• East Asian mathematical journal
• /
• v.36 no.4
• /
• pp.437-454
• /
• 2020

The purpose of this study is to develop a mathematical assessment and correction materials according to the mathematics learning hierarchy. The scope of the study is set to 'function' in 7th grade of middle school. The researchers developed a draft of the mathematical assessment and correction materials based on the mathematics learning hierarchy through the pilot test and the expert review. Using the results of the expert review, the researchers modified and supplemented the math assessment and correction materials to produce the final version. The mathematics assessment and correction material developed in this study is expected to build an effective guidance system for students with mathematics deficits. In addition, by presenting a mathematical assessment and correction materials to the teachers in the field, it is possible to reduce the effort for the management of underachievers and to provide guidance for the education of students with a lack of math learning.

• The Mathematical Education
• /
• v.42 no.3
• /
• pp.369-386
• /
• 2003

Problem-centered learning has many implications on teaching and learning mathematics. Students devise their solutions to solve problems and participate in the discussion with teacher and other students to share and justify their solution during the problem-centered learning. Therefore, we purposed to provide problem-centered loaming materials to be able to use in teaching and loaming the 7th mathematics curriculum in this study. First, we reviewed the 7th curriculum and its textbooks to know what and how students learn and suggested the problem-centered learning as a teaching method to perform the 7th curriculum. Next, we developed the problem-centered loaming materials for 6th grade in elementary school and taught students with these materials to amend errors. Finally, we developed evaluation criteria to evaluate students while they teamed mathematics in the problem-centered learning.

• Asia pacific journal of information systems
• /
• v.31 no.1
• /
• pp.43-75
• /
• 2021

Clearly, the smartphone is increasingly playing a greater role in everyday life, thus providing opportunities to evaluate how well the use of the smartphone meets the requirements of undergraduate students in independent learning outside of a classroom setting. This study used the task-technology fit (TTF) model to explore the effectiveness of smartphone usage to interact with learning materials in independent learning outside of classrooms, the need for smartphone support, and the fit of devices to tasks as well as performance. First, the study used interviews, observation, and survey data to identify what are the most important constructs of smartphones that stimulate students to interact with learning materials in independent learning outside of classrooms. Based on the findings from the exploratory study and Task Technology Fit theory, we postulated the Navigation design, Ergonomic design, Content support, and Capacity as the essential dimension of the smartphone construct. Then, we proposed a research model and empirically tested hypotheses with the structural model analysis. The results reveal a significant positive impact of task and technology on TTF for smartphone usage to interact with learning materials in independent learning outside of classrooms; it also confirmed the TTF and performance have a direct effect on actual use.

• School Mathematics
• /
• v.12 no.3
• /
• pp.353-370
• /
• 2010

The purpose of this study was threefold: (1) to select the components of spatial ability that could be associated with the implementation of a polycube task, embody the selected components of spatial ability as learning elements and develop the prototype of polycube teaching-learning materials applicable to gifted education, (2) to make a close analysis of the development process of the teaching-learning materials to ensure the applicability of the prototype, (3) to give some suggestions on the development of teaching-learning materials geared toward mathematically gifted classes. The findings of the study were as follows: As for the first purpose of the study, relevant literature was reviewed to make an accurate definition of spatial ability, on which there wasn't yet any clear-cut explanation, and to find out what made up spatial ability. After 13 components of spatial ability that were linked to a polycube task were selected, the prototype of teaching-learning materials for gifted education in mathematics was developed by including nine components in consideration of children's grade and level. Concerning the second purpose of the study, materials for teachers and students were separately developed based on the prototype, and the materials were modified and finalized in light of when selected students exerted their spatial ability well or didn't in case of utilizing the developed materials in class. And then the materials were finalized after being finetuned two times by regulating the learning type, sequence and degree of learning difficulty. Regarding the third purpose of the study, the polycube task performed in this study might not be generalizable, but there are seven suggestions on the development process of teaching-learning materials.

• Communications of Mathematical Education
• /
• v.34 no.4
• /
• pp.563-585
• /
• 2020

This study developed teaching-learning materials for mathematics and coding convergence classes using Python, focusing on 'Prime Factorization' of seventh graders. After applying the teaching methods and contents to the students, they analyzed whether the learners achieved their learning goals. The results were used to modify and supplement teaching and learning materials. Affective domain of learners were also analyzed. The results are that the teaching methods and contents of the developed teaching-learning materials were generally appropriate for learners. The learners understood most of the lessons according to the set teaching methods of all classes. And learners have mostly reached their learning goals. In addition, as a result of analyzing the definition characteristics of learners through follow-up interviews, the interest in mathematics and programming has improved. The developed teaching and learning materials of this study are well consisted mostly of the teaching methods and the contents of the classes, and are organized so that learners can reach most of the learning goals. It also brought positive changes to the affective domain of mathematics and coding, demonstrating the potential for useful use in school.

• Journal of Elementary Mathematics Education in Korea
• /
• v.13 no.1
• /
• pp.31-49
• /
• 2009

Utilizing the mathematical materials in elementary mathematics education is known to increase the learners' creativity and interests for mathematics. Although the effects of mathematical materials have been frequently researched, a practical plan and a process to utilize the mathematical materials has been rarely researched. The dependence on the mathematical materials is tested by the students' responses to the mathematical problems in the class that allowed to use mathematical materials. The activities in the text book are reorganized to seven chapters for utilizing the mathematical materials. The dependence on the mathematical materials when solving the mathematical problems is investigated by the textbook, students' answers, and handouts. The conclusions of this study are: First of all, the activities using mathematical materials are reorganized within the mathematics education curriculum. The high interests are also investigated in all the learning level of learners. Second, the learners in the high learning level use the mathematical materials for their needs and the correction of their mistakes. The dependence on mathematical materials is lowest compared to the other level learners. Third, the learners in the mid learning level also use the mathematical materials for their needs and their mistakes, but are often confused when utilizing the materials. Fourth, the learners in the low learning level show their interests, and enthusiasm in the mathematical materials themselves. Their interests help to solve mathematical problems. The dependence on the materials is higher than the other level learners, but the dependence is not shown only for the low level learners.

• Educational Technology International
• /
• v.16 no.2
• /
• pp.183-200
• /
• 2015

This study investigated the effect of learning achievements and cognitive load according to different types of presenting learning materials and epistemological beliefs (EB). Learning achievements in this study were composed by retention and transfer of ill-structured problem. A total of 80 college students participated in the study. Prior to the learning, students were guided to fill out a questionnaire regarding epistemological beliefs and a prior knowledge test. The students of each group studied with a different type of reading material: full text (FT), full text including key questions (KeyFT) and full text including a concept map (CmFT). After a session of study was finished, they were asked to complete the posttest: retention and transfer. The results showed that there was a significant difference in transfer achievements. CmFT outperformed higher scores than the other types. There was no significant difference in retention among the groups. It is strongly believed that the types of presenting learning materials may have affected the understanding of ill-structured problem solving skills. Students with sophisticated EB showed higher achievements on retention and transfer than naive-EB and mixed-EB. Even though the data showed decrease of the cognitive load on the type of materials and EB, there were no significant differences on the cognitive load. We should consider a positive effect of types of presenting learning materials and EB enhancing capabilities of solving ill-structured problems in real life.

• Educational Technology International
• /
• v.22 no.2
• /
• pp.255-283
• /
• 2021

In the early 2020, COVID-19 changed the traditional way of teaching and learning. This paper aimed to explore the impact of college students' perception of course quality on their online learning satisfaction. A total of 4,812 valid samples were extracted, and the difference analysis and hierarchical regression analysis were used to make an empirical analysis of college students' online learning satisfaction. The research results were as follows. Firstly, there was no difference in online learning satisfaction among students by gender and grade. Secondly, learning assessment, course materials, course activities and learner interaction, and course production had a significant positive impact on online learning satisfaction. Course overview and course objectives had an insignificant correlation with online learning satisfaction. Thirdly, the total effect of online learning satisfaction was as follows. Course production had the greatest effect, followed by course activities and student-student interactions, followed by course materials. It was the learning evaluation that showed the least effect. This study can provide empirical reference for college teachers on how to continuously improve online teaching and increase students' satisfaction with online learning.

• School Mathematics
• /
• v.6 no.1
• /
• pp.37-57
• /
• 2004

The purpose of this study is to review, through case study, how the use of web materials has influence on the improvement of self-oriented Learning in mathematics of primary school. This is one of the ways to improve classroom lectures suggested in the 7th National Standard of Curriculum. To accomplish this, the following three studies were conducted. First, a questionnaire concerning the improvement of self-oriented Learning Skill through the use of the materials on the web was designed and analyzed. Second, the activities of the class using the web materials were recorded and the study activities of the children were observed. Third, the process of writing notes about their study using web materials was analyzed though interviews after teaching and learning. Through these studies, it has been shown how web materials contribute to the improvement of self-oriented Learning Skill.

• Journal of the Korea Society of Computer and Information
• /
• v.16 no.12
• /
• pp.157-165
• /
• 2011

As the contents of information were reinforced the rules of computer science, it was necessary to develop the new teaching and learning plans and various education materials that encourage students and easy to access. So, in this study developed a wide ran of play activities and educational materials without using a computer for the area of information representation and applied to 68 students, second grade of middle school for 4 weeks. After the class, the effect on the learning achievement was verified by the t-test. As a result, it was shown that there was a significant difference between learning with play activities materials and the traditional lecture-type. It means that learning with play activities materials in the information representation influences a positive effect to the learning achievement.