• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.35-49
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• 2009

The purpose of this study was to examine the effect of instruction for the development of analytical rubrics based on teacher-student compromise, which would be applied to performance assessment about the ninth-grade housing unit of the 7th national curriculum. In order to find out the influence of the rubric development instruction on learning motivation, two different third-year classes in a middle school were selected respectively as an experimental group and a control group. The way of presenting the rubrics and learning motivation were respectively selected as independent and dependent variables. Both groups took two lessons and a pretest-posttest on learning motivation. As for the analytic rubric for the individual task performance in the housing unit, three evaluation items were selected. As a result, the instruction for the learner-involved development of analytical rubrics for the housing segment had a positive effect on the confidence and satisfaction of the middle schoolers, which were two out of four sub-factors of learning motivation. Open-ended questions showed that the instruction got to build confidence in the course of being aware of the evaluation criteria and fulfilling the given tasks.

• School Mathematics
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• v.10 no.4
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• pp.489-514
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• 2008

Since 2005 KICE - TLC has focused on the development of supporting programs for teaching consultation and pedagogical content knowledge(PCK). The purpose of this year's research was to explore types of pedagogical content knowledge(PCK, hereafter) for effective teaching mathematics topics drawn from the amended national mathematics curriculum announced in February, 2007. Based on this year's PCK research, we will develop mathematics teaching consulting program from 2009 research by field testing of developed mathematics PCK. The major source of data for this study was transcripts of audiotapes of the group discussions that took place during the regular weekly meetings where we compared and analyzed three teachers' classes. We also conducted open-ended interviews with the three teachers and collected reflective notes written by participants. This research provided teachers with an opportunity to think about what is important in the teaching of a topic and why, and to consider possibilities for future development. This research highlights the importance of teacher meetings where teachers share their expertises and insights through reflection and dialogue. By introducing the concept of PCK, examining, analyzing and modelling it in pre-service and in-service teacher education practice, we can contribute to extend teachers' professional learning. Finally, just like quality student learning, quality teaching and teacher education practices require critical reflection and careful scaffolding.

• Communications of Mathematical Education
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• v.23 no.1
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• pp.109-128
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• 2009

This study aimed to investigate students' learning process by examining their perception process of problem structure and mathematization, and further to suggest an effective teaching and learning of mathematics to improve students' problem-solving ability. Using the qualitative research method, the researcher observed the collaborative learning of two middle school students by providing problem-posing activities of five lessons and interviewed the students during their performance. The results indicated the student with a high achievement tended to make a similar problem and a new problem where a problem structure should be found first, had a flexible approach in changing its variability of the problem because he had advanced algebraic thinking of quantitative reasoning and reversibility in dealing with making a formula, which related to developing creativity. In conclusion, it was observed that the process of problem posing required accurate understanding of problem structures, providing students an opportunity to understand elements and principles of the problem to find the relation of the problem. Teachers may use a strategy of simplifying external structure of the problem and analyzing algebraical thinking necessary to internal structure according to students' level so that students are able to recognize the problem.

• School Mathematics
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• v.18 no.4
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• pp.793-818
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• 2016

The purpose of this study is to explore in detail $5^{th}$ grade students' understanding on the big ideas related to addition of fraction with different denominators: fixed whole unit, necessity of common measure, and recursive partitioning connected to algorithms. We conducted teaching experiments on 15 fifth grade students who had learned about addition of fractions with different denominators using the current textbook. Most students approached to the big ideas related to addition of fractions in a procedural way. However, some students were able to conceptually understand the interpretations and algorithms of fraction addition by quantitatively thinking about the context and focusing on the structures of units. Building on these results, this study is expected to suggest specific implications on instruction methods for addition of fractions with different denominators.

• School Mathematics
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• v.11 no.4
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• pp.547-565
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• 2009

This study presents the examination system, contents, and types of items in mathematics in the examination subjects at a nationwide level that are applied to examination materials for college entrance through analyzing such system, contents, and types of problems. Based on the results of this analysis, this study draws certain issues on the contents that are to be included in large-scale national examinations used for materials for college entrance, types of items which are able to appropriately present such content, and specific issues on the examination system in order to effectively perform the examination through proper configurations in all these issues. Thus, this study will provide some basis to determine the examination system in mathematics for the College Scholastic Ability Test according to future educational curriculum.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.269-283
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• 2009

This study has investigated the way to improve the communication skills emphasized in mathematics education, and analyzed the effects of Communication Oriented Mathematics Lessons on the mathematical disposition and the academic achievements. For this research, two groups of first grade students from D elementary school in Daegu city were selected which had been proved homogeneous in mathematical disposition and academic achievements via a preliminary test. The experimental group was given Communication Oriented Mathematics Lessons (COML) while the control group was given Traditional Classroom-based Instruction (TCI). COML were given along with first grade, first level mathematics for eight weeks, to improve communication skills of the students who were unfamiliar with mathematical communications. The schemes for the education include revising, summarizing, asking questions, and participating. The results of the study were summarized for mathematical disposition and academic achievements. First, COML is effective to evaluate the will to solve problems in the mathematical disposition of the students, and to make it useful for them to live their lives and to learn other subjects. Second, previous studies have shown contrary interpretations on the effects of COML. This study has found that it does not improve the students' scores on the original form of academic achievement test.

• 대한공업교육학회지
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• v.38 no.2
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• pp.176-194
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• 2013

In this research, 'Construction Technology and Environment' units in 12 different technology home economics textbooks for 1st~3rd year middle school students under the 2009 Revised Educational Curriculum and the content system of textbooks were analyzed based on Reigeluth's elaboration theory, and the following conclusions were derived. First, each of the 12 different textbooks presented the elaboration process by procedural method and composed the content system. Second, the 'Construction Technology and Environment' unit presented many 'Thought Opening' as the systematization strategy of advance learning ability, and 'Unit Summary' presented at the end of the unit as the use strategy of the summarizer was presented preponderantly. In addition, 'Learning Objective' that represents the degree of achievement of the students after learning the unit was presented most as the use strategy of the synthesizer although there are differences in terms. In all of the textbooks, 'Figure,' 'Table,' 'Diagram', and 'Explanation of Terms' were used, and particularly, in the vitalizer strategy of the cognitive strategy, overwhelmingly greater number of 'Figure's, compared with all other elements, were presented as the vitalizer strategy of cognitive strategy. Finally, 'Compensatory Learning,' and 'In-depth Study' were presented as the learner control strategy in each of the 4 different textbooks, and there was one textbook that presents the term 'Supplement Reinforcement' in which compensatory learning and in-depth learning were integrated. Third, the metaphor utilization strategy among the 7 teaching strategies of the elaboration theory was hardly used in the composition items in units of textbooks.

• Journal of the Korea Society of Computer and Information
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• v.19 no.10
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• pp.135-149
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• 2014

This study proposed the ubiquitous learning system by finding the difficulties which students have in learning the course of science and analyzing the current learning applications that are used commercially. Through case studies, we found 4 problems. First, the request of long learning time by most of the existing video-based learning applications. Second, it is impossible to know their level of learning due to the lack of open learning contents. Third, it is difficult for learners to participate in interactive learning. Fourth, there are educational contents without considerations on the level of learners. To refine the difficulties due to these problems, we designed and implemented a new ubiquitous learning system which applies the small learning contents for short-term learning, open learning system and enhanced hierarchical learning contents. The system was implemented based on Android. It provides learners with useful science education. We conducted a questionnaire for third grade middle school students in order to show that the proposed system has a good educational effects. The questionnaire asks for the differences between the proposed ubiquitous learning system and the existing learning application. We concluded that the proposed system is better than the existing application by using t-test for improvement of learning effects using feedback with which students participate in interactive learning but not in unidirectional learning, and share the learning result.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.499-512
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• 2014

Architecture is usually seen as a product of art and technology. However, most historical buildings also exemplify various sophisticated principles of mathematics. Outstanding examples of architecture around the world such as Seokguram, Daewoongjun of Bulguksa, Muryangsujeon of Buseoksa, and the Parthenon provide students with a great opportunity to study their underlying mathematical properties and principles. The activity of identifying and investigating such mathematical principles in historical buildings enables students to realize that mathematics is a practical subject, and thus provides justification for the study and importance of mathematics. For the purpose of this study historical architecture was reviewed with this in mind in order to develop STEAM education materials focused on elementary school mathematics. The result of this study is as follows: first of all, appropriate examples of historical architecture were selected on the basis of the 2009 revised curriculum's content and teaching goals. These involved chapters on 'proportion', 'symmetry', 'movement of figures', 'building blocks', and 'triangles'. Secondly, a meta-analysis was performed on the historical buildings that clearly illustrate mathematical principles. Thirdly, STEAM education materials focused on elementary mathematics using architectural examples were developed which made actual application in classrooms possible. And lastly, surveys of professional groups were conducted to verify whether the produced materials were suitable teaching resources.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.81-105
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• 2015

The purpose of this study was to analyze the perceptions of creativity in mathematics of preservice elementary school teachers. Creativity in Mathematics is one of the most important components in mathematics teaching and learning, which has been emphasized in the Principles and Standards for School Mathematics and the 2009 Revised Mathematics Curriculum. For this study, the researcher analyzed reports of creativity in mathematics in mathematics lessons from the perspectives of 55 preservice elementary school teachers. The preservice teachers observed 55 mathematics lessons focusing on creativity in mathematics during their two-week-student-teaching period. The results showed the followings. First, the preservice teachers had a narrow perceptions on creativity in mathematics. Second, observational experiences of mathematics lessons led the preservice teachers to reconsideration of creativity in mathematics. Third, the preservice teachers provided a various strategies to enhance students' creativity in mathematics. The researcher suggested the followings. First, definitions and practices of creativity in mathematics should be included in the teacher education programs. Second, mathematics textbooks should include creativity in mathematics in a sophisticated manner. Third, creativity-rich materials should be developed and distributed to teachers. Finally, well-designed teacher training programs should be necessary.