• Education of Primary School Mathematics
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• v.14 no.3
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• pp.237-259
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• 2011

Mathematics learning disabilities is a specific learning disorder affecting the normal acquisition of arithmetic and spatial skills. Reported prevalence rates range from 5 to 10 percent and show high rates of comorbid disabilities, such as dyslexia and ADHD. In this study, the characteristics and the causes of this disorder has been examined. The core cause of mathematics learning disabilities is not clear yet: it can come from general cognitive problems, or disorder of innate intuitive number module could be the cause. Recently, researchers try to subdivide mathematics learning disabilities as (1) semantic/memory type, (2) procedural/skill type, (3) visuospatial type, and (4) reasoning type. Each subtype is related to specific brain areas subserving mathematical cognition. Based on these findings, the author has performed a basic research to develop grade specific diagnostic tests: number processing test and math word problems for lower grades and comprehensive math knowledge tests for the upper grades. The results should help teachers to find out prior knowledge, specific weaknesses of students, and plan personalized intervention program. The author suggest diagnostic tests are organized into 6 components. They are number sense, conceptual knowledge, arithmetic facts retrieval, procedural skills, mathematical reasoning/word problem solving, and visuospatial perception tests. This grouping will also help the examiner to figure out the processing time for each component.

• The Mathematical Education
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• v.60 no.1
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• pp.77-110
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• 2021

In this study, a student participation-centered class based on student mathematical thinking as a the meaningful subject was called a student thinking-based math class. And as a way to support these classes, I paid attention to lesson design. For student thinking-based mathematics classes, it is necessary not only to anticipate student thinking and teacher feedback, but also to plan in advance how to properly arrange and connect expected student responses. The student thinking-based lesson design template proposed in this study is a modified three-step(introduction, main topic, summary) lesson design template. The reason for revising the existing design template is that it has limitation that it cannot focus on mathematical thinking. Using the conceptual framework of student thinking-based mathematics lesson as a lens, the difference between the three-step lesson design prepared by pre-service teachers and the students' thinking-based lesson design prepared by the same pre-service teachers was analyzed. As a result of planning lessons using the student thinking-based lesson design, more attention was paid to the cognitive and social engagement of students. In addition, emphasis was placed in the role of teachers as formative facilitator. This study is of significant in that it recognizes the importance of classes focusing on students' mathematical thinking and provides tools to plan math classes based on students' thinking.

• The Mathematical Education
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• v.62 no.4
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• pp.491-513
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• 2023

High achievement in mathematics is a very complex process in which various factors such as cognitive factors, affective factors, and social and environmental factors work respectively and complementary. A number of previous studies conducted so far have shown that there are certain factors affecting math learning and these factors have positive or negative effects on it. However, these studies were conducted with limited variables and it was not possible to present a comprehensive analysis of what would be necessary to get good achievements in mathematics learning. Therefore, in this study, we analyzed the process of experience of students who experienced success in mathematics learning using the analysis method of the grounded theory. In addition, the collected data was analyzed to explain the process of leading to the successful experience in mathematics learning. As a result of the analysis, it was revealed that students form their identity as successful learners through the processes of 'new phase stage', 'experience accumulation stage', 'stand-up stage', and 'maintenance effort stage'. Through this study, we were able to get implications for what actions are needed to experience success in math learning by looking at the process of the experience what interviewees have gone through.

• Korean Journal of Culture and Social Issue
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• v.16 no.2
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• pp.103-124
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• 2010

The purpose of the present study was to examine the relationships among private tutoring hours, academic motivation, use of learning strategies, and academic achievement test scores using structural equation modeling. The sample consisted of 3,607 7th graders from Korean middle schools who were included in the Korean Education Longitudinal Study. The results suggest that there was no evidence that the private tutoring hours predicted students' motivation and learning strategy use. It was found that the private tutoring hours predicted achievements in English and Math, but it was negligible in magnitude. As for achievement test scores, academic motivation and the use of learning strategies played more critical role rather than the private tutoring hours.

• Education of Primary School Mathematics
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• v.23 no.1
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• pp.27-44
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• 2020

In this study, we extracted geometrical learning content that is treated similarly in elementary and middle schools, and analyzed the differences between how this study is handled in elementary and middle schools. The analysis tools used in this study were developed by referring to the research results presented by Merrill. Merrill classified the study results into two dimensions: 'performance level' and 'content type', and 'teach station' and 'proposal type' by presenting the contents in the textbook. Based on this classification, this study was conducted. According to the results of the study, nine achievement criteria were extracted as learning factors that were treated similarly in elementary and middle schools. The extracted learning elements were systematically analyzed through analysis tools. The results of this study are expected to provide significant implications for the improvement of mathematics learning and for the improvement of new curricula.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.529-540
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• 2014

We propose an efficient information science teaching-learning method to improve information-scientific creativity of mathematically and scientifically gifted students. The students are able to improve their creative problem solving and team-work abilities through team project work to resolve a variety of application problem in real world. In the pursuit of this purpose, we designed a new two-stage information science learning method consisted of the standard stage and the application stage, and a new systemic project process. Moreover, we applied small-scale cooperation learning strategies and a multi-dimensional assessment system. The analysis on our proposed model shows that there is a remarkable achievement of educational objectives on cognitive capability, social and affective ability of information science creativity.

• Journal of Elementary Mathematics Education in Korea
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• v.4 no.1
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• pp.21-37
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• 2000

Although methods about teaching basic principles and skills of addition and subtraction is long traditional, view points of interpreting those algorithms and ways of introducing those calculating skills are various according to textbooks at each historical stage of elementary mathematics curriculum development in Korea. The 1st and 2nd stage shows didactic transpositions less systemic. In the 3rd and 4th stage, didactic devices, which were influenced by the new math, for help of understanding the principles of addition and subtraction muchly depends on mathematical and logical mechanism rather than psychological and intellectual structure of students who learn those algorithms. Relatively compromising and stable forms appear in the 5th and 6th stages. Didactic transpositions in the 7th stage focus on the formation of mathematical concepts by exploration activities rather than on the presentation of mathematical contents by text. Anyone who wishes to design an elementary mathematics textbooks based upon the constructive view should consider the suggestions derived from such transition.

• Journal of Educational Research in Mathematics
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• v.15 no.4
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• pp.445-459
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• 2005

Statistics education is considered within the mathematics curriculum and, thus, can be integrated into other areas of mathematics. However, statistical concepts and thinking skills have to be considered as very different from those of other areas. It is possible to make statistics more meaningful for the learner by making definitions or explanations of concepts in textbooks more clear and consistent. In 'Math I' and 'Probability & Statistics' of the 7th curriculum, the definitions of sample standard deviation are different, which might confuse students. In this study, firstly, some issues relevant to sample standard deviation concept are discussed through the analysis in terms of didactical situation and curriculum. Secondly, the characteristics of sample standard deviation concept as a scholarly knowledge are examined. Finally, the characteristics of didactic transposition of sample standard deviation concept in Japanese, American, and British textbooks are investigated and some suggestions are elicited.

• The Mathematical Education
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• v.57 no.2
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• pp.137-155
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• 2018

From the assumption that an individual's working memory capacity is limited, the cognitive load theory is concerned with providing adequate instructional design so as to avoid overloading the learner's working memory. Based on the cognitive load theory, this study aimed to provide implications for effective problem-based collaborative teaching and learning design by analyzing the level of middle school students' cognitive load which is perceived according to the problem types(short answer type, narrative type, project) in the process of collaborative problem solving in middle school function part. To do this, this study analyzed whether there is a relevant difference in the level of cognitive load for the problem type according to the math achievement level and gender in the process of cooperative problem solving. As a result, there was a relevant difference in the task burden and task difficulty perceived according to the types of problems in both first and second graders in middle schools students. and there was no significant difference in the cognitive effort. In addition, the efficacy of task performance differed between first and second graders. The significance of this study is as follows: in the process of collaborative problem solving learning, which is most frequently used in school classrooms, it examined students' cognitive load according to problem types in various aspects of grade, achievement level, and gender.

• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.443-467
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• 2006

The purpose of this study was to study the 2nd grade elementary students' common thinking and differences of additive and multiplicative thinking. For meaningful discussion of the above, we have established the following research questions. 1. What are the properties of the multiplicative thinking of 2nd grade elementary students? - What are the common properties of the multiplicative thinking of 2nd grade elementary students? - What are the properties of the various multiplicative thinking levels? 2. How is multiplicative thinking presented in Korean math textbooks? The conclusions of this study were followings: First, the 2nd grade elementary students in the multiplicative thinking learnt used by translating multiplication into specific situations. And they often used different models of multiplication. Second, additive thinking developed into the multiplicative thinking. After being helped by their teachers, students who thought additively were then able to think multiplicatively. Whereas after being helped by their teachers, students who were already competent at multiplicative thinking gained a deeper understanding. Third, they learned the commutative property of multiplication after their understanding of the 'repeated addition approach' and the multiplicative approach was sufficiently reinforced. Last, students should be taught using different models based on the repeated addition approach.