• Journal of Elementary Mathematics Education in Korea
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• v.6 no.1
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• pp.23-40
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• 2002

Historically, the use of algorithms has been emphasized in the mathematics curriculum at the elementary school mathematics. The current reform movement in our country are seemed to emphasize the importance of algorithms in favor of problem-solving approaches, the conceptualization of mathematical processes and applications of mathematics in real world situations. Recently, children may come to school with a fairly well-developed attitude about mathematics and mathematical ideas. That is, they do not come to school and to learning mathematics with a clean slate. Because they have already formed some partial mathematical concepts in a wide variety of contexts. Many kindergarten children have attended pre-school programs where they played with blocks, made patterns, and started adding and subtracting. It seems that there are psychological change attitudes of the children in upper grades toward learning mathematics. In our elementary school mathematics, almost every student are still math anxious or have developed math anxiety because of paper-pencil test. In these views, this paper is devoted to introduce and apply to second grade students in ND-elementary school in Taegu City the new method for learning addition and subtraction so called ‘Mrs Weill's Hill’, which is believed as a suitable method for children with mathematical teaming disabilities and Math anxiety.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.199-213
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• 2011

The factors contributing to learning can be broadly classified into four different groups; Learner's characteristic variable, Instructor's characteristic variable, Learning task characteristic variable and environmental characteristic variable. And the first thing we need to do here is understanding of learner's characteristics among those factors in order to devise a plan for education. Accordingly, the purpose of this study is to find out what impact the affective traits (self-concept learning habits learning attitude), one of the learner's features, have on the mathematics-learning achievement and to seek for a good teaching method with reference to elementary school students' learning accomplishments and attitudes. For this, a questionnaire survey was conducted of 78 students of two fifth-grade classes in an elementary school located in South Chungcheong Province in this study. In consequence, it has been shown that the mathematics-learning achievement has the greatest relevance to the self-concept in connection with mathematics followed by the self-concept in connection with learning, the learning habits relating to mathematics, the attitude towards mathematics, the learning habits concerning studies and the attitude towards learning.

• Journal of Educational Research in Mathematics
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• v.25 no.1
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• pp.113-137
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• 2015

The objective of the present study is to systematically examine the effects of on the cognitive and affective domains of elementary, middle, and high school students by conducting a meta-analysis. To this end, this study selected 31 research papers that had analyzed the effects of applying, and performed a meta-analysis of the findings presented in each research paper. The results obtained from the meta-analysis are presented as follows. First, both the collaborative learning program and the peer tutoring program for underachieving students in math manifested an above average size of effect in the cognitive domain. In particular, the effect was the greatest at the elementary school level, and out of the two programs, peer tutoring was identified to have a sizable effect. Second, both programs displayed an above average size of effect in the affective domain, and peer tutoring was identified to have a higher effect than collaborative learning. In addition, when the programs were compared based on school levels, the size of effect was highest at the elementary school level followed by middle school and high school, in that order. When compared based on the criteria of the affective domain, self-efficacy in math, learners' attitude toward math, and learners' interest in math were identified to. Finally, this study presented suggestions for teaching underachieving students in math and conducting follow-up studies based on the analysis results.

• Journal of the Korean School Mathematics Society
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• v.8 no.2
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• pp.145-165
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• 2005

The present study was investigate the effects of grouping method on mathematical achievement and attitude toward mathematics. The result of this study are as following. Referring to the improvement of mathematics achievement, TL-LS group I and II turns out to be more efficient than the normal learning groupIII(p<.05), there found no significant differ between TL-LS group I and II (p>.05). As for the level of mathematics achievement, TL-LS group II show more efficient than the normal learning groupIII at a medium and low level(p<.05), and TL-LS group I show more efficient than the normal learning groupIII at a low level(p>.05). As for the attitude toward mathematics, TL-LS group I and II turns out to be more efficient than the normal learning groupIII(p<.05), there found no significant differ between TL-LS group I and II (p>.05).

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.18 no.1
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• pp.58-65
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• 2007

Objectives : Motivational factor is a unique contributor to the typically poor academic performance of children with ADHD. However, few study has directly intervened learning motivation in children with ADHD. We conducted this study to explore the direct effects of the learning motivation improvement program applied to children with ADHD. Method The program was designed in order to increase an interest-inducing educational intervention, an academic skills integration, a basic learning activity (reading, writing, and math), and children's self-esteem. We conducted the program twice a week (total 10 sessions) and assessed learning motivation, teaming attitude, self-esteem, academic performance, and problem behaviors of participating children. Results : After the program, teachers reported improvement in teaming motivation. In addition, parents notified sisnificant reduction of problem behaviors. Children reported improvement in a few domains of teaming motivation and learning attitude. Conclusion : While loaming motivation is regarded as an important factor in education, there have been few studies considering this issue in both educational and psychiatric fields. The teaming motivation improvement would be needed in both field in order to reduce the deficits in academic performance in children with ADHD.

• The Journal of the Korea Contents Association
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• v.8 no.7
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• pp.103-111
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• 2008

There have been a few mathematic education programs that based on operating activity considering cognitive development level of elementary student, although we can find a variety of computer-aided mathematic teaching methods for elementary school. The purpose of this paper was to examine the effect of mathematical program based on operating activity developed as teaching materials in plain figures. As results of the post-achievement test and attitude test, it was found that the math program has been improved the achievement positively. By a result that inspects mathematical learning attitude of the experiment group, it was found that variable factors such as interest, confidence, self-learning were changed significantly more important in statistics.

• Education of Primary School Mathematics
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• v.18 no.1
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• pp.31-44
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• 2015

This study aims to test effect of transfer learning program rather than students' transfer ability. For these purpose, firstly this study design transfer learning program to apply from 'rate concept' in learning math class to 'velocity concept' in science class. Subsequently, this study is to analyze whether this program affect on 'the rate concept understanding' and 'the mathematics learning attitude'. Followings are the findings from this study. First, transfer learning program affect on improving students' rate concept understanding. Moreover, 17 among 35 students' who stay in 'ratio level' move to 'internalized ratio level'. Second, besides transfer learning program is not only cause to change students' learning attitude, this program impact on changing their learning attitude positively. The study has an important implications in that it designed new learning program that students experience transfer and test its effect.

• East Asian mathematical journal
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• v.34 no.4
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• pp.339-358
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• 2018

There has been researches for effective education. Among them, many researchers are striving to apply Zone of Proximal Development of Vygotsky which is emphasizing the social interaction in the field of teaching and learning. Researchers usually research based on individual or small group of students. However the math class in school relies on system that one teacher teach many students in reality. So this research will look for the effect that the teaching and learning program based on Zone of Proximal Development of Vygotsky by designing the teaching and learning program which is based on scaffolding structuring to overcome the zone of proximal development in many-students class. The results of this research are as follows: First, the studying program considered the theory of Vygotsky has a positive effect on improving the mathematical achievement of elementary student. Second, the studying program considered the theory of Vygotsky has a positive effect on improving the student's studying attitude upon mathematics.

• Journal of the Korean School Mathematics Society
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• v.3 no.2
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• pp.133-154
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• 2000

The purpose of this study is to analyze theoretically suggested performance test and find out the actual conditions is math class at high schools and to suggest some devices for improvement for the various problems. To achieve this goal of study, I applied a performance test to the first graders of high school for one semester, and analyzed various phenomena which appeared during its practice. I made several questionnaire based on the materials of an academic seminar, "Several questions and devices for the improvement on mathematics performance test" And through the analysis, I pointed several problems of the performance test and proposed alternative plans. Several practical alternatives can be suggested for the problems appeared in the operation of performance test. The most important thing than any other technical solution in teachers′ diverse endeavor and enthusiastic research attitude to overcome the difficulties. Teachers′ spontaneousness is the foundation to enhance their own specialty and eradicate the propriety of the performance test.

• The Mathematical Education
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• v.47 no.4
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• pp.405-419
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• 2008

The purpose of this study is to find oui the effects of teaching mathematical concepts by designing and applying teaching and learning programs that takes into consideration the students' strong intelligence, through the teaching and learning strategies based on the multiple intelligences theory. For this study, developmental and experimental research was conducted. In the developmental research part of the study, teaching and learning programs for teaching the concept of multiplication were designed and the activities based on the multiple intelligences were chosen. On the other hand, in the experimental research part, the data acquired from the application of nonequivalent control group pretest-posttest design in the actual classes was processed and analyzed. The results above indicate that the teaching and learning program based on the multiple intelligences theory improved the students' overall understanding of mathematical concepts by providing various types of activities. In addition, this program helped students to increase their confidence and generate a positive attitude towards learning math.