• Journal of Elementary Mathematics Education in Korea
• /
• v.19 no.2
• /
• pp.179-203
• /
• 2015

In this study, connections between the NURI curriculum for 5 years old children and the contents of teacher's manual books according to it and the contents of elementary 1st grade mathematics curriculum and textbooks was analyzed to find the implications that can help to link the two curricula in the development of kindergarten and elementary school mathematics curriculum. The five following implications could be obtained from the analysis. First, it is necessary to connect the contents of the NURI curriculum for 5 years old children which were completed in that curriculum like 'spatial relation'in geometric figure domain and 'data collection'in probability and statistics domain to the contents of the 1st grade curriculum. Second, in the case of the contents not connected between the NURI curriculum for 5 years old children and the contents of elementary 1st grade mathematics curriculum but connected between the NURI curriculum for 5 years old children and the contents of elementary 2nd ~6th grade mathematics curriculum, it is necessary to re-adjust the hierarchy based on one of the curricula. Third, it is necessary to check whether $\ll$K-teacher's manual book$\gg$ obey the NURI curriculum for 5 years old children or not. Fourth, it is necessary to review the related elements of the NURI curriculum for 5 years old children and elementary 2nd ~6th grade mathematics curriculum in [activity] in $\ll$K-teacher's manual book$\gg$. Fifth, it is necessary to handle the mathematics contents explicitly and systematically in [activity] in $\ll$K-teacher's manual book$\gg$.

• Journal of Elementary Mathematics Education in Korea
• /
• v.19 no.3
• /
• pp.289-304
• /
• 2015

In this study, connections between the NURI curriculum for 5 years old children and the contents of teacher's manual books according to it and the contents of elementary 1st grade mathematics curriculum and textbooks was analyzed to find the implications that can help to link the two curricula in the development of kindergarten and elementary school mathematics curriculum. The five following implications could be obtained from the analysis. First, it is necessary to connect the contents of the NURI curriculum for 5 years old children which were completed in that curriculum like 'spatial relation'in geometric figure domain and 'data collection'in probability and statistics domain to the contents of the 1st grade curriculum. Second, in the case of the contents not connected between the NURI curriculum for 5 years old children and the contents of elementary 1st grade mathematics curriculum but connected between the NURI curriculum for 5 years old children and the contents of elementary 2nd ~6th grade mathematics curriculum, it is necessary to re-adjust the hierarchy based on one of the curricula. Third, it is necessary to check whether $\ll$K-teacher's manual book$\gg$ obey the NURI curriculum for 5 years old children or not. Fourth, it is necessary to review the related elements of the NURI curriculum for 5 years old children and elementary 2nd ~6th grade mathematics curriculum in [activity] in $\ll$K-teacher's manual book$\gg$. Fifth, it is necessary to handle the mathematics contents explicitly and systematically in [activity] in $\ll$K-teacher's manual book$\gg$.

• Journal of Science Education
• /
• v.47 no.2
• /
• pp.211-224
• /
• 2023

The purpose of this study is to suggest how to investigate the reliability of the assessment, which consists of items generated by automatic item generation using empirical example data. To achieve this, we analyzed the illustrative assessment data by applying the multivariate generalizability theory, which can reflect the design of responding to different items for each student and multiple error sources in the assessment score. The result of the G-study showed that, in most designs, the student effect corresponding to the true score of the classical test theory was relatively large after residual effects. In addition, in the design where the content domain was fixed, the ranking of students did not change depending on the item types or items. Similarly, in the design where the item format was fixed, the difficulty showed little variation depending on the content domains. The result of the D-study indicated that the original assessment data achieved a sufficient level of reliability. It was also found that higher reliability than the original assessment data could be obtained by reducing the number of items in the content domains of operation, geometry, and probability and statistics, or by assigning higher weights to the domains of letters and formulas, and function. The efficient measurement conditions presented in this study are limited to the illustrative assessment data. However, the method applied in this study can be utilized to determine the reliability and to find efficient measurement conditions for the various assessment situations using automatic item generation based on measurement traits.

• Communications of Mathematical Education
• /
• v.24 no.1
• /
• pp.235-257
• /
• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.

• Journal of Educational Research in Mathematics
• /
• v.21 no.4
• /
• pp.327-344
• /
• 2011

This study is the first step for us toward improving high school students' capability of statistical inferences, such as obtaining and interpreting the confidence interval on the population mean that is currently learned in high school. We suggest 5 underlying concepts of 'discretion of contingency and inevitability', 'discretion of induction and deduction', 'likelihood principle', 'variability of a statistic' and 'statistical model', those are necessary to appreciate statistical inferences as a reliable arguing tools in spite of its occasional erroneous conclusions. We assume those 5 concepts above are to be gradually developing in their school periods and Korean mathematics textbooks of grades 1-12 were analyzed. Followings were found. For the right choice of solving methodology of the given problem, no elementary textbook but a few high school textbooks describe its difference between the contingent circumstance and the inevitable one. Formal definitions of population and sample are not introduced until high school grades, so that the developments of critical thoughts on the reliability of inductive reasoning could not be observed. On the contrary of it, strong emphasis lies on the calculation stuff of the sample data without any inference on the population prospective based upon the sample. Instead of the representative properties of a random sample, more emphasis lies on how to get a random sample. As a result of it, the fact that 'the random variability of the value of a statistic which is calculated from the sample ought to be inherited from the randomness of the sample' could neither be noticed nor be explained as well. No comparative descriptions on the statistical inferences against the mathematical(deductive) reasoning were found. Few explanations on the likelihood principle and its probabilistic applications in accordance with students' cognitive developmental growth were found. It was hard to find the explanation of a random variability of statistics and on the existence of its sampling distribution. It is worthwhile to explain it because, nevertheless obtaining the sampling distribution of a particular statistic, like a sample mean, is a very difficult job, mere noticing its existence may cause a drastic change of understanding in a statistical inference.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.9
• /
• pp.161-169
• /
• 2020

This study investigated the effects and relationships of various stress, school life adjustment and happiness factors among middle school and high school adolescents. The structural model group effects between boy and girl groups were also investigated. Data was employed from the 'Korean Children and Youth Well-Being Index Survey, 2018' while subjects of the analysis included 5,144 students. Based on the education statistics data, the sample was collected by probability proportional to size. Results utilizing structural equation modeling and multigroup analysis showed that first, school stress, friend stress, and look stress had significant effects on adolescent happiness. School life adjustment had positive significant effects on adolescents' happiness. Parent stress, money stress and school stress had significant effects on school life adjustment. Second, the mediating effect of school life adjustment between stress and happiness was significant with parent, school stress, and financial stress. Third, results of the multi-group analysis by level and gender showed that the structure was similar between boys and girls, with the only differences among mediating effects. Boys had significant mediating effects by school stress, and financial stress, while girls had significant mediating effects by school stress, financial stress, and parent stress. Finally, based on the results of the study, practice and policy implications were suggested to support the promotion of adolescents' happiness.

• Survey Research
• /
• v.11 no.2
• /
• pp.1-28
• /
• 2010

This paper reports the results of the 2009 Internet volunteer panel version of the social survey conducted by Statistics Korea (Korea National Statistical Office). Authors identify socio-psychological characteristics of Internet survey volunteers and present quantitative evaluation of the propensity adjustment weighting method intended to remove Internet sample bias. The nine criteria used for propensity adjustment were regions, urban/rural, gender, age, education, consumer satisfaction, views on income distribution, newspaper access and Internet news access. Propensity adjustment weighting based on the logit model and rim weights were applied to the online survey of 2,903 respondents using the face-to-face area sample data of 37,049 respondents as reference. A total of 106 items were used for evaluating the propensity adjustment weighting methods. The results showed that in 80% of survey items the propensity adjustment weighting yielded better estimates compared to simple demographic weighting. This suggests that Internet surveys by volunteer panels are useful for conducting the general social study in Korea. The reference survey data for this study contains several items on social-psychological behaviors and attitudes, is large in size and obtained by probability sampling. Thus it may be utilized in propensity adjustment of other Internet surveys.

• Journal of the Korean Applied Science and Technology
• /
• v.37 no.3
• /
• pp.594-603
• /
• 2020

The aim of this study was to investigate the issue in obese children with a high probability of leading to precocious puberty for they have more advanced skeletal maturation compared to normal children in order to contribute to the health of obese children by identifying the relationship between physique and physical fitness according to their skeletal maturation. A total of 243 obese children between the ages of 10-13 were enrolled as subjects, and the skeletal maturation, which symbolize indicators of biological maturation, were evaluated by using the TW3 method after hand-wrist radiographs, thus classified the skeletal maturation level into retarded group(n=70), normal group(n=128), and advanced group(n=45). A stadiometer and InBody 270 (Biospace, Korea) were used to measure 3 components in physique. A total of 7 components in physical fitness, which included muscular strength, muscular endurance, flexibility, power, cardiovascular endurance, balance, agility, were measured as well. Descriptive statistics and one-way variable analysis (ANOVA) were conducted for data processing using SPSS 25.0, and Duncan's multiple-range method was used for post hoc analysis; and it was considered significant at the level of P< .05. Analysis results of this study may be summarized as follow. First, height and weight in physique factors according to the skeletal maturation between the retarded, normal, and advanced groups in males and females were highly significant. Second, physical fitness comparison according to the skeletal maturation in males were statistically significant in muscular strength, power, and agility whereas muscular strength and balance were statistically significant in females.