• The Mathematical Education
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• v.49 no.3
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• pp.353-373
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• 2010

This research was to help slow learners to be motivated and to make their outcome productive, using GSP based on the mathematization theory for learning mathematics, as a way of encouraging the learner-centered approach. With 2 of the second graders in a high school, who had not yet understood trigonometric functions in their first grade period, 7 units of lesson plans were designed for the research. The results showed that first, understanding real life contexts and analyzing properties by observation, and experiment using GSP, to build the concept of trigonometric functions could be a foothold on which learner's organization and outcome from a horizontal mathematization led to vertical mathematization. Despite the delay during the level-up-stage for a while, the learners could attain the vertical mathematization stage and moreover the applicative mathematization through effective use of GSP and the interaction between the learners or a teacher and the learners. Second, using GSP was a vertical tool of connecting horizontal mathematization with vertical mathematization in forming the concept of trigonometric functions and its meaning could be understood by their verbalizing and presenting the outcomes through their active performance. Using GSP is helpful for slow learners to overcome learning difficulties, based on the instructional materials designed by Realistic Mathematics Education.

• The Mathematical Education
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• v.40 no.2
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• pp.195-215
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• 2001

The purpose of this paper is to present a specific set of home teaching methods in hopes to prevent slow learner of the elementary mathematics. This paper deals with the number and operations, one of five topics in the elementary mathematics A survey of two hundred elementary school teachers was made to see the teacher's opinions of the role of home studying and to concretize the contents of the research topics. There were asked which is the most essential contents for the concrete loaming and which is the most difficult monad that might cause slow leaner. And those were found to be; counting, and arithmetic operations(addition and subtraction) of one or two-digit numbers and multiplication and their concepts representations and operations(addition and subtraction) of fractions. The home teaching methods are based on the situated learning about problem solving in real life situations and on the active teaming which induces children's participation in the process of teaching and learning. Those activities in teaching each contents are designed to deal with real objects and situations. Most teaching methods are presented in the order of school curriculum. To teach the concepts of numbers and the place value, useful activities using manipulative materials (Base ten blocks, Unifix, etc.) or real objects are also proposed. Natural number's operations such as addition, subtraction and multiplication are subdivided into small steps depending upon current curriculum, then for understanding of operational meaning and generalization, games and activities related to the calculation of changes are suggested. For fractions, this paper suggest 10 learning steps, say equivalent partition, fractional pattern, fractional size, relationship between the mixed fractions and the improper fraction, identifying fractions on the number line, 1 as a unit, discrete view point of fractions, comparison of fractional sizes, addition and subtraction, quantitative concepts. This research basically centers on the informal activities of kids under the real-life situation because such experiences are believed to be useful to prevent slow learner. All activities and learnings in this paper assume children's active participation and we believe that such active and informal learning would be more effective for learning transfer and generalization.

• Journal for History of Mathematics
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• v.22 no.1
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• pp.89-110
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• 2009

This paper observed the effect of CAS calculator usage while studying algebra on the achievement of low-achievement students. Participants were composed of 70 low-achievement tenth grade students from a high school located in a metropolitan city. That had never used a mathematics educational calculator before. Target participants were divided into two groups: an experiment group that studied activity papers with the aid of a CAS calculator, and a control group that studied the same activity papers using only paper-and-pencil. The content of the activity papers for the two groups was the same, but the structure differed. Content consisted of numbers and operations, equations and inequalities(character and expressions), and functions. Students in the experiment group exhibited matacognition learning using a CAS calculator. The two groups completed mathematics achievement tests both before and after the activity papers. Therefore, ANCOVA analysis results showed that compared to the pretest, results of the experiment group improved considerably more than the control group.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.163-182
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• 2013

The purpose of this study is an analysis on the 3rd graders' achievement in the elementary school. For this purpose, this study, first, analysed on the 3rd graders' achievement like the ratios of the achievement levels for whole students, sexual students, and regional students. Second, this study analysed the 3rd graders' assessment results like the total averages, averages for the contents area, sexual students, and regional students. Third, this study analysed students' special responses on the items.

• Journal of The Korean Association of Information Education
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• v.12 no.3
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• pp.275-282
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• 2008

If a learner should fail to complete previous courses before moving on to the next level will face difficulty keeping up with it. Such personal tuition for those having trouble coping with their class is an issue that needs urgent addressing, which cannot be a burden only to teachers, this study has been conducted to sought for a solution. This study has developed and put into application a web based analyzing system to assess the area of deficit in students followed by obliterating accumulated learning deficits to impart assistance for their study. The subject of the study comprised of ten students from a school where the researcher is on duty and the field of assessment with the analyzing system were numbers and calculations. As a result, we could find out its efficiency in elevating their capability and interest in learning, which was proven to be statistically significant using ANOVA.