• School Mathematics
• /
• v.15 no.1
• /
• pp.15-35
• /
• 2013

The purpose of the research is to categorize math learners into pattern through those tools that distinguish math learning style for middle school students. On the ground of survey for 976 middle school students, the fact that there are 16 different math learning style at the result of cluster analysis is confirmed and the results are compared and analyzed previous research. Also according to the each constituent of math learning style, dissimilarity of distribution about learner of different sexes and grades are analyzed. It's helpful to understanding the whole characteristics of learners regarding math learning to figure out their cognitive and affective learning styles through the tools to distinguish their math learning styles.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2011.06a
• /
• pp.261-264
• /
• 2011

이 연구에서는 프로젝트 기반 초등수학교육에서 학업성취도와 수학적 태도에 대한 학습양식의 효과를 분석하였다. 이 연구는 프로젝트 기반 초등수학교육이 어떤 양식의 학습자에게 학업성취도와 수학적 태도 신장에 더 효과적인지 검증하여, 학습자 중심교육 환경 설계에 시사점을 제공하는데 목적이 있다. 104명의 초등학생을 대상으로 Kolb의 자기보고식 검사지를 사용하여 분산자, 융합자, 수렴자, 적응자 학습양식으로 분류하고, 4주간 12차시에 걸쳐 프로젝트 기반 수학교육을 실시하였다. 연구결과, 학습양식이 학업성취도와 수학적 태도 향상에 효과를 나타내었다. 프로젝트 기반 초등수학교육은 수렴자 학습양식의 학업성취도 향상에 효과적인 것으로 판단되었다. 또한, 수학적 태도의 세부요인에서는 수렴자 학습양식의 자신감, 목적의식 신장과 융합자 학습양식의 흥미신장에 효과적인 것으로 판단되었다.

• Journal of the Korean School Mathematics Society
• /
• v.16 no.2
• /
• pp.363-381
• /
• 2013

The constituents of math learning styles are information recognition and information processing in the cognitive domain and attitudes toward math learning and environments of math learning in the affective domain. Each of the constituents has two opposing styles; there are the visual style and verbal style in information recognition; and there are the whole style and analytical style in information processing. And as for attitudes toward math learning, there are two styles which are the authoritative and goal-oriented style and the practical and entertaining style. Also as for attitudes toward environments of math learning, there are two styles which are the interior-oriented style and exterior-oriented style. There can be classified into 16 types of mathematics learning by the combination of a total of 8 styles of mathematics learning. The purpose of this study was to analyze the preference of the students from three middle schools located in Daegu Metropolitan City to the styles and types of mathematics learning.

• Communications of Mathematical Education
• /
• v.15
• /
• pp.287-292
• /
• 2003

본 연구는 중학생을 대상으로 협동 학습에서 사용하고 있는 기존의 집단 구성과는 달리 학생들의 학습 양식에 따라 집단을 구성하여 협동 학습의 효과성을 보이고자 하였다. 학습양식(Learning Style)에 따라 집단을 구성한 협동 학습의 결과는 다음과 같다. 첫째, 학습양식에 따라 구성한 협동 학습 집단( I, II, III, IV)이 일반학습 집단(V)에 비하여 수학 성취도에 있어서 유의한 효과를 보였다(p<.001). 둘째, 학습양식에 따라 구성한 협동 학습 집단( I, II, III, IV)이 일반학습 집단에 비하여 수학에 대한 긍정적인 태도로의 변화가 있었다(p<.001).

• Communications of Mathematical Education
• /
• v.14
• /
• pp.229-250
• /
• 2001

협동 학습은 학습자간의 긍정적 상호 작용을 촉진하여 학습의 극대화를 도모하고자 하는 수업 방법으로, 수학 과목에서 협동 학습은 수학에 대한 성취도, 태도, 문제 해결력 등 인지적, 정의적 영역에서 긍정적인 효과를 나타내고 있다. 이에 본고에서는 수학 과목에서 협동학습에 대한 국${\cdot}$내외의 연구 동향을 살펴보고, 중학교 학생들의 학습양식과 수학성취도와의 관계를 조사하여 학습양식에 따라 소집단을 구성한 수학에서의 협동 학습을 모색하고자 한다.

• School Mathematics
• /
• v.5 no.2
• /
• pp.191-208
• /
• 2003

The purpose of this paper is to find the differences of personality types and learning styles of general students(69) and the gifted in mathematics(66) and sciences(66). 132 subjects, whose academic achievements are in top 1 % level in elementary schools, were selected from the gifted center of the university in Busan. MMTIC(Murphy-Meisgeir Type Indicator for Children) was used to classify personal style inventory(E-I, S-N, T-F and J-P). Adapted form of Grasha & Reichmann's learning style was used to classify 3 pairs: dependent-independent, competitive-collaborative, avoidant-participant. In this paper, we were mainly concerned with the differences of learning styles, and personal types of three groups according to as indices, functions and temperament. One of our results was that there were differences of personality types between general students and the gifted in mathematics and sciences according to as indices, functions and temperament. And there were differences of learning style between three groups according to as dependent-independent, and avoidant-participant.. The gifted in mathematics and sciences prefer to independent and participant learning style in comparison with general students. Finally, there were relation of personality types and learning styles. According to functions and temperament of MMTIC, SF (sensation-feeling) and NF(intuition-feeling) type students prefer to collaborative and participant styles in comparison with ST (sensation-thought) and NT(intuition-thought) type students. And NT(intuition-thought) type students prefer to avoidant styles in comparison with SF(sensation-feeling) and NF(intuition-feeling) type students.

• Journal of Elementary Mathematics Education in Korea
• /
• v.21 no.4
• /
• pp.621-641
• /
• 2017

The purposes of this study were to identify the characteristics of students with different cognitive styles in the communication process according to the types of mathematical tasks and investigate the effects of their cognitive styles and types of mathematical tasks on their mathematical communication. For this, the investigator selected subjects according to the field dependent-field independent cognitive style by Witkin et al.(1977, p. 7). Mathematical tasks were developed in the areas of numbers and operations, regularity, and measurement according to the four types of Stein & Smith(1998, p. 269), which include the Memorization, Procedures without Connections, Procedures with Connections, and Doing Mathematics tasks. The selected students were divided into homogeneous groups according to their cognitive styles, and their communication processes according to the four types of mathematical tasks were observed through participation and videotaped. The videotapes were then transcribed and analyzed in protocols. The conclusions is that mathematical tasks of high cognitive level had positive effects on the activation of significant mathematical communication among the students and that differences in approaches to tasks according to their cognitive styles influenced their communicative activities in speaking and listening.

• Communications of Mathematical Education
• /
• v.29 no.1
• /
• pp.111-130
• /
• 2015

The purpose of the study was to investigate the differences between two groups of students according to information recognition styles such as visual learners and linguistic learners. Two instructional methods, algeblocks and factorization formula, were utilized to introduce the factorization. Four students were participated for the study, and two of them were visual learners and the other two were linguistic learners based on learning style test. Interviews and the diagnostic tests were implemented before the instructions which were lasted for 6 sessions. After the instructions all the participants were interviewed and the researchers also interviewed them 5 days later. The results of the study were the followings: 1. All the participants regardless of their learning style revealed that algeblocks were helpful in understanding the factorization. 2. Visual learners were more likely using algeblocks, while the linguistic learners were more enthusiastic and proficient in using formula to solve the problems. 3. Five days later, two types of learning style students revealed different tendencies. Visual learners mainly used algeblocks, and linguistic learners were not enthusiastic about using algeblocks and one of them did not use them at all. 4. Five days later, two visual learners could not remember the formula, but linguistic learners could remember the formula in somewhat different level.

• Communications of Mathematical Education
• /
• v.27 no.4
• /
• pp.407-428
• /
• 2013

The purpose of this research is to develop an effective teaching-learning model and suggest efficient methods for improving the learning abilities in mathematics of the students of engineering college. For this purpose, we examined their learning styles and learning attitudes toward Mathematics, which are important factors in teaching-learning process, and analyzed the relation between them. As a result, we found that participants had a disposition of being dependent and highly participating, so we made an effort to develop a teaching-learning model which can make the students active and highly involved in. After applying the developed teaching-learning model to Engineering Mathematics class for one semester, we conducted survey of the participants' responses. In conclusion, we found that this model is very helpful for Engineering students to utilize a self-directed learning by diagnosing and adjusting their learning process in Meta-cognitive way. Also, it is confirmed that this model has a considerable influence in which students can actively participate in class and have positive attitude to Mathematics learning.

• School Mathematics
• /
• v.15 no.1
• /
• pp.101-120
• /
• 2013

International comparative studies of students' performance in mathematics have shown that Korean students possess very negative attitudes toward mathematics, while they are ranked as one of the highest in the cognitive achievement of mathematics. This has prompted mathematics educators to seek for a way to improve the quality of mathematics education. In this context, this research has been conducted to investigate the learning style of Korean middle school students under the assumption that it is of essence to understand the characteristics of our students as mathematics learners. For the purpose, in-depth interview had been conducted and sixteen middle students participated in the interview. The students were chosen to represent the average group of their age-cohorts based on their performance in mathematics and their SES. The interview was designed as a semi-structured clinical interview. In the interview, the students were given mathematical tasks dealing with central themes in the domain of function. Each student was given about 30 to 50 minutes to solve the tasks. After an interviewee finished the tasks, s/he was asked to explained how s/he solved the tasks. The researchers asked additional questions to clarify the students' understanding of the mathematical themes in the tasks and to identify their strategies for learning mathematics. The analysis of the in-depth interview has primarily identified the characteristics of the students' understanding of the main themes in function and then has been extended to investigate their characteristic styles for learning mathematics. The analysis of the interview identified the learning styles of the students as 'inductive learning based on prototypical cases', 'repeated practice of exemplar mathematics problems', 'disengaged learning', and 'double standards in learning mathematics'. Based on the results of the analysis, this research presents the implications for the improvement of mathematics education.