• The Mathematical Education
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• v.63 no.1
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• pp.1-18
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• 2024

This study aims to analyze low-performing high school students' difficulties in constructed response (CR) mathematics assessments and explore ways to use writing activities to support student learning. The participants took CR assessments, engaged in guided writing activities across 15 lessons, and provided responses to our interviews. The study identified 20 types of student difficulties, which were sorted into two main categories: "mathematical difficulties" and "CR difficulties." The difficult nature of mathematics as a school subject included a lack of understanding of mathematical concepts, students' difficulty with mathematical symbols and notations, and struggles with word problems. Challenges specific to CR assessments included students' difficulties arising from the testing conditions unlike those of multiple-choice items, and included issues related to constructing appropriate responses and psychological barriers. To address these challenges in CR assessments, the study conducted guided writing activities as an intervention, through which six themes were identified: (1) internalization of mathematical concepts, (2) mathematical thinking through relational understanding, (3) diverse problem-solving methods, (4) use of mathematical symbols, (5) reflective thinking, and (6) strategies to overcome psychological barriers.

• The Mathematical Education
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• v.63 no.3
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• pp.451-466
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• 2024

This study investigated elementary preservice teachers' conceptions of a generating line, an ambiguous concept in school mathematics. The preservice teachers' conceptions of a generating line can be classified into four types: (a) only cones have generating lines, (b) only cones and cylinders have generating lines, (c) solids of revolution have generating lines, (d) straight lines on the lateral surface are generating lines. 22.1% of all preservice teachers believed that only cones have generating lines, and most of them followed the definition of a generating line presented in elementary mathematics textbooks. The conception that only cones and cylinders have generating lines was the least investigated. However, since there were instances where generating lines were defined with the use of a director curve, it became important to explore topics more thoroughly, such as generating lines of a truncated cone. 27.9% of all preservice teachers believed that solids of revolution have generating lines. This conception was marked by differing opinions on whether spheres also have generating lines. The conception that straight lines on the lateral surface are generating lines was the most frequently investigated. This conception differs from the traditional view in school mathematics because it suggests using a director curve to define generating lines. Based on these analysis results, the researcher developed specific teaching methods that considered both subject matter knowledge and pedagogical content knowledge for preservice teachers. In addition, the researcher proposed a consensus definition of a generating line in mathematics education.

• Journal of the Korean Institute of Educational Facilities
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• v.19 no.1
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• pp.13-24
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• 2012

Recently, many middle and high schools are remodeling the buildings and facilities based on departmental system. This study, through analyzing on 10 remodeling cases of high school, is showing the variation before and after remodeling, space organization types, and the types of school management. This also gives us the information on the number of classrooms and teachers' rooms for each subject, the area and number of home base, and the current state of all these facilities. Furthermore, this study is comparing and analyzing the rate of use of specialized classrooms to the type of management. Through this analysis, we reach the following conclusions. l. However all the cases remodeled their buildings to implement departmental system, the methods of space composition, the numbers of the classrooms, and the status of home base are in various forms. 2. Taken as a whole, there are only few spaces used by departmental system. 3. The spaces for practical subjects such as Science and Art are inadequate than the ones for major subjects such as Languages and Mathematics. 4. A system to assign a room for a teacher records the lowest space usage rate. 5. The area of home base per one student is only $0.48m^2$, and even the area is mostly filled with lockers. The present condition of the 10 high schools which we surveyed shortly after remodeled shows that departmental system is not firmly settled down yet.

• The Journal of the Korea Contents Association
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• v.6 no.12
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• pp.192-200
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• 2006

With the appearance of the Internet and the development of the World Wide Web, web-based education has made individual and selective learning centered on students in cyberspace available at any time and anywhere. In this paper, we design and implement courseware for a web-based 4th-year elementary school mathematics course. In order to make it as student-centered as possible, the courseware adopted learning activities using various Flash animation and design methodology to enhance students' interest to complete all parts of the course. When we gave our WBI courseware to 4th-year elementary school students to use, their achievement in the subject was greater than a group who studied with the traditional course. The results of the question investigation of the experimental group showed a positive reaction and increased educational achievements in the fields of comprehension, interest, convenience and reflection on self-directed learning.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.971-987
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• 2015

This paper aims at analyzing SW club acitivities on the science core high school using information disclosure. Targeting 103 schools across the nation science core high schools, the factors influencing the SW Club was analyzed. And science core high school education plans, business plans and management reports were analyzed in SW club activities. It was the most influencing on the SW club in Creative-Experiential activities organization of computer courses. So computer curriculum reform is urgently needed. SW extra subject activities and funding was having a positive effect. Tuition reimbursement rates was having a negative effect. But academic achievement did not significantly affect. Therefore as many students as possible should be able to assist the SW extra subject activities. And it is required Programs and budget support that reflect the characteristics of local and school. Also, as science core high schools have STEAM education, science, mathematics and technology home economics teachers etc were leading the SW club activities by fusing the their curriculum and SW education. As these activities are consistent with the purpose of SW education, research should be more active autonomic consisting of various teachers.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.91-106
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• 2015

The purpose of this study were to develop a M-STEAM program for first grades in elementary school and investigate the effects of the program on their learning motivation for the math subject and creative personality. For those purpose, this study set the following research questions. Research Question 1 : How will a M-STEAM program be devised applicable to first grades in elementary school? Research Question 2 : What kind of effect does a M-STEAM program have on the learning motivation and creative personality of students? The findings were as follows: First, lesson contents were reorganized by keeping the Unit 3 in the second semester of first grade in the current math curriculum under the convergence theme of "Build an environment friendly future city" to which the STEAM elements were added. Developed program promoted mathematical thinking ability for problem solving in the process of operating the number of blocks. Through the M-STEAM program, convergence thinking was created from a new perspective by exerting creativity in such process. Second, the STEAM program had effects on the learning motivation and creative personality of first graders in math subject. The t-test results show that the STEAM program developed in this study increased the fun and interest of students, helped with their concentration, and promoted their understanding of mathematical concepts. Therefore the M-STEAM program had positive impacts on the learning motivation and creative personality of first graders in math learning.

• Journal of the Korean earth science society
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• v.34 no.5
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• pp.435-449
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• 2013

The purpose of this study was to investigate the difference of teachers' interaction with their students when teaching science in New York (NY) and in Korea. As part of the 2011 Korean International Teacher Fellows (KITF), supported by the Ministry of Education, Science and Technology (MEST) and the National Institute for International Education Development (NIIED), Korean science teachers observed, for six months, New York's science classes in terms of how teachers interact with their students and how students learn science during science instruction. The participants were 10 science teachers in five middle and high schools that taught Physics, Chemistry, Biology, Earth Science, and Environment Science in NY. The National Board for Professional Teaching Standards (NBPTS, 2003) and Instruction as Interaction (Cohen et al., 2003) were used as an instrument to identify each teacher's teaching and classroom interaction. Several characteristics of science classes in NY were revealed, which are different from Korean science classes. First, science teachers in NY dominantly put more focus on their subject of teaching during science interaction while, Korean science teachers not only teach science but also do counseling to students as a homeroom teacher. Second, science teachers in NY acknowledged the students' individuality and have positive experiences of professional development supported by their school and district more than Korean science teachers do. Third, science teachers in NY sometimes showed limited knowledge about the concepts of science and lack of collaboration with other science teachers. This characteristics may prevent the school from strengthening its subject program and keeping equity across the grade levels and courses.

• Journal of Service Research and Studies
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• v.6 no.2
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• pp.175-184
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• 2016

The educational computer game service, due to its entertainment role, is a very attractive tool for students to raise their interests in learning. Especially mathematics, the most difficult subject for many students, is one of the typical subjects in which the educational computer game service can be efficiently applied. Most of the previous game services is for single or two learners. And learner only have to simply submit a solution for the proposed math expression in the game. In this paper a multi-player game service based on TCP/IP socket programming technique is designed and implemented to join in the game for multiple learners. In addition, we design a game rule to improve learners' number sense by letting them arrange various ways to solve the problem. Finally, using the requirements of educational game service, we evaluate the proposed game service and its usability.

• 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.

• Journal of the Korean School Mathematics Society
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• v.13 no.3
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• pp.483-498
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• 2010

The purpose of this paper is to investigate the dispositions of university students' understanding and reasoning about rational number concept. For this, we surveyed for the subject groups of prospective math teachers(33), engineering major students(35), American engineering and science major students(28). The questionnaire consists of four problems related to understanding of rational number concept and three problems related to rational number operation reasoning. We asked multi-answers for the front four problem and the order of favorite algorithms for the back three problems. As a result, we found that university students don't understand exactly the facets of rational number and prefer the mechanic approaches rather than conceptual one. Furthermore, they reasoned illogically in many situations related to fraction, ratio, proportion, rational number and don't recognize exactly the connection between them, and confuse about rational number concept.