• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.131-148
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• 2000

Above all, the ability to solve problems must be emphasized as a basic skill of mathematics, but it is neglected when we teach. In this study, learning task means ［same meaning］ ［same form］ ［same technique］, so I tried to extend mathematical scholastic ability of the students as an extensional problem solving that is a basic element of mathematics. The purpose of this study is the investigation of level type learning, using the basic learning elements to extend thinking ability. From the constructed hypothesis as follows and then implement it. I selected basic learning elements from an analyzed textbook and then task learning material was created for each level type learning. The problem solving ability will be extended through the level type learning of the small group, using the level type learning task material. The conclusions this study are as follows. The level type learning in small group learning, using and making level type learning material, having basic learning elements in analysed text are. Basic learning content is understood clearly and deeply, so, fundamentally, it is effective in achieving the problem solving in mathematics. It is an effective method to achieve the meta-cognitive faculty because achieved the expected method of solving problems and resulted in the true learning of content.

• The Mathematical Education
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• v.57 no.4
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• pp.329-352
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• 2018

This study analyzed each process of demand analysis(A), design(D), development(D), implementation(I) and evaluation(E) of the program to support mathematics learning of students with under-achievement of math in high school. To analyze the demand, a survey was conducted on 235 high school math teachers and 334 high school students who were under-achieved in mathematics. To design and develope the program, this study linked middle school math to high school math so that the students with poor math learning could easily participate in mathematics learning. The programs developed in this study were implemented in three high schools, where separate classes were organized and run for students with poor math learning. The evaluation of the programs developed in this study was done in two ways. One was a quantitative evaluation conducted by five experts, and the other was a qualitative evaluation conducted through interviews with teachers and students participating in the program. This study found that students with poor mathematics learning were more motivated to learn, started to do mathematics, and encouraged to be confident when using learning materials that included easy problems and detailed solutions that they could solve themselves. From these results, the following three implications can be derived in developing a program to support students who are experiencing poor mathematics learning in high school. First, we should develop learning materials that link middle school mathematics to high school mathematics so that students can supplement middle school mathematics related to high school mathematics. Second, we need to develop learning materials that include detailed solutions to basic examples and include homogeneous problems that can be solved while looking at the basic example's solution process. Third, we should avoid the challenge of asking students who are under-achieving to respond too openly.

• Research in Mathematical Education
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• v.11 no.3
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• pp.197-207
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• 2007

Based on a survey on 1620 students in primary school and secondary school., by adopting Eysenck Personality Questionnaire (EPQ), we got the following findings : 1. There is close relationship between emotionality characteristics of temperament and mathematics academic achievement of the subjects at Grade 5 (Primary 5), Grade 8 (Junior Secondary 2), and Grade 10 (Senior Secondary 2). Also there is close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 5 and Grade 8. While there is not close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 10; 2. There is close relationship between temperament types and mathematics academic achievement of the subjects from the three grades. Superior temperament, which benefit learning mathematics, are sanguine, sanguine-phlegmatic and phlegmatic; While inferior temperament types, which don't benefit learning mathematics, are choleric, melancholic and choleric-melancholic. With the rising of grade, temperament types of benefiting learning mathematics converts from external directivity emotion balance to balance of internal-external directivity emotion stability. While temperament of no benefiting learning mathematics converts from internal directivity emotion balance to balance of internal-external directivity emotion instability; 3. In mathematics education, students' temperament difference, which affects learning mathematics, should be recognized. Mathematics teachers should find out the best teaching ways, forms and methods which are suitable for student's temperament type, so that the students with different temperament types can gain better mathematics academic achievement.

• Journal of Elementary Mathematics Education in Korea
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• v.12 no.1
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• pp.27-46
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• 2008

This research aimed to find out what kind of effects cyber home learning system has on the 7th educational system elementary school students in grade 6. Specifically, the effects on the students' mathematics learning achievements and mathematical disposition. The following items were established for the research objective. First, analyze what effects using the cyber home learning system for studying mathematics has on mathematics learning achievements. Second, analyze what effects using the cyber home learning system for studying mathematics has on mathematical disposition of the students. The following results were obtained from the analysis. First, the students who were subjected to the cyber home learning system showed improvements in mathematics learning achievements compared to those who weren't. Furthermore, the students who were subjected to the system on mathematical program showed greater improvements than those who were subjected to the system on social program. Second, the experimental group that was subjected to the system, when compared with the comparison group 1, was shown to have positive, statistically-significant effects on mathematical disposition. Moreover, though effects weren't statistically significant when compared with the group that was subjected to the system on social program, it was seen that there were changes in mathematical disposition to some degree.

• Research in Mathematical Education
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• v.27 no.1
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• pp.129-150
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• 2024

This study utilized South Korean elementary and middle school student data to examine the longitudinal change trajectories of learning motivation types according to the longitudinal change trajectories of mathematics academic achievement. Growth mixture modeling, latent growth model, and multiple indicator latent growth model were used to examine various change trajectories for longitudinal data. As a result of the analysis, it was classified into 4 subgroups with similar longitudinal change trajectories of mathematics academic achievement, and the characteristics of the mathematics subject, which emphasize systematicity, appeared. Furthermore, higher mathematics academic achievement was associated with higher self-determination and higher academic motivation. And as the grade level increases, amotivation increases and self-determination decreases. This study suggests that teaching and learning support using this is necessary because the level of learning motivation according to self-determination is different depending on the level of mathematics academic achievement reflecting the characteristics of the student.

• Journal of the Korean School Mathematics Society
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• v.7 no.1
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• pp.121-138
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• 2004

For the efficient application of curriculum discretion activity, I developed the program, 'Let's go together', so that curriculum discretion activity can be applied in the classroom. The program consists of several experiences, which are <Man to man paired study>, <the learning materials for Mathematics in our lives>, <the cooperative study in the class> and <the variety experiences about Mathematics>. This study shows the following results: First, T-test about the students' learning attitude and interest in Mathematics, there was dramatic change in students' desire, interest and attitude for mathematics learning. Second, as the role of Baewomi & Dowomi in 'Man to man paired study', Baewomi & Dowomi provided students with confidence of mathematics learning. We were able to ensure this fact from students' essay after the class. Third, teachers found that the number of students who had positive attitude with Self-directed study increased. And students tried to solve mathematical problems by themselves and the time using self-directed learning experience was also increased. This study suggests that there needs more development for learning materials for mathematics in our lives.

• Research in Mathematical Education
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• v.12 no.3
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• pp.235-249
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• 2008

The paper used the quantitative method to compare Chinese students' and teachers' mathematics related beliefs, including beliefs about mathematics, mathematics teaching and learning. The result indicated that there are some differences between their beliefs. Based on the results, we give some recommendations.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.29-48
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• 2002

The purpose of this paper is to investigate the transfer in mathematics learning, especially focussing on arithmetic and algebra. There are many obstacles at the stage of transfer in learning. In the case of mathematics, each learning contents are definitely categorized by the learning level, therefore these obstacles are more happened than other subjects. First of all, this paper investigates the historical transfer from arithmetic to algebra by Sfard's perspectives. And we define prealgebra as the stage between arithmetic and algebra, which may be revised obstacles or misconceptions happened in the early algebra learning. Also, this paper discusses various obstacles and concrete examples happened in the transfer from arithmetic to algebra. To advance the understanding in the learning of algebra, we consider the core contents of the algebra learning which should be stressed at the prealgebra stage. Finally we present the teaching units of (pre)algebra which are sequenced from the variable concepts to equations.

• School Mathematics
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• v.7 no.3
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• pp.253-268
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• 2005

It is important that students have the ability to prepare, practice, and reflect their mathematics learning. This study defines the self-directed learning ability based on Vygotsky. We consider the components of self-directed learning in aspects of motivation, learning strategy, and metacognition, and analyse 10 factors of self-directed learning ability Thus we develop the self-directed mathematics learning test, which is tested by factor analysis.

• East Asian mathematical journal
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• v.38 no.4
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• pp.497-516
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• 2022

In this study, we tried to devise a method to activate meta-affect in the aspect of supporting mathematics teaching and learning according to the need to find specific strategies and teaching and learning methods to activate learners' meta-affect in mathematics subjects, which are highly influenced by psychological factors. To this end, the definitional and conceptual elements of meta-affect which are the basis of this study, were identified from previous studies. Reflecting these factors, a teaching and learning model that activates meta-affect was devised, and a meta-affect activation strategy applied in the model was constructed. The mathematics teaching and learning model that activates meta-affect developed in this study was refined by verifying its suitability and convenience in the field through expert advice and application of actual mathematics classes. The developed model is meaningful in that it proposed a variety of practical teaching and learning methods that activate the meta-affect of learners in a mathematical learning situation.