• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.415-435
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• 2007

A transition from elementary to secondary school, and among grades, among learning contents is a essential problem in education. A connectivity between learning contents is important in student's growth and development. A gap between lower grades and higher grades in elementary school is no less extensive than a gap between elementary mathematics and secondary mathematics. In this paper, we start with a critical mind about a transition and connectivity between lower grades and higher grades in elementary school. In order to compare between elementary grades, we firstly focus 4th grade mathematics which finish lower grades and start higher grades at the same time. First, we make up a questionnaire to 4th grade students and teachers in charge 4th grade. A questionnaire is composed of questions about the degree of difficulty in the learning(and teaching) of 4th grade mathematics comparing with 3rd grade mathematics. Second, we compare to lower grades lessons(1st grade) and 4th grade lessons using a qualitative method. we analyze the lesson contents, activities and time through 'analysis of the learning course'. And we compare the pattern of eliciting questions, question patterns, nomination patterns and feedback patterns between 1st grade and 4th grade lessons. We hope that this paper is a fundamental sources in investigating a connectivity between lower grades and higher grades in elementary mathematics in the future.

• Education of Primary School Mathematics
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• v.9 no.2 s.18
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• pp.107-118
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• 2005

The purposes of this study were to investigate the practice of performance assessment in elementary mathematics classes especially focused on 4th grade. To achieve this, three research questions were posed as follow: First, What do they prepare for performance assessment? Second, What kinds of tests do they use in mathematics performance assessment? Third, What kinds of difficulties do they have for performance assessment and what should be changed for a successful performance assessment in mathematics? To Answer the research questions, three 4th grade classes were selected from three different elementary schools in seoul and three teachers were interviewed. From the data analysis, several conclusion were drawn. First, a plan for mathematics performance assessment was not set by the class teacher who are in charge of the class. The main reason was lack of time. Second, in most of the assessment, written tests were used and the items in the tests were skill-oriented. Third, teachers thought that performance assessment was needed in mathematics. But lack of their time, knowledge and competency, it is difficult to do performance assessment in mathematics.

• The Mathematical Education
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• v.56 no.4
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• pp.435-452
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• 2017

The purpose of this study is to see correlation between parental psychological control and volition control in mathematics learning of 6th grade of elementary school. This study has carried out a survey for 371 male and female students in 6th grade of elementary school in Gyeongnam. We analyzed the collected data statistically, and the results are as follows. First, there was a significant difference in the level of volition control in mathematics learning between male and female students. The level of volition control in mathematics learning was found to be higher in female groups than in male groups. Second, there was no significant difference in father and mother's psychological control level perceived by 6th grade elementary school students. Third, there was a significant negative correlation between parental psychological control and their children's level of volition control in mathematics learning. In this study, by examining the correlation between parental psychological control and volition control level in mathematics learning of elementary school students, the higher the parental psychological control, the lower the level of volition control of their children. So, that it is important to have a parenting attitude that respects their children's emotion and expression.

• The Mathematical Education
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• v.56 no.1
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• pp.1-17
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• 2017

The purpose of this study is to analyze the differences between the cognitive load of mathematics textbooks based on storytelling and traditional mathematics textbooks that are presented to students. In order to verify this, we have selected two 4th grade classes in elementary school that were identified as a homogeneous group through prior testing, and thus were separated into experimental group and comparative group. Then, without the teacher's lessons, the experimental group learned from mathematics textbooks based on storytelling and the comparative group learned from traditional mathematics textbooks. Afterwards, the two groups' cognitive load was measured through a questionnaire, and the following results were obtained: In the 'mental effort' and 'self evaluation' categories, the students that learned from the mathematics textbook based on storytelling showed higher scores than the students that learned from the traditional mathematics textbook. also there was statistically significant difference in some items. However, no statistically significant difference was found in the remaining categories 'task difficulty', 'self evaluation', and 'material design'.

• Education of Primary School Mathematics
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• v.11 no.2
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• pp.95-103
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• 2008

The 7th national mathematics curriculum was revised in 2007. According to the revision curriculum, new texts and guides are developed and will come into effect for elementary and secondary school in 2009. Some contents are shifted and also newly added at the revision curriculum. This paper analyzed the gap between the revision and the 7th national mathematics curriculum based on the shifts in contents, and investigated on the difficulties that some graders probably will undergo owing to shifting the contents between grades. As a result, several important problems were found in some graders between the revision and the 7th national mathematics curriculum. In particular, some graders could not have a chance to learn some mathematical concepts without another lesson plans. For some graders, special lesson plans and supplementations are required. The brief summary of these supplementations as follows: ⅰ) For entering students in 2005, the supplementations about equations and direct proportion and inverse proportion should be needed at the 6th grade in 2010 or at the 7th grade in 2011. ⅱ) For entering students in 2006, the supplementations about estimations and correspondence should be needed at the 4th grade in 2009 or at the 5th grade in 2010. And the supplementations about the relation of fractions and decimals and the ratio should be needed at the 5th grade in 2010. ⅲ) For entering students in 2007, the supplementations about the addition and subtraction of time using second unit and the addition and subtraction of weight should be needed at the 3th grade in 2009 or at the 4th grade in 2010.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.315-335
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• 2008

This study is to recognize importance of casing anxiety on mathematics for underachievers and to examine a plan to solve a problem with anxiety, by analyzing factors which make underachievers anxious on the mathematics. First, we analyze factors which make mathematical underachievers anxious on the mathematics. Second, we compare and analyze a level of anxiety on the mathematics and factors which cause anxiety on the mathematics according to their grade and gender. This study's participants were 308 mathematical underachievers at 4th, 5th, and 6th grade, studying at six different elementary schools in three different areas. The results of factors which make mathematical underachievers anxious on the mathematics obtained from the survey are as follows. First, in the top-category factor, mathematical underachievers are influenced by following factors in order, which are a mathematic subject, learner's attitude, environment, and a teacher. Second, in the factor of making students anxious on the mathematics according tn their grade, although the mathematic anxiety of students at 6th grade is higher than students at 4th and 5th grade, in the anxiety differences between the different grades. Third, in the factors which make the students anxious on the mathematics according to their gender, female students show more anxiety than male students. In summary, an anxiety of the underachievers at the elementary schools are different in the top and sub-category factor, according to their grades and their gender. It is shown that the underachievers feel more anxiety compared to normal elementary schools, and therefore the anxiety on the mathematics is one of the causes of under-achievement of the mathematics.

• School Mathematics
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• v.7 no.4
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• pp.337-352
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• 2005

In this study, we carried out a case study with 38 pre-service mathematics teachers. A theoretical basis of this study is the 'technology principle' by NCTM(2000) and teaching-learning methods by the 7th curriculum. Using mathematics program(Grafeq.), we executed classroom activities for developing materials assisting teaching-teaming for 7th-9th grade mathematics. Pre-service mathematics teachers constructed mathematical designs for each grade by Grafeq. program. We tried to find the results for three research problems. On the basis of observation data, interview data and document materials, we analysed our results as follows. First, our activities help Pre-service mathematics teachers to examine and understand each grade mathematics. Second, we can developamathematicaldesignineachgrade mathematics. Therefore mathematical designs developed in this study can be used middle school mathematics classroom. Third, pre-service mathematics teachers gained the belief that the activities using mathematical in this study can be applied program. effectively to teaching and loaming school mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.333-351
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• 2016

This study analyzed what STEAM elements, except mathematical content, are contained in 2009 revised elementary school 5th and 6th grade group mathematics textbooks. STEAM elements in the textbooks were examined by grade and by content area in the elementary school mathematics curriculum. The results were as follows. First, the number of STEAM elements in mathematics 5-1, 5-2, 6-1, 6-2 are 151(18.4%), 212(25.9%), 211(25.7%), 246(30.0%), respectively. The 6th Grade than in 5th Grade can be seen a few plenty. Second, the number of STEAM elements are different depending on the type of STEAM. The number of arts element is 617(75.2%) and this elements are seen the most. The number of representative art and cultural art is 445(54.3%) and 172(20.9%), respectively. The number of technology-engineering and science is 158(19.2%) and 45(5.5%), respectively. We need to developed to promote use of science element in next mathematics curriculum.

• Journal of the Korean School Mathematics Society
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• v.26 no.2
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• pp.87-110
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• 2023

This study aimed to proposed repeated reading aloud, which combines repetitive reading and reading aloud, as a method for teaching and learning mathematics. We investigated the effect of repeated reading aloud on students' academic achievement and cognitive load, and explored the implications of repeated reading aloud as a method for teaching and learning mathematics. To this end, we conducted a case study involving repeated reading aloud for two units: the limit of a function and the number of cases. The study targeted four 9th-grade students and four 10th-grade students, analyzing how their academic achievement and cognitive load changed. As a result, the eight students showed positive changes in academic achievement and cognitive load as the repeated reading aloud accumulated. When comparing the units, the academic achievement was lower for the limit of function than the number of cases. In terms of cognitive load, students exhibited higher cognitive load in the unit on the limit of function. When compared cognitive load by grade, there was no significant difference after 3rd repeated reading. However, in both units, the academic achievement of four 10th-grade students was higher than that of four 9th-grade students. Nonetheless, the gap narrowed as the reading aloud was repeated.

• School Mathematics
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• v.15 no.4
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• pp.701-721
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• 2013

In this study, I set the 5th grade children mathematically gifted in elementary school to pose freely the creative and difficult mathematical problems by using their knowledges and experiences they have learned till now. I wanted to find out that the math brains in elementary school 5th grade could posed mathematical problems to a certain levels and by the various and divergent thinking activities. Analyzing the mathematical problems of the mathematically gifted 5th grade children posed, I found out the math brains in 5th grade can create various and refined problems mathematically and also they did effort to make the mathematically good problems for various regions in curriculum. As these results, I could conclude that they have had the various and divergent thinking activities in posing those problems. It is a large goal for the children to bring up the creativities by the learning mathematics in the 2009 refined elementary mathematics curriculum. I emphasize that it is very important to learn and teach the mathematical problem posing to rear the various and divergent thinking powers in the school mathematics.