• School Mathematics
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• v.6 no.3
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• pp.301-312
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• 2004

The aim of the National Assessment of Educational Achievement (NAEA) is to produce specific and reliable resources required for the diagnosis and quality control of teaching and learning by measuring the level of students achievement based on the national curriculum. In 2002, we introduced ‘modified Angoff Method’ to obtain more systematic and rational results about the achievement levels. The result indicated the differences of achievement level according to the differences of sexes. Female students achieved higher scores than male students in Grade 6. Male students achieved higher scores than female students in Grade 9 and 10. Furthermore it disclosed a problematic phenomenon that students in small towns and rural areas showed significantly lower scores in all six sub-areas of Mathematics compared with students in metropolitan and cities. The results from the NAEA listed above could be used as the authentic data for improving national curriculum and teaching and learning methods, the establishment of educational policies, and many other areas.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.49-64
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• 2019

The purpose of the study was to examine the current status of prospective elementary school teachers' mathematical beliefs. 339 future elementary school teachers majoring in mathematics education from 4 universities participated in the study. The questionnaire used in the TEDS-M(Tatto et al., 2008) was translated into Korean for the purpose of the study. The researchers analyzed the pre-service elementary teachers' beliefs about the nature of mathematics and about mathematics learning. Also, the results of the survey was analyzed by various aspects. To determine differences between the groups, one-way analysis of variance was used. To check the relationship between beliefs about the nature of mathematics and about the mathematics learning, correlation analysis was used. The results of the study revealed that the pre-service elementary teachers tends to believe that the nature of mathematics as 'process of inquiry' rather than 'rules and procedures' which is a view that mathematics as ready-made knowledge. In addition, the pre-service elementary teachers tend to consider 'active learning' as desirable aspects in mathematics teaching-learning practice, while 'teacher's direction' was not. We found that there were statistically significant correlation between 'process of inquiry' and 'active learning' and between 'rules and procedures' and 'teacher direction'. On the basis of these results, more extensive and multifaced research on mathematical beliefs should be needed to design curriculum and plan lessons for future teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.341-355
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• 2014

The purpose of this study was to analyze the research trends of elementary mathematics education in Japan. For this purpose, 192 papers published by Japan Society of Mathematics Education for the last 10 years(2004-2013) were analyzed according to there criteria. First, as for research topics, the frequent topics in order were instructional design and methods (36.7%), analysis of curriculum and textbook, general studies, learners' perspectives and abilities, evaluation, teacher education, education engineering and parish. Second, the contents were researched by the order of number and operations (47.4%), geometry, regularity, measurement and probability and statistics. Finally, research subjects of this study were researched by the order of students(39.3%), teachers. Papers dealing with lower graders as well as pre-service teachers were rare. And article dealing with low-achievers and gifted students were not founded. On the basis of this result, we hope it will provide the follow-up and the idea of the elementary mathematics education in Korea and also help various and balanced development.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.285-301
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• 2013

The purpose of the study is to analyze the 4th graders' visual representation in mathematics problem solving process and to find out how to teach the visual representation in mathematics problem solving process. on the basis of the results, this study gives several pedagogical implication related to the mathematics problem solving. The following were the conclusions drawn from the results obtained in this study. First, The achievement level of students and using visual representation in the mathematics problem solving are closely connected. High achieving students used visual representation in the mathematics problem solving process more frequently. Second, high achieving students realize the usefulness of visual representation in the mathematics problem solving process and use visual representation to solve mathematical problem. But low achieving students have no conception that visual representation is one of the method to solve mathematical problem. Third, students tend to especially focus on 'setting up an equation' when they solve a mathematical problem. Because they mostly experienced mathematical problems presented by the type of 'word problem-equation-answer'. Fourth even through students tried visual representation to solve a mathematical problem, they could not solve the problem successfully in numerous instances. Because students who face a difficulty in solving a problem try to construct perfect drawing immediately. But generating visual representation 2)to represent mathematical problem cannot be constructed at one swoop.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.169-192
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• 2019

This study investigates how well grade 4, 5, and 6 students understand graphs before formal education is done on graphs. For this, we analyzed students' understanding of graphs by classifying them into 'reading data', 'finding relationships between data', 'interpreting data', and 'understanding situations' based on previous studies. The results show that the students have good understanding of graphs that did not have formal education. This suggests that it is necessary to consider the timing of the introduction of the graph. In addition, when we look at the percentage of correctness of each graph, it is found that the understanding of the line graph is weaker than the other graphs. The common error in most graphs was that students relied on their own subjective thoughts and experiences rather than based on the data presented.

• The Mathematical Education
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• v.63 no.1
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• pp.85-104
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• 2024

This study aims to analyze the mathematics items of the 2013-2024 elementary school teacher employment tests in order to identify the knowledge and characteristics required to teach mathematics, and discuss the future direction of improvement of the elementary school teacher employment tests. By using the revised analytical framework of TEDS-M, we found that the proportion of MCK and MPCK differed from year to year and MPCK was relatively dominant. We also observed that the items were heavily focused on particular knowledge domains, cognitive processes, and levels within MCK and MPCK, and a shortage of items desigend to asseess knowledge in the field of assessments and the ability to engage in higher-order thinking. The results from this study suggest the future direction of improvement of the elementary school teacher employment test to evaluate teacher knowledge and ability necessary in an increasingly diverse society.

• School Mathematics
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• v.13 no.1
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• pp.189-206
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• 2011

This study is to setup a mathematics PBL model that is right for elementary students. PBL models are developed and applied to actual courses and analyzed. So, a specific plan and practical understanding of PBL mathematics textbooks will be presented. But in order for this to happen, first the mathematics PBL model, that can realize 7th revised curriculum's goal, needs to setup and divided into knowledge, skill and attitude domains. Through this study, the general PBL model and the PBL model appropriate for elementary mathematics was amended and supplemented, this was then applied to courses and analyzed, and the below conclusions were realized. First, mathematical idealization stage is needed for mathematical PBL model. Since an elementary student is shortcoming in problem understanding and mathematical activity, a middle step that allows the student to understand the problem situation mathematizing and find a solution mathematically is desperately needed. Therefore, in this study, we named it the mathematical idealization stage and had it setup. Second, a mathematics information collection stage needs to be prepared for a successful PBL. Through this stage, the students will have an opportunity to gather the necessary information needed and restructure it to solve the problem. Third, the organization stage in mathematical PBL model needs to be strengthened. PBL is not just completed, through the best use of mathematics subject matter to solve the problem. Organization time is needed to allow the students to grow to a more deepened and advanced level. In conclusion, there is significance in providing a specific plan for mathematical PBL model, which can be seen through this study on applying and analyzing elementary mathematics and appropriate PBL models.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.3
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• pp.283-308
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• 2018

'Divisor and multiple' is the topic included both in the elementary and in the secondary mathematics curriculum, but there has been lack of research on it. It has been reported that students have a difficulty in understanding the meaning of the greatest common divisor (GCD) and the least common multiple (LCM), while they can find out GCD and LCM. Against the lack of research on how to overcome this difficulty, this study designed teaching methods with a model for visualization to emphasize the meanings of divisor and multiple in finding out GCD and LCM, and implemented the methods in one fourth grade classroom. A questionnaire was developed to explore students' solution methods and interviews with focused students were implemented. In addition, fourth-grade students' thinking was compared and contrasted with fifth-grade students who studied divisor and multiple with the current textbook. The results of this study showed that the teaching methods with a specific model for visualization had a positive impact on students' conceptual understanding of the process to find out GCD and LCM. As such, this study provides instructional implications on how to foster the meanings of finding out GCD and LCM at the elementary school.

• Journal of Educational Research in Mathematics
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• v.16 no.1
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• pp.79-94
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• 2006

The purpose of this study is to find out the characteristics of the types(levels) of justification which are appeared by elementary mathematically gifted students in solving the tasks of plane division and spatial division. Selecting 10 fifth or sixth graders from 3 different groups in terms of mathematical capability and letting them generalize and justify some patterns. This study analyzed their responses and identified their differences in justification strategy. This study shows that mathematically gifted students apply different types of justification, such as inductive, generic or formal justification. Upper and lower groups lie in the different justification types(levels). And mathematically gifted children, especially in the upper group, have the strong desire to justify the rules which they discover, requiring a deductive thinking by themselves. They try to think both deductively and logically, and consider this kind of thought very significant.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.1-12
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• 2019

This study examined the attention and attention shift of general students and mathematically gifted students about pattern by the types of mathematical patterns. For this purpose, we analyzed eye movements during the problem solving process of 5th general and mathematically gifted students using eye tracker. The results were as follows: first, there was no significant difference in attentional style between the two groups. Second, there was no significant difference in attention according to the generation method between the two groups. The diversion was more frequent in the incremental strain generation method in both groups. Third, general students focused more on the comparison between non-contiguous terms in both attributes. Unlike general students, mathematically gifted students showed more diversion from geometric attributes. In order to effectively guide the various types of mathematical patterns, we must consider the distinction between attention and attention shift between the two groups.