• The Mathematical Education
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• v.42 no.5
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• pp.683-696
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• 2003

In this paper, we propose an authoring methodology of differentiated instruction-learning materials in mathematics course using MathML and XSLT, and give utilizing suggestions of these materials as differentiated textbook and individual learning. Incorporating MathML into instruction-learning materials, there are many advantages such that view of the materials in web browser is improved since mathematical expressions are compatible with text, and an expression can be modified in more convenient way since the expression is represented in text format not an image. In authoring of differentiated materials, the author provides one document for various levels of students. Then, each level of materials is generated from the document via XSLT transformation. This enables author-driven progress control rather than student-driven which does in previous approaches, since students don't need to select components of the material.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.183-197
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• 1998

Many schools of the secondary level have been recently carrying out 'differentiated class'based on ability grouping between classed(DC). They are usually consisted of three levels; high level available to enriched course, middle level, and low level available to supplemental course. Phrhaps, almost all of the schools might nave executed DC before 2000 year. To do this, a lots of teachers have to develop differentiated teaching and learning materials for themselves. But, these mateirals are usually consisted of differentiated mathematics not on 'content'but on 'items'. So, for the successful 7th differentiated curriculum, the issues such as teaching and learning methods, materials, and evaluation system should be considered in depth focused on DC. .Decide issues related to DC(for example, mathematical contents, methods, activities, class speed,extra)based not on teachers or experts but on students. .Differentiate teaching and learning mateirals according to DC and develop the materials(including guidelines, supplementary books, multimedia, extra) based not on mathematical items but on mathematical contents. .Introduce new mathematical concepts or laws using not only not only definition and explanation but also concrete examples or problems. .Suggest differentiated diverse projects related to mathematical subjects suitable to enhance students` thinking ability to each class. .Have students to develop projects successfully by collecting, representing, analyzing, and interpreting data through communications in a cooperative learning environment.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.394-405
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• 2015

The purpose of this study was to develop and apply a differentiated instruction-learning reflecting various characteristics and demands of the gifted underachievers, and thereby help to develop the study attitude and study achievement of the gifted underachievers. To achieve the purpose, a case study on five gifted underachievers who are in $6^{th}$ grade of elementary school was conducted. By collecting and analyzing a variety of data including standardized tests, interviews with teachers, students, and parents, and observation journals, this researcher examined the characteristics and demands of the gifted underachievers. For the development of the program, differentiated strategies were designed according to students' interest and concern, their multiple-intelligence, and their learning styles. As a result of the application of them, a program with a total of 20 sections was finally developed. The result of the application for the differentiated instruction-learning program revealed improvements in their academic achievements. In addition, it was found that their learning motives were improved. The program was also found to affect their self-concept and their attitude toward learning. The study showed that developing an education program for the gifted underachievers should begin from the analysis of each student's characteristics. Also, it was found that a differentiation strategy could become an alternative to apply various characteristics and demands of the gifted underachievers to the development of a program. The gifted underachievers' intellectual and definitive characteristics were changed even by the short-term mediation. Therefore, the new issue about educating the gifted is to provide a differentiated instruction-learning program fitting their characteristics and demands and help them exert their potential as best as they could.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.317-345
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• 2006

The purpose of this paper is to provide readers related to mathematics education with information and guidelines on 'Teaching and Learning Materials for Differentiated Instruction in Mathematics'. This paper is generally comprised of two parts. The one part is basically focused on understanding the meaning of differentiated education. The focus of the other part is on developing differentiated instructional materials for mathematics, according to the following procedures: 1. Analyzing the current differentiated mathematics curriculum and textbooks 2. Drawing a framework for developing the differentiated teaching and learning materials, and planning the procedure of developing the materials in detail. 3. Developing, checking, and revising the materials 4. Proposing how to utilize the materials effciently and effectively in class

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.465-492
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• 2014

In this study, through the analysis of the mathematics curriculum and textbooks, we produce the cooperative learning activity sheets which was appropriate instructional content for various levels. And, by using them appropriately at the levels of student learning on their own interest, we enhance academic achievement and cooperative learning attitudes. Specific for details for this study are as follows: First, through the applying a variety of the differentiated cooperative learning activity sheets and developing instruction learning, we improve the academic achievement. Second, through the making and utilizing the differentiated cooperative learning activity sheets and the interest and attitudes in mathematics, we improve the cooperative learning attitude. Third, through the levels of the subgroup cooperative learning, we improve the math learning abilities through a learner-centered. Further the purpose of this study is to bring up complementary cooperative spirit among colleagues.

• Journal of the Korean earth science society
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• v.23 no.8
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• pp.666-675
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• 2002

The purpose of this study was to develop the level-defferentiated Web Based Instruction(WBI) program, to examine its effects on the science achievement self-directed learning characteristics, and the students’ perceptions on the WBI learning. For this purpose, the advanced and complementary WBI program of level-differentiated curriculum was developed to adapt to class fields and examine instruction facilitating efficiency. Designed and developed the WBI program make it possible to teach students according to the level-differentiated learning for the chapter, ‘weather and climate’ in high school science curriculum. The results of this study are as follows: First, level-differentiated WBI was effective to encourage self-concept, learning eagerness, future-oriented self-apprehension, creativity, self-assessment of the student’s self-directed teaming characteristics. There was no interaction effect of treatment and students’ learning ability at the self-directed learning characteristics. Second, the scores of science achievement of WBI group were significantly higher than those of conventional lecture group. There was interaction effect of treatment and students’ learning ability. However level-differentiated WBI has no effect on openness, initiative, responsibility of the student’s self-directed learning characteristics. There was interaction effect of treatment and students’ learning ability at the science achievement, Third, in the perception questionnaire of WBI teaming, many students showed the WBI teaming was good in terms of causing interaction between learners and web based learning materials including various images and animations. However there are several students who showed learning difficulties. For example they wonder which part is more important and what order is proper to study in hypertext environment.

• Journal of The Korean Association of Information Education
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• v.10 no.3
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• pp.425-434
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• 2006

This study designed and implemented differentiated web courseware for ICT education based on the analysis of the contents of the guidelines for information and communications technology education in elementary schools. The web courseware was designed to provide students with self-directed, differentiated learning in ICT education. The contents of the courseware consist of 'understanding of the computer,' 'mouse and keyboard,' and 'surfing on the Internet.' Each of the contents includes diagnostic and formative evaluations so that students can select their own learning activities of the beginning, intermediate, and advanced levels. The web courseware is expected to be used as self-directed learning materials for ICT education through learner-centered differentiated learning activities.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.199-216
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• 1998

One of the main features of the 7th revised national curriculum is the implementation of a 'Differentiated Curriculum'. Differentiated Curriculum is often interpreted as meaning the same as 'tracking' or 'ability grouping' in western countries. In the 7th revised curriculum, mathematics is organized and implemented by 'Level-Based Differentiated Curriculum'. To develop mathematics textbooks and teaching-and-learning materials for Differentiated Curriculum, the ideas of 'Enriched and Supplemental Differentiated Curriculum'need to be applied, that is, to provide advanced contents for fast learners, and plain contents for slow learners. Level Based Differentiated Curriculum could be implemented by ability grouping either between classes or within classes. According to these two exemplary models, the implementation models for supplemental course and enriched course are determined. The contents for supplemental course are comprised of minimal essential elements selected from the standard course at a decreased level of complexity and abstraction. The contents of enriched courses are focused on various applications of mathematical knowledge in the real world. Special remedy course will be offered to extremely underachieved students, The principles of developing teaching-and-learning material for special remedy course were obtained from the histo-genetic principle, progressive mathematizing principle, and constructivism.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.227-232
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• 2011

Individualized instruction only in the off-line classroom is not enough because elementary school students have various levels and tendencies. In recent years there are a lot of efforts to use online learning, and they are valuable. But the current online learning management systems are not utilized effectively in the elementary school. So this study suggests utilization plan of online learning management system through Moodle which can present and perform both learning objectives and learning contents for individualized instruction in elementary schools.

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.111-125
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• 2002

The aim of this study is to make it sure how pupils' science inquiry skills and attitude are influenced when they are taught by using the work-sheets for the differentiated learning according to their ability. In order to accomplish this aim, two classes of the fourth grade in the elementary school were distinguished into two groups: one was the experimental class and the other, the comparative class. The experimental class was given 52 hours of science lessons using the above sheets, and the comparative class, the general method of teaching. In order to compare their scientific interest and learning ability of the two groups each other, pupils were tested the standardized achievement in advance. The two groups were also given "ex post facto test" to measure the variation of their inquiry skills and attitude after the lessons. In addition, the experimental class was tested to measure their learning attitude after they are teamed the science with the sheets. The results of this study are as follows: 1. According to the percentile statistics of the science inquiry skills test between the two groups, the work-sheets for the differentiated teaming helped pupils develope their inquiry skills remarkably. 2. The work-sheets did not lead to significant difference between the learning ability of boys and girls. 3. The science lesson using the work-sheets showed positive influences in increasing pupils' scientific attitude. 4. About 77.2 percent of pupils accepted the excellent records of the evaluation in the science lesson using the sheets. It can be, therefore, concluded that the science lesson using the work-sheets for differentiated teaming is one of effective science lessons to increasing pupils' science inquiry skills, compared with the general teaching method.