• Communications of Mathematical Education
• /
• v.22 no.3
• /
• pp.275-288
• /
• 2008

The study aims to figure phenomena and changes that underachievers in mathematics show in the process of learning a function. It is necessary to remind basic concepts once again in advance at a time of teaching underachievers in mathematics to check what they have difficulties in learning for further teaching later on. Five participating students said that teachers' detailed explanation was more helpful, and they found it difficult to learn tables, graphs and formulas at first, but as time progressed, they naturally accepted them. In this regard, it is necessary to use various expressions and means to teach underachievers in mathematics.

• Journal of Gifted/Talented Education
• /
• v.26 no.1
• /
• pp.101-122
• /
• 2016

The purpose of this study is to explore a possibility finding gifted underachievers who have high spatial ability, but low verbal ability in elementary science field. In Korea, because teachers used to refer students' academic achievement only when they recommend gifted students, underachievers used to be excluded. The participants are 5th-grade students in elementary school. In this research, developed teaching materials were given to students to find underachievers. Results of spatial ability test, verbal ability test, science academic achievement, non-verbal test, and interviews about light propagation concept were obtained. By analyzing results of this study, we found that spatial ability is the most important factors to understand light propagation. And there are some features to understand light propagation according to spatial ability. Lastly, this study shows the possibility of non-verbal test to find gifted underachievers with high spatial ability and low verbal ability.

• Communications of Mathematical Education
• /
• v.37 no.4
• /
• pp.615-633
• /
• 2023

This study analyzed Korean studies up to August 2023 to suggest the direction of future research on basic academic abilities in mathematics. For this purpose, frequency analysis and LDA-based topic modeling were conducted on the Korean abstracts of 197 domestic studies. The results showed that, first, 'academic achievement', 'impact', 'effect', and 'factors' were all ranked at the top of the TFs and TF-IDFs. Second, as a result of LDA-based topic modeling, five topics were identified: causes of basic academic abilities deficiency, learning status of math underachievers, teacher expertise in teaching math underachievers, supporting programs for math underachievers, and results of National Assessment of Educational Achievement. As a direction for future research, this study suggests focusing on the growth of math underachievers, systematizing the programs provided to students who need learning support in mathematics, and developing teacher expertise in teaching math underachievers.

• Journal of the Korean School Mathematics Society
• /
• v.12 no.2
• /
• pp.243-260
• /
• 2009

Many students have difficulty studying mathematics because of its unique characteristics and the numbers of underachievers in mathematics are increasing, not decreasing, even though great teaching-learning methods have been provided. The purpose of this research is to examine if instruction using mind-map in mathematical studies has positive effects on achievement and attitudes of underachievers in mathematics. For this, mathematics learning ability test before instruction, survey of attitudes toward mathematics before and after instruction and mathematics learning ability test before and after instruction were performed for 32 underachievers in two classes of first grade in C high school in South Chung cheong Province. The positive effects of instruction using mind-map in mathematical studies on academic achievements and attitudes of underachievers were expected, but results indicate that there is no significant effect. However, results indicate that the use of mind-map in mathematics instruction has positive effects partially on the changes of learning attitudes. Therefore, the characteristics of underachievers in mathematics should be understood first, mind-map according to them should be applied and students should have time to properly perceive and draw mind-map skillfully. In teachers' professional knowledge of mind-map and consideration for students, when follow-up researches and systematic instruction proceed together for a long period time, the desired results can be realized.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2017.01a
• /
• pp.229-230
• /
• 2017

본 연구에서는 컴퓨터 프로그래밍 수업에서의 학습 부진 학생들에게 교수자의 주도로 개별 상담을 진행하고 이를 통해 대상 학습자들의 학습 동기 유발과 성적 향상에 긍정적인 영향을 주었는지에 대해 사례를 통해 학습 효과를 검증해보았다.

• Journal of the Korean School Mathematics Society
• /
• v.19 no.3
• /
• pp.277-289
• /
• 2016

This study is to figure out the activity of individual education with the note-taking in math class and correction and supportive explanations on attitudes toward learning of underachievers in mathematics in the second-year class of high school. This study has begun on the basis of the judgement that the note-taking especially correction and supportive explanations could help the underachievers in mathematics focus in class and develop good learning habits, and besides, students make a good relationship with teacher. According to this result, Many researches and exertions need to inform every student that mathematics is open and doing mathematics is a happy object. if the students who are underachievers were given the chance to organize their learning by themselves in the class with note-taking and correction and supportive explanations in the long-term, it should be effective enough to change their attitudes toward learning.

• Journal of The Korean Association For Science Education
• /
• v.19 no.2
• /
• pp.248-255
• /
• 1999

In this study, the effect of the STS program that was oriented from jurisprudental inquiry model on high school underachievers was investigated. The subjects were 76 high school students. They were divided into two groups, the STS program applied class(treatment group) and the traditional lecture-centered class(control group). The STS program was consisted of three subunits. 'nutrient and health', 'stimulation and reaction' and 'reproduction',of 'life' unit of high school general science. And these 3 subunits consisting of eight contents were lectured over 8 hours. The treatment group showed much better achievement in learning significantly (p<.05) than the control group showing that the STS program affected. Therefore, it is necessary to develop the STS program compatible with achievement level of students, and teaching-learning approaches and learning programs for underachievers.

• The Mathematical Education
• /
• v.43 no.2
• /
• pp.115-137
• /
• 2004

In this paper, we verified the effect and appropriateness of the scheme to cure the math. disliking disposition which is the cause of underachievement in learning. We choose 3 middle schools as the subject of experiment for this research. Each experiment class consists of 27∼30 students(underachievers) whose final test results of 1st school year in the middle school are 30∼60 points. In this case, we also select some middle level students whose test results are more than 60 points for the normal experimental condition. For this research, we developed the suitable test materials to cure the mathematics disliking disposition of underachievers. We applied those test materials to the experiment schools during 2.5 months and we analysed the variation of disliking disposition, the variation of math. dislike students' number and the cure rate of the math. disliking disposition. From the results of this experimental study, we find that the factors of teacher and math recognition environment have only the significant difference of math. disliking disposition between experiment class and comparison class under the 5% significance level in one middle school. We understand that this results caused by teachers' careful advice and guidance in that middle school. We also find that the number of student who dislike mathematics decreased in two middle schools. Furthermore 50% of math. disliking dispositions are cured for 9 disliking factors in the lower grade group(the group of underachievers) and as a whole, we can see that 50% of cure rate for the 7 factors of math. disliking in two middle schools. So we can understand that the experiment of our research was performed successfully in two middle schools. In this research, we find out that the scheme to cure the disliking dispositions for the factors of math. disliking depends on the factors of teacher who take charge of cure. So teachers must take interest in and must have careful concern to students and their math. disliking.

• The Mathematical Education
• /
• v.59 no.1
• /
• pp.31-45
• /
• 2020

Despite the trend of the times and the government's efforts to implement policies, a number of students, having difficulties in learning math, are still growing. Reflecting this, many studies related to underachiever of learning mathematics were conducted in the field of mathematics education. Most of these studies, however, were intended to find the cause of underachievers of learning mathematics or experimental studies that applied the specific teaching procedures to the underachievers of learning mathematics and found their effectiveness in terms of academic achievement, compared it beforehand. Thus, in this study, 49 studies, from including theses and published journal papers from 2001, were meta-analyzed to find out how effective the teaching treatment for underachievers of learning mathematics has improved academic performance. As a result of this analysis, we found that teaching treatment generally have moderate effect sizes for children with having difficulties in learning mathematics. It was also possible to analyze the effect of various interventions and to obtain some suggestions on which circumstances the greatest effect could be achieved. Teaching treatments for underachiever of learning mathematics could have greater effectiveness in elementary school level, institution certified testing tool was used, targeted for each individual, taught by peer student, lasted for at least 8 weeks, and using teaching aids and ICT tools.

• Journal of Korea Game Society
• /
• v.8 no.2
• /
• pp.37-46
• /
• 2008

Underachievers, having had more experience with failure in teaming, tend to lose their self-confidence and motivation for study. If they achieve more when studying, they will enhance their self-confidence and motivation and their learning accomplishments will be increased. A game-style learning system was, therefore, developed in which the learner gains self-satisfaction and motivation with a proper 'hit and win' in a game-style program. The system supplies learning content automatically and randomly while adapting to the student's level by continuously checking the learning progress. Positive effects in motivation and learning achievement were recorded when underachievers used this program.