• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.615-631
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• 2010

Exercise is still an important method for mathematics learning and teaching, but there is only a few researches which involve the effectiveness of exercise in mathematics learning. This study is designed for giving some implications to researchers who are interested in developing mathematics exercise books for low achievers with respect to effectiveness. For this, 'Suhak-Ikhimchaek', the Korean elementary mathematics workbook, is chosen and in particular, 'multiplication number fact', one of the units of the book, is analyzed with the following respects: achievement levels of learners, arrays of exercise, the amounts and period of exercise, exercise type. Finally, this study proposes composing principles for developing exercise books for low achievers in mathematics.

• School Mathematics
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• v.6 no.4
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• pp.373-388
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• 2004

This paper is to develop teaching procedures of low achievers in mathematics by using mindmaps. For this, we firstly set the teaching process on basis of literature research. And then we choose four subjects who had serious problems of both memory and mathematics achievement. we also choose the several topics of geometry and measure which could be a big burden of memory as stuff for mindmap activities. The results led us to that using mindmap activities in learning and teaching mathematics could effect on that kind of students' mathematical achievement and mathematical attitude as well as retention of mathematical concepts. It implied that we could develop individual programs for students who have different problems in learning mathematics.

• The Mathematical Education
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• v.56 no.2
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• pp.161-175
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• 2017

The purpose of this study is to compare and analyze the impact on low-achievers in mathematics who studied mathematics using Blended e-learning and Personalized system of instruction after school. Blended e-learning is defined as the management of e-learning using the e-study run by the education office in local. Personalized system of instruction was proceeded as follows; (1) all students are given a syllabicated learning task and a study guide, (2) students study the material autonomously according to their own pace for a certain period of time, (3) the teacher strengthens the students' motivation through grading and feedback after students study a subject and solve the evaluation problem. The learning materials for Personalized system of instruction are re-edited the offline education contents provided by the blended e-learning to the level of students. The 118 $7^{th}$ grade students from the D middle school participated in this study. The results were verified by achievement tests before and after the study, as well as survey regarding their attitude toward mathematics. The results are as follows. First, Blended e-learning has more positive impacts than Personalized system of instruction in mathematics achievement. Second, there was no difference in mathematics achievement according to their self-directed learning between Blended e-learning and Personalized system of instruction. Third, both types utilizing Blended e-learning and Personalized system of instruction have positive effect on attitude toward mathematics, and there is not their difference between two methods of teaching and learning mathematics.

• Journal of The Korean Association of Information Education
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• v.17 no.1
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• pp.9-21
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• 2013

The purpose of this paper is to develop and implement a mobile application system to improve arithmetical operations for low achievers. The proposed system has the following characteristics. First, the system provides individual study for low achievers based on their different study levels. Second, instant feedback can be provided to students for maintaining study motivation. Third, the system enables students to study arithmetical operations in persistent and repetitive manner. This is due to that, in the literature, arithmetical operation capacity can be increased by persistent and repetitive practices. The proposed system is applied to mathematics low achievers and the following results are obtained. First, interests and intrinsic motivation are increased through use of the proposed system. Second, arithmetical operation speed is increased. Also, accuracy of arithmetical operation is improved. Thus, it is concluded that arithmetical operation capacity of low achievers is improved using the proposed system.

• School Mathematics
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• v.12 no.2
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• pp.137-150
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• 2010

This study has planned to understand the counting ability of mathematical low achievers(MLAs) in low grades of elementary school. For this, four MLAs of second graders were chosen as a experimental group and four MLAs of fourth graders and two mid-achievers of second grades were chosen as a comparison group. Every students were individually interviewed and their data were analyzed with three respects: accuracy, speed, efficiency. The results are the following three. First, the experimental group is still not used to counting. They counted slowly, made many mistakes and errors, and used inefficient strategies during counting. Second, It is hard to expect natural improvement of their counting performance as growing up. Finally, the explicit correlation between counting ability and arithmetic ability is not drown in this study, but the possibility still remains. These results tell us that we need to stress counting activity to MLAs when they are low graders.

• The Mathematical Education
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• v.49 no.4
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• pp.463-488
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• 2010

The purpose of this study was providing implications in teaching and learning activities to vitalize mathematical communication and to raise positive attitudes about mathematics. We analyzed mathematical communication, disposition and attitudes of the students who had lower mathematical achievement rather than that of Korean language in class using reading materials and strategies. We found that teaching-learning activities using the reading materials and strategies let the low achievers in mathematics communicate more about mathematical notions and problem-solving process actively. The activities triggered interests and attention of mathematics and self-study. In addition, the lessons with reading materials and strategies aroused confidence, will and responsibility to mathematics learning to the students. They made the learners notice mathematics' values and roles and gave the opportunity of reflection about students' learning processes. As a result, the teaching-learning using reading materials and strategies should be developed and accomplished actively in classroom to turn mathematical inclination and attitudes of the students who had had negative inclination and attitudes to mathematics into those of positive and to vitalize mathematical communication to the lower achievers in mathematics.

• Research in Mathematical Education
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• v.1 no.2
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• pp.117-125
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• 1997

Many primary school children struggle with mathematics and have low self-esteem in their own abilities. They know that the subject is important but they cannot cope, get left behind in their work and begin to hate mathematics. This paper reports the efforts to encourage and help a group of seventeen low achievers in mathematics prepare for their "primary six" public examination. The children were lacking in many thinking skills, but with encouragement, guidance and practice, thirteen of them (76.5%) showed improvements in their mathematical thinking and passed this important examination. This paper discusses these children's thinking in mathematics and how improvements were made.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.251-262
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• 2006

This study investigates 628 high school students' math dislike tendencies by their math achievement levels. The findings show that, firstly, as the sample students' math achievement level decreases, the number of dislike factors increase. Secondly, students' math dislike factors are differentiated by their math achievement levels. Math high achievers show high math disliking tendency by teacher factor. Middle achievers show high math disliking tendency by complex application and relation factors. Low achievers show high math disliking tendency by comprehension factor. Finally the math disliking factors affecting the level of math achievement are influenced by schools and grades that students' attend. While math disliking factors such as comprehension factor, teacher factor, affection factor are generally present among sample schools, exceptionally JS high school students(high achieving students) are only affected by mentality factor. In addition, mentality factor affects the second grade students only. The implications of the study argue that students' math disliking tendencies could be systematically reduced by paying attention to such dependent variables students' achievement levels, grade, school characteristics, and independent variables including teacher, application, mentality, comprehension, and affection.

• The Mathematical Education
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• v.49 no.1
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• pp.67-83
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• 2010

The purpose of this study was to analyze the research trends of elementary mathematics education with regard to the topics, methods, subjects, and mathematical contents of such research. For this purpose, the papers published in domestic journals during the recent 5 years (2004-2009) were analyzed. A total of 383 papers from 8 professional journals were analyzed with the 4 criteria. First, the frequent research topics included instructional design and methods, learners' perspectives and abilities, and analysis of curriculum and textbooks in order. Second, qualitative research methodology was used twice as many as quantitative one. Whereas a survey was the most frequent quantitative research method, content analysis and case study were for qualitative methods. Third, research subjects included mainly typical students, specifically fifth and sixth graders. Papers dealing with lower graders or low-achievers as well as pre-service teachers were rare. Lastly, whereas the research on geometry as well as number and operations was active, that of measurement as well as probability and statistics was not. On the basis of these results, this paper includes several implications for the future research direction in elementary mathematics education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.5
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• pp.2063-2071
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• 2012

Mathematics is among the most important subjects in the middle school curriculum, yet the most hated subjects by students. The present study investigated the role of perceived executive functioning on the middle school student's mathematics achievement, after controlling for other psychological factors. Results showed that the students levels of executive functioning was predictive of their mathematics achievement test scores, even after motivational and attitude variables were controlled. The impact of the executive functioning was especially noticeable for the low achievers. On the other hand, for those whose scores were high, biological variables were the only significant predictors of their scores. The results of the present study imply that the intervention programs for improving mathematics achievement of middle school students should consider the different effect of cognitive and psychological factors on their achievements.