• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.55-75
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• 2001

The purpose of this paper is to find out the full extent of abilities of elementary students on area of operations and the effects on student's affective domain toward mathematics, after providing 3rd grade students with Skemp's play activities instead of providing activities suggested in the textbook of 7th curriculum. For this study, we will first analyse new elementary mathematics curriculum of 3rd grade and then explore mathematical factors for play activities related to operational sections. The play activities are revised from that of Skemp's for our classroom circumstances, but the ideas included from Skemp's such as thinking aloud were not changed. The experimental group while consists of 39 students were taught Skemp's play activities instead of usual textbook activities for 30 hours for the second term. In all other area, both the experimental group and the comparative group were taught the same contents. Statistical data is as follows 1) In addition and subtraction, the experimental group had 5.6% higher score than the comparative's, but the difference of mean of the both groups is not significant within 5% level. 2) In multiplication and division, the experimental group had 7.8% higher score than the comparative's and also the difference of mean of the beth within 5% level is significant. 3) When measured the effects in affective domain, the interests, attitude, and values for mathematics had about 10% higher score after the experiment than before the experiment. So we conclude that Skemp's activities are more effective than the activities suggested in the textbook on the area of operations, especially in multiplication and division.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.211-230
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• 2009

The purpose of this study was to investigate the effects of using the play with multiplication activities based on Skemp's theory for mathematics achievements and attitudes toward mathematics of elementary school students. For this study, we rearranged Skemp's play activities according to our curriculum in the area of multiplication and applied them to the 2nd grade classes of an elementary school. The plays with multiplication activities were applied to the experimental group while traditional teaching method was used with the current mathematics textbook for the comparative group. We obtained the following conclusions: First, in terms of mathematics achievement, the experimental group who used the plays with multiplication activities based on Skemp's theory didn't show significant difference with the comparative group. Second, it proved that the plays with multiplication activities based on Skemp's theory was more effective for lower level of students than the higher level of students. Third, the plays with multiplication activities based on Skemp's theory have positive effects on improving students' attitudes toward mathematics. We need to use the plays with multiplication activities based on Skemp's theory in the classrooms and find problems with the applying the activities. In addition, we need to develop a more various activities based on Skemp's theory for a better teaching.

• Journal of The Korean Association of Information Education
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• v.14 no.4
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• pp.517-525
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• 2010

Because the existing Skemp's play activities learning has only been done on the offline, the hassles of learning paper production, the understanding of achievement levels, and the difficulty of feedback and compensation have been pointed out as a serious problem. Therefore, the aim of this study is to develop web-based learning tool applied the Skemp's play activities for elementary school students who learn mathematical skills easily in the web environment. To demonstrate the effectiveness of implemented web-based learning tool, we have analyzed questionnaire survey conducted for academic achievement of the third grade elementary school students. The analysis results show that for improving the ability of multiplication and division operation, the learning using web-based tool applied the Skemp's play activities is more effective than the learning based on the existing educational process and the result is statistically significant at the 5% significance level.

• Journal of Elementary Mathematics Education in Korea
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• v.2 no.1
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• pp.1-14
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• 1998

Nowadays there are presented various educational methods based on Constructivism which is regarded as newest epistemological paradigm about Knowledge and knowing, but none which is dramatically new. The educational methods proposed by the advocates of Constructivism are already put in practice by the teachers that are interested. Following this, we will interpret R. Skemp's theory about educational methods based on Constructivism. Here we will introduce various play activities for building number concepts.