• Communications of Mathematical Education
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• v.24 no.3
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• pp.563-585
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• 2010

The major goals of this study are to find the factors that enhance self-directed math learning in college math classes and to provide the students with the opportunities to check and develop their self-directed math learning attitude. For these research goals, we prepared the questionnaires that asked about their learning motivations, basic learning ability, self-discipline strategies, and self-directed learning strategies. Another purpose of the questionnaires was to give them the chances to check and improve their attitude toward those learning strategies, motivation and ability. From the research results, we find that the important factors for self-directed learning are internal & external motivations, concentration ability, and the goal-setting and plan-making abilities. In addition, concentration ability, good habit, stress-control, recognition of math value, and self-directing ability are found to be necessary for the desirable learning environment. On the other hand, we find that the ability to perform note-taking, class preparation and review, time-control, and test-control is required for the selection and practice of self-fitting learning strategies. Finally, we provided our own self-directed math learning model. Our model, containing the necessary factors for self-directed math learning, is the revised and modified one of Knowles(1975)'s 5 stage self-directed learning model that comprises diagnosis of learning desire, setting learning goals, grasping human&material resources, selection and practice of proper learning strategies, and evaluation of learning results.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.117-129
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• 2000

The purpose of this research consists in understanding how the effects of Teaching Method by Questions on the achievement ability of math study and learning attitude are in the aspect of teaching and learning procedure, compared with those of the traditional teaching way. To attain the purpose, the research questions have been set up as follows: ［Research Question 1］ How to make a teaching plan of effective Learning by Questions\ulcorner ［Research Question 2］ Can Learning by Questions bring about a meaningful difference between two groups (experimental group and comparative group) in the aspect of the achievement ability of math study\ulcorner ［Research Question 3］ Can Learning by Questions change the Learning attitude of the students positively\ulcorner The outcome is as follows: First, it shows that the experimental group with Learning by Questions have marked more significant difference than the comparative group in the aspect of the achievement ability of math study. That is, Learning by Questions has a positive effect on the achievement ability of math study. Second, the experimental group with Learning by Questions have brought about more positive learning attitude than the comparative group without Learning by Questions.

• The Mathematical Education
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• v.39 no.2
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• pp.101-125
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• 2000

Since the 1980\`s metacognition has been one of the core subjects in the studies on mathematical education, the purpose of this study is to examine and analyze the mathematical creativity, problem-solving ability, and beliefs of math of middle school using the metacognition learning method. The results of this study is as follows; the first, we found that the metacognition learning methods were more effective method than classic method to improve the creativity and the problem-solving ability in math.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.79-91
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• 1999

The aim of this study focused on student-centered learning not teacher-centered teaching in middle school math classes. This study was performed to check the growth of students' problem-solving abilities, learning attitudes and changes in learning motivation among affective characteristics. The results of this study is as followings: 1) The controlled group a heterogeneous group which had classes in a math room, had more meaningful growth than the uncontrolled group. The results of the study show that the problem-solving abilities of the high-leveled group were better than those of the low-leveled group. 2) The controlled group has shown meaningful difference in their mean in learning aptitude test and attitude test converted their score into 100 points than uncontrolled group, and various kinds of learning materials suitable for problem solving are proved as a good learning factor to induce students' motivation and interest. 3) Students prefer to have classes in a math room to the small-sized and large-numbered classrooms. The atmosphere in a math room is more suitable to improving their problem-solving abilities. In this context, the classes performed in a math room are fairly positive. Consequently, students' leveled learning activities performed in a math room can get their learning motivation and attention from those who are lack of interest and think math is difficult and be effective to increase their problem-solving abilities as a learning method for acquiring the whole course of solving the problems.

• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.165-174
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• 1998

This is the study on a teaching method for improving problem-solving ability in mathematics. If this method is performed step by step in solving problems, learners can approach problems in a variety of ways. This step-by-step teaching method will create some changes among learners. The purpose of this experiment was to determine what effects resulted from this method, especially which effects arose in the affective areas of learning math. For the experiment, learning materials were divided into 73 parts. And the subjects, who are low-leveled and have negative attitudes towards mathematics, were divided into two groups. One group was exposed to this method for four months (treatment group), and the other group(control group) was not. According to the result, though there were few changes, the treatment group came to be more interested in math than before and also negative attitudes towards math were reduced gradually, as compared with the control group. In this study, three factors were investigated: interest in math, attitudes toward math, and learning -achievement in math. Significant changes were found in two factors: interest in math and learning-achievement in math. No significant changes were found in the area of attitudes towards math. In conclusion, if this method is adopted and performed regularly, it is likely that the problem-solving skills will be improved and the negative attitudes towards math will be reduced.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.511-533
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• 2022

The purpose of this study is to develop a learning coaching model suitable for the mathematics subject by reflecting the characteristics of the mathematics subject and the mathematics teaching/learning process in the CARE learning coaching model that supports students' self-directed learning. The mathematics learning coaching model developed in this study is a 'step' and 'element' to apply coaching, and a 'strategy' for carrying out it. Mathematics learning coaching model evaluated rapport, trust, state management, and math pre-test as elements of 'creating a comfortable atmosphere', and problem recognition, hypercognition, restructuring, initiative, and math learning ability as elements of 'improving perception'. Self-efficacy, learning readiness, confirmation (feedback) as elements of the 'reawakening of learning immersion' stage, voluntary motivation and success experiences as elements of the 'empowerment' stage, and various math learning strategies to perform each element presented. The math learning coaching model can be used to help math teachers motivate students to learn and help students solve their own problems.

• Journal of the Korea Convergence Society
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• v.8 no.6
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• pp.209-218
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• 2017

Flipped Learning is being suggested which is well known as a teaching method which lets students learn the contents they will learn in advance through the advance online video and have a discussion through the team interaction in the main class for them to solve the assignment through the cooperation in a self-initiated way. Therefore, this study was intended to confirm if the flipped learning class could improve the students' learning ability and raising the interest in math by complementing the problem on the lecture-type class by applying the flipped learning class to the college basic math subject. As a result, in the unit test result, the average score of the experimental group was more than 20 higher than one of the control group indicating that Flipped Learning had a great effect on improving the learning ability, and as for the introspection journal analysis, many subjects from the experimental group showed the positive attitude toward math they felt difficult unlike ones from control group indicating that it was effective in improving the interest level.

• The Journal of the Korea Contents Association
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• v.16 no.6
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• pp.1-8
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• 2016

Strengthening self-directed learning ability is established as one of the goals of gifted education in Korea. In addition, it should be noted that self-directed learning can be realized in variety of ways as favorable conditions and environments are fostered to provide gifted education utilizing program. in the recent days. But, gifted learning programs for programming are programmed for information gifted student. Therefore, we have analyzed in this study the effects of improvement on self-directed learning ability of mathematically gifted student through class utilizing app inventor program for self-directed learning ability. Built up from the 4th and 5th grade to elementary math one class for gifted children complete by making math quiz, we use the app inventor to activity. The result of experiment showed very significant difference in the post-survey to less than .002 in the pre-survey in terms of three domains, which are intrinsic motivation, the openness of learning opportunities and autonomy which corresponds to sub-elements of self-directed learning ability. We could verify from the result of the study that mathematically gifted student learning program utilizing app development activity have positive effects on self-directed learning ability of mathematically gifted students.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.723-743
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• 2015

In this research, The objective of the present study was to develop a preliminary diagnostic worksheet for use in consultations for learning mathematics. In order to achieve this, the worksheet was constructed with questions designed to assess the students. Through standardization, diagnostic worksheets for primary school students in grades 5 and 6 and secondary school students in grades 7 and 8 were produced. The diagnostic worksheet was divided into three sections, consisting of the psychology of learning mathematics in section 1, the methodology in learning mathematics in section 2, and personal preferences in learning mathematics in section 3. The psychology of learning mathematics was composed of questions on factors such as, "confidence in math learning ability," "math anxiety," and "attitude in learning mathematics." Moreover, factors in methodology in learning mathematics were "self-management in learning mathematics" and "math learning strategies." Those for personal preferences in learning mathematics asked about "motivation" and "preferences" with questions about "math learning habits" and "management methods for learning math." This diagnostic worksheet can be used as basic material in consulting students on learning mathematics.

• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.73-92
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• 2014

This study was performed in part with the task to find measures to improve the defining characteristics of feelings, value, interest, self-efficacy, and others aspects in regards to learning math among elementary and middle school students. For this study, it was essential to understand the appropriate questions that are needed to be asked during a consultation at a math clinic, for students that are having a hard time learning math. As a method for performing this study, the content of scheduled counseling over 2 years from a math clinic were collected and the questions that were given and taken were analyzed in order to figure out the types of questions needed in order to effectively examine students that are facing difficulty with learning math. The analysis was performed using Grounded theory analysis by Strauss & Corbin(1998) and went through the process of open coding, axial coding, and selective coding. For the paradigm in the categorical analysis stage, 'attitude towards learning math' was set as the casual condition, 'feelings towards learning math' was set as the contextual condition, 'confidence in one's ability to learn math' was set as the phenomenon, 'individual tendencies when learning math' was set as the intervening condition, 'self-management of learning math' was set as the action/interaction strategy, and 'method of learning' was set as the consequence. Through this, the questions that appeared during counseling were linked into categories and subcategories. Through this process, 81 concepts were deducted, which were grouped into 31 categories. I believe that this data can be used as grounded theory for standardization of consultation in clinics.