme as a new teaching method from the constructive learning method which emphasize the self-directed learning.