• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.165-173
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• 2013

This study was to analyse the understanding of the concepts of science based on the 6th graders' levels of logical thinking in elementary schools. To achieve the goal of this study, logical thinking test was given to 108 6th graders of elementary school and 32 students were interviewed. The result of this study was as follows. First, 61.1% of students were in concrete operational period in their logical thinking, 27.8% were in their transitional period, and 11.1% were in their formal operational period. By using Flow-Map, 32 students were analyzed and their levels of logical thinking was significantly associated with their understanding of concept. Students' flexibility of cognitive structure was significantly associated with logical thinking and the levels of understanding concepts as well. However, misconception didn't show significant association with levels of logical thinking. Second, the characters of understanding of scientific concept by their levels of logical thinking was that as you get higher levels of logical thinking, their cognitive structure to understand concept was more systemized, in order and more logical. The result of this study suggested the followings in science experiment class. First, 6th graders of elementary schools had various levels of logical thinking and that affected to their understanding of scientific concepts. Therefore, lesson planning and class should be done by reflecting their different levels of logical thinking. Second, since they had different levels of logical thinking, various teaching methods should be utilized to make students understand scientific concepts more systematically.

• Korean Journal of Child Studies
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• v.35 no.3
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• pp.137-156
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• 2014

The current study examined the relations between sixth-grade elementary school children's perceptions of daily hassles, optimistic thinking, and subjective well-being. This study also investigated the moderating effect of optimistic thinking on the relationship between daily hassles and subjective well-being. A total of 474 sixth-grade elementary school children participated in this study. First, children's daily hassles were negatively related to optimistic thinking and subjective well-being. As children perceived higher levels of daily hassles, they showed lower levels of optimistic thinking and subjective well-being. Children's optimistic thinking was positively related to subjective well-being. Second, children's optimistic thinking moderated the relations between daily hassles and subjective well-being. Specifically, for children with higher levels of optimistic thinking, their subjective well-being decreased with increasing levels of daily hassles related to parents and teachers. However, for children with lower levels of optimistic thinking, there was no relation between daily hassles and subjective well-being. These findings suggest that optimistic thinking could be an important means by which we could improve children's subjective well-being, especially when they experience higher levels of daily hassles.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.4
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• pp.575-598
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• 2017

This study aims to explore the level-specific characteristics of arithmetical thinking based on the arithmetical thinking factors and develop an arithmetical thinking level test that can identify students' arithmetical thinking levels by specifying the levels of arithmetical thinking based on the factors. In order to solve the research problems, we categorized the arithmetical thinking factors into 1~4 levels based on the literature review and constructed items of the arithmetical thinking level test considering both content and process based on the arithmetical thinking factors and the level-specific characteristics of the arithmetical thinking which conformed to the Guttman scale. To investigate the adequacy of the analysis of the arithmetical thinking levels, we reanalyzed the level-specific characteristics of the arithmetical thinking by checking that it matched the factors classified to the test developed by the Guttman scale. From the results of this research, the following conclusions were drawn. First, the arithmetical thinking factors are categorized into four levels which have different characteristics. Second, the arithmetical thinking level test of this study was developed satisfying the Guttman scale and it reflects the level-specific characteristics of the arithmetical thinking levels from 1 to 4. It is possible to determine the students' arithmetical thinking level using this test. Third, according to the results of the final application of the arithmetical thinking level test for 5th and 6th graders, teachers should provide more abundant learning experiences related to the relation level (the level 3) and the application level (the level 4) to increase students' arithmetical thinking level.

• Research in Mathematical Education
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• v.16 no.1
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• pp.31-50
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• 2012

The present study explored whether the implementation of focused activities (intervention programme) can enhance 22 pre-service mathematics teachers' proficiency in solid geometry thinking level as well as change for the better their feelings in this discipline. Over a period of 6 weeks the pre-service teachers participated in activities and diversified experiences with 3D shapes, using illustration aids and actual experience of building 3D shapes in relation to the various spatial thinking levels. The research objectives were to investigate whether the intervention programme, comprising task-oriented activities of solid geometry, enhance mathematics pre-service teachers' mastery of their geometric thinking levels as well as examine their feelings towards this discipline before and after the intervention programme. The findings illustrate that learners' levels of geometric thinking can be promoted, entailing control on higher thinking levels as well as a more positive attitude towards this field.

• School Mathematics
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• v.13 no.1
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• pp.207-227
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• 2011

This study developed a statistical thinking level with constructs framework from based on Jones, Thornton, Langrall, & Mooney (2000) to analyze the 6th graders' thinking level shown on their survey activities. It was modified by 5 constructs framework such as collecting, describing, organizing, representing, and analyzing and interpreting data with four thinking levels, which represent a continuum from idiosyncratic to analytic reasoning. As a result, among four levels such as idiosyncratic level (level 1), transitional level (level 2), quantitative level (level 3), and analytical level (level 4), levels of two through four are shown on statistical thinking levels in this study.

• School Mathematics
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• v.11 no.1
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• pp.147-164
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• 2009

This study investigated the development of geometrical thinking levels of the under achievers at mathematics through supplementary classes according to van Hiele's learning process by stages using mathematical journal writing. We selected five under achievers at mathematics among the fourth graders. We examined their geometrical thinking levels in advance and interviewed them to collect basic data related to their family backgrounds and their attitude toward mathematics and their characteristics. Supplementary classes for the under achievers were conducted a couple of times a week during 12 weeks. Each class was conducted through five learning stages of van Hiele and journal writing was applied to the last consolidating stage. After 12th class had been finished, posttest on geometrical thinking levels was conducted and the journals written by the pupils were analyzed to find out changes in their geometrical thinking levels. The result is that three out of five under achievers showed one or two level-up in their geometrical thinking levels, though the other two pupils remained at the same level as the results by the pretest. Moreover we found that mathematical journal writing could provide the pupils with opportunities to restructure the content which they study through their class.

• Journal of Educational Research in Mathematics
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• v.23 no.1
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• pp.1-16
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• 2013

The primary purpose of this study is to survey multiplicative thinking levels and its characteristics of third graders in elementary school and to analyze how to use it when they solve the proportional problems. As results, the transition thinking ranked the highest among the four kinds of thinking levels when the $3^{rd}$ graders solved the multiplication problems. It means that the largest numbers of students still can not distinguish the additive and multiplicative situations completely and remain in the transition thinking, which thinks both additively and multiplicatively. In addition, the performance of solving proportional problems was distinguished from the levels of thinking. Through this study, we can give some implications of the importance of multiplicative thinking and instructional methods related to multiplication.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.89-108
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• 2020

Since arithmetic is the foundation of school mathematics, it needs to be taught meaningfully in the direction of improving arithmetical thinking levels of students beyond the fluency of computing skills. Therefore, in this study, the arithmetical thinking levels of 100 students in 5th grade were analyzed by applying the arithmetical thinking level test. As a result, 82 students were at 1st level and 15 students were at 2nd level of the arithmetical thinking. I analyzed the characteristics of arithmetical thinking and types of errors and misconceptions made by the students, and derived some didactical implications for arithmetic education in elementary school mathematics.

• Journal of Educational Research in Mathematics
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• v.21 no.2
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• pp.201-220
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• 2011

This study investigates levels of thinking of elementary and middle school students doing their tasks of explaining and dealing with variability. According to results, on the task of explaining variability in the measurement settings five levels of thinking were identified: a lack of understanding of explanation of the causes, an insufficient understanding of the causes, an offer of physical causes, consideration of unexplained causes as the source of variability, and consideration of unexplained causes as quasi-chance variability. Also, in the chance settings five levels of thinking were identified: a lack of understanding of explanation of the causes, an insufficient understanding of the causes, an offer of physical causes, recognition of chance variability, and consideration of causes of distribution. On the task of dealing with variability in both the measurement and chance settings five levels of thinking were identified: a lack of understanding of dealing with variability, no physical control and improper statistical control, no physical control and proper statistical control, physical control and improper statistical control, and physical control and proper statistical control.

• Korean Journal of Child Studies
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• v.24 no.5
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• pp.1-14
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• 2003

The present study examined the symbolic levels of early pretense in 67 children from 19 to 48 months of age. Subjects were selected from 3 non-profit, play oriented daycare centers. Children were observed during free play. Age and sex differences were examined with 2-way ANOVA performed on case analyses of individual children. Results showed that the symbolic level of pretense increased with age, but no significant sex differences were found. Some children below 2 years of age showed high levels of symbolic play, presenting the possibility of high levels of representational thinking from this early age.