• The Mathematical Education
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• v.47 no.4
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• pp.519-543
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• 2008

The study has been conducted with 29 children from 4th to 6th grades to realize how they understand addition, subtraction, multiplication, and division of whole numbers, and how their understanding influences solving of one-step word problems. Children's understanding of operations was categorized into "adding" and "combination" for additions, "taking away" and "comparison" for subtractions, "equal groups," "rectangular arrange," "ratio," and "Cartesian product" for multiplications, and "sharing," "measuring," "comparison," "ratio," "multiplicative inverse," and "repeated subtraction" for divisions. Overall, additions were mostly understood additions as "adding"(86.2%), subtractions as "taking away"(86.2%), multiplications as "equal groups"(100%), and divisions as "sharing"(82.8%). This result consisted with the Fischbein's intuitive models except for additions. Most children tended to solve the word problems based on their conceptual structure of the four arithmetic operations. Even though their conceptual structure of arithmetic operations helps to better solve problems, this tendency resulted in wrong solutions when problem situations were not related to their conceptual structure. Children in the same category of understanding for each operations showed some common features while solving the word problems. As children's understanding of operations significantly influences their solutions to word problems, they needs to be exposed to many different problem situations of the four arithmetic operations. Furthermore, the focus of teaching needs to be the meaning of each operations rather than computational algorithm.

• School Mathematics
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• v.12 no.4
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• pp.507-530
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• 2010

The purpose of this study was to help teachers for their teaching practice by analyzing the excellent lesson videos. To analyze the lesson videos between teacher and students, the researchers classified excellent lesson classes into four types as 'Discourse type', 'Representation type', 'Operation type' and 'Complex type' by mathematical communication pattern and kept close watch each lesson videos. Mathematical communication of the best discourse type classroom was analyzed in terms of questioning, explaining, and the sources of mathematical ideas. As a result, the number of Discourse type classes was 6. Operation type classes were 16 owing to characteristic of elementary class. Representation type class was 1 and Complex type class was 1. The Classes excluding Operation type was more planned by teachers. Teachers need to know about mathematical communication accurately because they designed just 5 lesson plan considering mathematical communication of students and only one of the lessons has the intellectual purpose of communication. Furthermore teachers should reflect questioning for student-to-student in their lesson plan.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.1-18
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• 2017

The purpose of this study is the reorganization of the curriculum on the measurement, a part of the second grade math curriculum, for the improvement of the estimation capability in the elementary school students. Research questions were as follows: (1) how are the estimation capabilities of the students who have taken lessons on the diversified estimation strategies? and (2) how are the mathematical writing capabilities of the students who have taken lessons on the diversified estimation strategies? The study using reconstructed lessons was conducted on 18 second grade students in an elementary school located in Seoul. Results show that the students' estimation capabilities and have improved. They started to use 'about' when writing estimation results, different from writing the accurate measurements. Measurement errors were gradually reduced, ending up with a student who could accurately estimate exactly 1m. In addition, their estimation capabilities in using appropriate estimation strategy and writing skills describing the estimation strategy have improved.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.831-846
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• 2010

The Purposes of this study were to compare the level of study habits and test anxiety between gifted middle-school students and non-gifted and to find out the correlation between study habits and test anxiety in two groups. The total participants of this study were 437 middle school students. One hundred eighty three students (127 boys, 56 girls) belonged to gifted group who were enrolled in Cyber Education Center for Math & Science Gifted Students of KAIST in Daejeon. And two hundred fifty four (128 boys, 126 girls) were non-gifted group who were from the middle school in Seoul City and Gyeonggi province. The results revealed that the level of study habits of gifted middle school students was higher than that of non-gifted. And gifted group felt lower level of test anxiety than non-gifted group. Additionally gifted boys showed significantly higher level of study skills application behavior than gifted girls.

• Educational Technology International
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• v.11 no.1
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• pp.69-92
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• 2010

The purpose of this study is to examine middle school teachers' use of technology and problem-based learning (PBL) in their teaching practice. Factors related to teachers' use of technology and PBL are also investigated including: teachers' computer and Internet skills, feelings of preparedness to use the Internet, attitudes toward the use of web resources, pedagogical beliefs, science teaching efficacy, and the use of general teaching strategies. Twenty-seven middle school science, math, and technology teachers participated in the study. Research results describe the participants as slightly proficient in computer and Internet skills, positive toward use of web resources, and neutral on feelings of preparedness toward use of computer and the Internet. Participants also tended toward constructivist pedagogical beliefs and used various teaching strategies. They, however, reported low science teaching efficacy. Teachers' use of computers and the Internet correlated with pedagogical beliefs and feelings of preparedness toward the use of computers and the Internet. The study also found the relationships between the use of PBL and teachers' computer and internet skills, pedagogical beliefs, and the use of general teaching strategies. Also discussed are meaningful implications for teachers' professional development, especially for the programs designed to facilitate the use of web-enhanced PBL.

• Educational Technology International
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• v.25 no.1
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• pp.67-92
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• 2024

This study aims to verify the practical effectiveness of learning management system (LMS) by introducing a LMS enhancing digital assessment utilizing automatic item generation in order to strengthen college student's mathematics performance. Teaching assisted with digital assessment in the LMS was applied to college mathematics classes, and the research question is whether or not students in the classes utilizing the LMS perform better than the regular classes. In particular, a calculus course, which is the foundation of important artificial intelligence technology in the future, was utilized in this study. The participants of this study were 248 freshmen in science and engineering who were taking calculus courses at a small to mid-size university. A total of 156 freshmen were selected after applying a propensity score matching method (PSMM), 78 from classes utilizing the LMS and 78 from regular classes without the LMS assisted with the digital assessment. As a result, it was found that there was a statistically significant difference in the math academic growth of students who used the LMS and those who did not. In other words, when LMS was used in calculus, students' academic growth was greater. The results of this study are meaningful in that they observed students' academic growth and confirmed that LMS enables a positive role in students' academic growth. In addition, if digital assessment is strengthened and LMS that enables individualized learning analysis is introduced and implemented in educational institutions, it is expected to play a major role in strengthening students' academic performance.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.18 no.1
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• pp.58-65
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• 2007

Objectives : Motivational factor is a unique contributor to the typically poor academic performance of children with ADHD. However, few study has directly intervened learning motivation in children with ADHD. We conducted this study to explore the direct effects of the learning motivation improvement program applied to children with ADHD. Method The program was designed in order to increase an interest-inducing educational intervention, an academic skills integration, a basic learning activity (reading, writing, and math), and children's self-esteem. We conducted the program twice a week (total 10 sessions) and assessed learning motivation, teaming attitude, self-esteem, academic performance, and problem behaviors of participating children. Results : After the program, teachers reported improvement in teaming motivation. In addition, parents notified sisnificant reduction of problem behaviors. Children reported improvement in a few domains of teaming motivation and learning attitude. Conclusion : While loaming motivation is regarded as an important factor in education, there have been few studies considering this issue in both educational and psychiatric fields. The teaming motivation improvement would be needed in both field in order to reduce the deficits in academic performance in children with ADHD.

• East Asian mathematical journal
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• v.30 no.2
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• pp.149-172
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• 2014

The problems of optimization addressed in the high school curriculum are usually posed in real-life contexts. However, because of the instructional purposes, problems are artificially constructed to suit computation, rather than to reflect real-life problems. Those problems have thus limited use for teaching 'practicalities', which is one of the goals of mathematics education. This study, by utilizing 'GeoGebra', suggests the optimization problem solving related to the quadratic curve, using the contour-line method which contemplates the quadratic curve changes successively. By considering more realistic situations to supplement the limit which deals only with numerical and algebraic approach, this attempt will help students to be aware of the usefulness of mathematics, and to develop interests in mathematics, as well as foster students' integrated thinking abilities across units. And this allows students to experience a variety of math.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.07a
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• pp.1-4
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• 2014

인텔 Many Integrated Core (MIC) 아키텍쳐는 61개의 코어가 하나의 칩에 결합되어 있다. Xeon Phi 로 명명된 인텔 MIC는 인텔 E5 Xeon CPU 보다 2배의 single precision GFLOPs 성능을 제공한다. 인텔 MIC 는 수치연산에 최적화 되어 있는 아키텍쳐이다. 우리는 Xeon Phi 7120P를 가지고 벤치마킹을 하였고 클락스피드 1.238GHz, 61Core 이고 한 개의 코어당 4쓰레드를 사용하며 이론상 최고 성능은 Peak Double Precision(GFLOP)는 약 2-TFlops 이다. 이에 우리는 인텔 X86 아키텍쳐에서 openMP 와 인텔 MKL(Math kernel library) 라이브러리를 이용한 병렬프로그램을 작성하여 쓰레드 수를 증가 시키면서 인텔 Xeon Phi 와 E5 Xeon CPU에서 single precision 성능을 벤치마킹 하여, Xeon Phi 와 Xeon E5 의 이론적인 성능을 비교해 보고자 한다. 또한 openMP와 인텔 MKL라이브러리를 사용한 병렬환경에서 CPU의 성능 지표인 클락스피드와 코어수 외에 Vector unit size 의 크기가 성능에 어떤 영향을 미치는지 살펴보았다.

• Journal of Information Science Theory and Practice
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• v.6 no.4
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• pp.54-64
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• 2018

This study aims to understand the information needs of Korean immigrant mothers in the United States for their high school children's college preparation. A content analysis was conducted for the messages posted to a "motherhood" forum on the MissyUSA website. In total, 754 posts were analyzed in terms of a child's grade, college preparation stage, type of post, and topic of post. The study found that there is a range of information needed at different stages in a child's education. Many of the demonstrated information needs showed similarities to those of other immigrant groups, but there were also community-specific themes, such as an emphasis on STEM (science, technology, engineering, and math) and standardized tests. The forum was mainly used for factual questions, not emotional support. We concluded that the findings of the study would help researchers in understanding immigrant information needs for the college application process and how information professionals and educators could combine the needs of different ethnic groups to create customized services for them.