• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.789-806
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• 2010

As calls for more attention toward social minority group increases in our society recently, in the field of mathematics education more attention toward an issue about mathematics underachievers is being amplified. Thus, the present study is to examine the effects of teaching method considering students' cognitive characteristics on mathematical underachievers' problem solving and mathematical disposition. For this study, 10 fifth graders identified as mathematical underachievers based on the results of the national level diagnosis assessment and school based assessment were voluntarily selected from an elementary school in Seoul. The results of this study found out the fact that students participating in this program improved in terms of an ability both to solve problems in various ways and to explain an process of problem solving using spoken or written language and drawings. In addition, learning environment respecting students' own mathematical ideas seems to positively influence students' attitudes toward mathematics learning and mathematical dispositions. Furthermore, this study pointed out that mathematical underachievers tend to have difficulty in expressing their own mathematical thinking by reason of linguistic limitation. Finally, the findings of this study imply that for effective teaching of mathematics underachievers, these students' own informal experience and knowledge about mathematics as well as their characteristics regarding learning difficulties should be strongly considered.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.231-254
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• 2019

As the teacher-centered education is transformed into learning-centered education, the active knowledge construction of learner becomes important. Along with this change, project-based learning is receiving attention. However, there are many problems to apply the results of research to pre-service teachers because most of the previous studies have focused on elementary middle high school students. Therefore, this study examined the changes in perceptions of pre-service mathematics teachers while project-based learning progressed for one year. Pre-service mathematics teachers had less experience with project-based learning than group discussions, group activities. Also their perceptions was classified as five factors: 'Instructional effects', 'Application and participant of project-based learning', 'Achievement', 'Diffusion of project-based learning', 'Student motivation'. Pre-service mathematics teachers responded positive changes in perception that project-based learning could be motivated to students but they responded negative changes in perception that project-based learning could be distributed to school. They responded positive changes in perception that teachers can show their achievements by project-based learning but they responded negative change in perception that teachers would be fun to apply project-based learning. Also, they responded positive changes in perception that teachers and students were easy to apply or utilize project-based learning.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.213-231
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• 2021

This study is intended to investigate contents related to parents' perception and satisfaction level of school mathematics curriculum. Based on the results, this study intended to deduce implications for mathematics education in schools, child education, and parent education. According to the result of the survey, the more positively the parents perceived the value of the mathematics learning, the more positively the child perceived, and the higher the parent's participation rate in mathematics-related education was. In terms of perception of teaching and learning activities, it showed that the willingness to participate in educational programs was lower for the parents of middle and high school students than the parents of elementary school students and the parents of elementary school students also showed higher satisfaction level of school mathematics curriculum. parents have perceived the necessity of teaching and mathematics education to develop artificial intelligence or data analysis skills. It was also found that the parents of middle and high school students' participation experience in education had an effect on the satisfaction level of their children's math teacher's class preparedness. Parents perceived positively to how pragmatic mathematics curriculum can be and provided answers to what they wish in specific mathematics classes in learning methods and future mathematics learning. As this is for educational experts to consider much in-depth in the future, this study suggested the need for diverse parents' education related to mathematics including the expansion of mathematics education with parents' participation, the creation of a mathematics learning environment for future mathematics learning.

• Educational Technology International
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• v.20 no.2
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• pp.195-221
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• 2019

This study explored middle and high school students' learning experiences using e-textbooks in online learning courses. Data were collected from in-depth interviews. The interviewees for this study were 19 students who enrolled voluntarily in an online mathematics and science inquiry program, actively participated in the online learning. The students generally have high academic achievement and motivation for learning in science and mathematics. Data were analyzed based on a grounded theory approach. As a result, the characteristics of the online learning environment using e-textbooks were conceptualized via three different categories including temporal, spatial, and technical. Such characteristics of the learning environment were able to provoke self-directed learning, extended learning, interactive learning, in-depth learning, improved ICT literacy, and formation of positive emotions and learning habits. Most of the learners showed positive feedback towards the use of e-textbooks, while some mentioned the technical limitations compared to conventional paper-based learning. This study suggested that e-textbooks are likely to induce positive experiences for learners in the context of online learning, so it is necessary to design contents that utilize various functions and advantages of electronic teaching materials in order to use e-textbooks effectively.

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.111-137
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• 2024

The purpose of this study is to identify the expected difficulties and necessary support when applying the 2022 revised mathematics curriculum to elementary schools, and to support the establishment of the field. To this end, we explored the major changes in the 2022 revised mathematics curriculum, and based on this, we conducted a survey of elementary school teachers to identify the expected difficulties and necessary support when applying it in the field. In particular, when analyzing the results, we also examined whether there were any differences in the expected difficulties and necessary support depending on the size of the school where it is located and the teaching experience of the teacher. The research results are as follows. First, the proportion of teachers who expect difficulties in applying the 2022 revised mathematics curriculum was mostly below 50%, but the proportion of teachers who demand support was much higher, at around 80%. Second, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was found to be the greatest in evaluation. Third, in relation to the use of edutech, teachers in elementary schools are also expected to have difficulties in teaching and learning methods to foster students' digital literacy, assessment using teaching materials or engineering tools, and assessment in online environments. Fourth, the difficulty of elementary school teachers in applying the 2022 revised mathematics curriculum was also significant in relation to mathematics subject competencies. Fifth, it was found that there is also difficulty in understanding the major changes of the achievement standards, including the addition, deletion, and adjustment of the achievement standards, and the impact on the learning of other achievement standards. Finally, the responses of elementary school teachers to the expected difficulties and necessary support in applying the 2022 revised mathematics curriculum did not differ depending on the size of the school where it is located, but statistically significant differences were found in a number of items depending on the teaching experience of the teacher. Based on these research results, we hope that various support will be provided for the 2022 revised mathematics curriculum, which will be applied annually from 2024.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.607-633
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• 2016

Teachers and students tend to perceive mathematics irrelevant with character education. Since there has been no teaching of cross-curriculum characters education in mathematics classrooms, this research was to look for the possibility of teaching the character education in mathematics. Through the pilot study, trying to rebuild character factors based on Moon, et al,(2011), the researcher applied them to developing 8 lesson plans and carried them to 12th graders of the high school in March and April, 2014 using pre and post tests. Based on statistically significant difference with the level of p<.05, in "relation with me", for 'appointment' in the pretest, the students of natural science(SNS) exceeded, but in the posttest the students of humanities(SH) exceeded. In "relation with the other", in the posttest, for 'forgiveness' and 'responsibility' SNS, but for 'ownership' SH exceeded. In 'relation with a group' in the pretest for 'community spirit' SNS, and in the posttest SH exceeded. In the pretest in this study SNS naturally perceived the value of character education in math classes since they were closer to mathematics but after the experience through character education with cross-curriculum factors, SH perceived its importance expecially 'appointment', 'ownership', and 'community spirit' more than SNS so that we could predict the possibility of teaching cross-curriculum character factors in mathematics even after they had preconception as a high school student.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.535-558
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• 2022

In the current society, where statistical literacy is recognized as an important ability, statistical education utilizing the statistical problem solving, a series of processes for performing statistics, is required. The result interpretation stage is especially important because many forms of statistics we encounter in our daily lives are the information from the analysis results. In this study, data on private education were provided to pre-service mathematics teachers, and a project was carried out in which they could experience a statistical problem solving process using the population mean estimation. Therefore, this study analyzed the characteristics shown by pre-service mathematics teachers during the result interpretation stage. First, many pre-service mathematics teachers interpreted results based on the data, but the inference was found to be a level of 2 which is not reasonable. Second, pre-service mathematics teachers in this study made various kinds of decisions related to public education, such as improving classes and after-school classes. In addition, the pre-service mathematics teachers in this study seem to have made decisions based on statistical analysis results, but they made general decisions that teachers could make, rather than specifically. Third, the pre-service mathematics teachers of this study were reflective about the question formulation stage, organizing & reducing data stage, and the result interpretation stage, but no one was reflective about the result interpretation stage.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.609-624
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• 2015

It is well-known that every learner has his/her own learning style and the learning style has a great effect on his/her learning characteristics, processes and achievements. This study aims to induce some implications for designing the gifted mathematics programs which go with gifted students' learning styles. To do this, we applied the gifted mathematics program of nine lessons to 52 third grade gifted students and examined the characteristics of the programs according Kolb's learning style. To investigate the effect of the program, the pretest and posttest for applying the programs were taken and the results of two tests were analysed by t-test. As a result, the students of diverging style increased and the ones of converging style decreased, while there is little change in the accommodating style and the assimilating style. It was also shown that the average of the concrete experience(CE) of the subjects has increased significantly. This study also contains some pedagogical implications based on discussing about the results of analysis.

• The Mathematical Education
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• v.60 no.2
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• pp.191-207
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• 2021

Recently, the number of multicultural families has significantly increased in Korea, and this trend creates a need to understand how successfully students from multicultural families achieve their mathematics learning. To understand and predict the changes in mathematics learning achievement of these students over time, we conducted in this study a latent growth mixture model analysis. The study findings show that the majority (92%) of the students from multicultural families experience a decrease in their mathematics achievement over time as their grade level goes up. It was found, in particular, that female students are likely to have lower initial achievements and rapid decline over time more than male students and that the decline over time was more severe for female students than their male counterparts. The findings of this study convey several implications on the how to support the students from multicultural families. First, the result of this study was different from the outcomes of previous studies that presented the income of the household and the education level of the students' parents as major factors that determine the academic achievement of the students from multicultural families. Furthermore, the study indicates the need for more research to identify variables related to the mathematical achievements of the students from multicultural families and the need to use these research findings to develop public support plans for the students from multicultural families.

• The Mathematical Education
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• v.59 no.4
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• pp.313-329
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• 2020

The purpose of this study was to develop an integrated teaching model that integrates mathematics and ethics with social justice theme centric approach. To solve the research problems, the investigator conducted literature studies on the 2015 revised mathematics curriculum, 2015 revised mathematics 3rd to 6th grade textbooks, and the 2015 revised ethics curriculum.. Based on the results of analysis, the mathematics and ethics integrated model for social justice was devised by using the three axes of mathematics subject, ethics subject, and social justice. The integrated class of mathematics and ethics for social justice consists of the steps of problem recognition (ME 1), analysis (ME 2), discussion (ME 3), inquiry and practice (ME 4), and it can be implemented in a total of 27 ways. In order to confirm the effectiveness of the integrated model, two classes of sixth grade were selected as experimental and comparative classes. As a result of the study, the integrated class of mathematics and ethics can be used as a tool to improve the value perception of mathematics, However, it should be conducted with full consideration of students' mathematical tendencies in advance. Also, it can improve students' social consciousness. However, practice and experience-oriented classes are effective to overcome 'reserved agency' problem. Finally, it can improve students' perception of integrated classes and their creative thinking and critical thinking skills.