• Journal of Educational Research in Mathematics
• /
• v.14 no.1
• /
• pp.89-110
• /
• 2004

The purpose of this study is to identify the significant characteristics shown in the field of mathematics by a gifted child, the educational curriculum for this child, and to find what has to be set in place in the areas of teacher's teaching methods and programs. The important aspect of these ideas is that one has to completely understand and know the characteristics of the gifted in order to give them the opportunity to discover their underlying talents and to develop upon those skills by giving them suitable and appropriate education for their intellectual state. This study focuses on the thoughts and behavior of a gifted male child, from his third to fifth grade, and the study shows the results and analysis of data gathered from close observation and interview, and a collection of documents gathered from the child. This study is analyzed from three different perspectives: 1. The typical life and surroundings of this gifted child, and how he was raised in this particular environment. This also shows the significant event that allowed others to recognize him as gifted. 2. Identification of how a gifted child's mind works in the field of mathematics. This attempts to analyze methods the child uses to arrive at a solution to a problem. 3. Exploration of mathematical attitude of the child. This shows the child's interest in mathematics, and the willingness to find better and more efficient ways to reach a solution. This also shows the child's ability to explain his purpose and methods of problem solving in detail, and the focus and clarity in communication of mathematics. This study will enlighten the readers with information on the importance of advanced education specifically designed for the gifted. In development of advanced education programs, it is necessary to comprehend the minds of the mathematically gifted, and furthermore, this will help in defining an appropriate teaching method and curriculum for a better equipped educational system.

• Journal of The Korean Association of Information Education
• /
• v.19 no.2
• /
• pp.159-166
• /
• 2015

STEAM is a multidisciplinary education program which intended to promote creative thinking by combining studies in the arts and STEM(Science, Technology, Engineer, Mathematics) fields. STEAM education can bring out creativities in students through educational activities of integrating and combining diverse studies. In this research, we integrated the educational elements of science, technology, engineering, mathematics, and arts using robots and then developed an educational program that raises the creative and character (focused on collaboration and communication) of students in a more fun and effective way. Using our developed educational program, we taught 6th grade students of an elementary school located in Seoul. As the result, most of students were found to be enhanced in their creativity and character after participating in the STEAM-based programming education course.

• Journal of Elementary Mathematics Education in Korea
• /
• v.15 no.2
• /
• pp.417-435
• /
• 2011

Mathematical justification is essential to assert with reason and to communicate. Students learn mathematical justification in 8th grade in Korea. Recently, However, many researchers point out that justification be taught from young age. Lots of studies say that students can deduct and justify mathematically from in the lower grades in elementary school. I conduct questionnaire to know awareness and steps of elementary school students and middle school students. In the case of 9th grades, the rate of students to deduct is highest compared with the other grades. The rease is why 9th grades are taught how to deductive justification. In spite of, however, the other grades are also high of rate to do simple deductive justification. I want to focus on the 6th and 5th grades. They are also high of rate to deduct. It means we don't need to just focus on inducing in elementary school. Most of student needs lots of various experience to mathematical justification.

• Journal of Educational Research in Mathematics
• /
• v.26 no.4
• /
• pp.663-682
• /
• 2016

This study conducted an analysis of strategies that the 3rd to 6th grade elementary students used when they were solving problems of comparing the size of the fractions with like and unlike denominators, and unit fractions. Although there were slight differences in the students' use of strategies according to the problem types, students were found to use the 'part-whole strategy', 'transforming strategy', and 'between fractions strategy' frequently. But 'pieces strategy', 'unit fraction strategy', 'within fraction strategy', and 'equivalent fraction strategy' were not used frequently. In regard to the strategy use that is appropriate to the problem condition, it was found that students needed to use the 'unit fraction strategy', and the 'within fraction strategy', whereas there were many errors in their use of the 'between fractions strategy'. Based on the results, the study attempted to provide pedagogical implications in teaching and learning for comparing the size of the fractions.

• School Mathematics
• /
• v.6 no.4
• /
• pp.411-433
• /
• 2004

Many researchers have reported that 7th graders have severe difficulties in using letters and algebraic expressions. This study investigated the way Microsoft Excel contributes to student's understanding of letters and algebraic expressions. For six hours through two weeks, four 7th grade students experienced various activities with Excel after school and both before and after the experimentation, the interviews to check their understanding was conducted. The results were as follows; First, after the experimentation, students used various letters to express formulas and recognized that letters represent not only some objects but also changing objects. Also they accepted that same objects could be represented by different letters and different objects could be represented by the same letters. Second, Excel improved students' abilities to discriminate variables and invariables in the problem and to find mathematical relationships among variables. And with Excel students could divide the whole calculation procedure into several steps in order to handle it more easily. Also, Excel made immediate numerical feedback possible and it made students express the calculation in a more formalized way than a paper and pencil environment did.

• Journal of Educational Research in Mathematics
• /
• v.27 no.1
• /
• pp.1-22
• /
• 2017

This study investigated three $10^{th}$ grade students' concept of rate of change while they perceived changing values of given functions. We have conducted a teaching experiment consisting of 6 teaching episodes on how the students understood and expressed changing values of functions on certain intervals in accordance with the concept of rate of change. The result showed that the students did use the same word of 'rate of change' in their analysis of functions, but their understanding and expression of the word varied, which turned out to have diverse perceptions with regard to average rate of change. To consider these differences as qualitatively different levels might need further research, but we expect that this research will serve as a foundational study for further research in students' learning 'differential calculus' from the perspective of rate of change.

• School Mathematics
• /
• v.14 no.3
• /
• pp.275-296
• /
• 2012

This study investigated elementary school students' understanding of basic functional relationships. It analyzed the written responses from a total of 2087 students of second, fourth, and sixth graders using tests that examined their understanding of five types of functional relationships. The results of this study showed that students tended to be more successful as their grades went up with regard to all the problem types. There were statistically differences among the three grade levels. Even lower graders were quite successful in dealing with additive relation, direct proportion, and inverse proportion. However the items dealing with square relation and linear relation were difficult even to sixth graders. It was common that students were good at completing the table by looking for a pattern from the given numbers but that they had difficulties in anticipating the value of 'y' when the value of 'x' is given either as a big number or as a symbol. Given these results, this paper includes issues and implications on how to foster functional thinking ability at the elementary school.

• School Mathematics
• /
• v.11 no.4
• /
• pp.567-581
• /
• 2009

Many articles have reported that zero causes children's arithmetic errors. This article was designed to measure the effect of zero on children's arithmetic performances. For this, 222 of 3,4,5,6 graders in elementary school were tested with pencil and paper. The test were categorized into four parts: basic number fact, column subtraction, column multiplication, and column division. These data showed that the negative effect of zero on children's arithmetic was limited to several areas, concretely, multiplication facts with zero, column subtraction with numbers which have two successive zeros, column multiplication with numbers which have zero in a middle position, long division with zeros. But there was no evidence that students could self-control these negative effects of zero as grade went up. It implies that we should keep attention to children's arithmetic performance with zero in some special areas.

• Journal of Elementary Mathematics Education in Korea
• /
• v.16 no.1
• /
• pp.125-143
• /
• 2012

This study is designed to see the characteristics of elementary students' arithmetic error patterns and error rates by going up grades and to draw some implications for effective instruction. For this, 580 elementary students of grade 3-6 are tested with the same subtraction, multiplication and division problems. Their errors are analyzed by the frame of arithmetic error types this study sets. As a result of analysis, it turns out that the children's performance in arithmetic get well as their grades go up and the first learning year of any kind of arithmetic procedures has the largest improvement in arithmetic performance. It is concluded that some arithmetic errors need teachers' caution, but we fortunately find that children's errors are not so seriously systematic and sticky that they can be easily corrected by proper intervention. Finally, several instructional strategies for arithmetic procedures are suggested.

• Communications of Mathematical Education
• /
• v.37 no.2
• /
• pp.135-157
• /
• 2023

Double scale models have been introduced in elementary mathematics textbooks under the 2015 revised mathematics curriculum. However, few studies have examined in detail how students understand or utilize such models. In this study, we analyzed how 154 sixth-grade students who had learned the division of fractions from textbooks containing double scale models understood such models. The results showed that the students tended to identify the components of the model relatively well, but had difficulties exploring the unit or the meaning of the bottom number line of a model. They also had a lot of difficulties using the double scale model to complete the computation process and explain the computation principle. Based on these findings, we discuss the implications of teaching double scale models.