• Journal of the Korea Convergence Society
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• v.10 no.10
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• pp.197-205
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• 2019

The purpose of this research was examining the effects of problem-based learning strategies(PBL) on problem solving skill conducted in Korea, using meta-analysis technique. This meta-analysis reviewed the results of 41 studies published between 1998 and 2017 in Korea. The overall weighted mean effect size value was .753 with .064 standard error which was calculated by random effects model. PBL strategies have been found to be more effective in mathematics course (d=.922), art course (d=.916), practical art course (d=.827), E-PBL (d=.791) and middle school level (d=.972). As PBL exhibit a substantial effect on students' problem solving skill, it is recommended that teachers should learn how to implement these strategies in their lesson. PBL is expected to contribute to the improvement of teaching methods as the learning environment changes during the 4th Industrial Revolution.

• School Mathematics
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• v.7 no.1
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• pp.55-75
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• 2005

Mathematical symbolizing is an important part of mathematics learning. But many students have difficulties m symbolizing mathematical ideas formally. If students had experiences inventing their own mathematical symbols and developing them to conventional ones natural way, i.e. learning mathematical symbols via expressive approaches, they could understand and use formal mathematical symbols meaningfully. These experiences are especially valuable for students who meet mathematical symbols for the first time. Hence, there are needs to investigate how early elementary school students can and should experience meaningful mathematical symbolizing. The purpose of this study was to analyze students' mathematical symbolizing processes and characteristics of theses. We carried out teaching experiments that promoted meaningful mathematical symbolizing among eight first graders. And then we analyzed students' symbolizing processes and characteristics of expressive approaches to mathematical symbols in early elementary students. As a result, we could places mathematical symbolizing processes developed in the teaching experiments under five categories. And we extracted and discussed several characteristics of early elementary students' meaningful mathematical symbolizing processes.

• Communications of Mathematical Education
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• v.22 no.2
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• pp.109-124
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• 2008

A characteristic of the national mathematics curriculum revised in 2007 is to repeal the level-oriented individualized curriculum and choose substance of individualized teaching and learning based on the student's achievement level and quality. To do this we first have to think through how to compare students' achievement and differentiate classes. In this paper, we introduce the (modified) Angoff method as a method for comparing students' achievement and the concept of representative items for each achievement level in the National Assessment of Educational Achievement of Mathematics, and discuss how to use them in individualized teaching and learning, especially comparing students' achievement.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.177-193
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• 2010

The purpose of this study is to explore normal distribution in probability distributions of the area of statistics in high school mathematics. To do this these contents such as approximation of normal distribution from binomial distribution, investigation of normal distribution curve and the area under its curve through the method of Monte Carlo, linear transformations of normal distribution curve, and various types of normal distribution curves are explored with CAS calculator. It will not be ablt to be attained for the objectives suggested the area of probability distribution in a paper-and-pencil classroom environment from the perspectives of tools of CAS calculator such as trivialization, experimentation, visualization, and concentration. Thus, this study is to explore various properties of normal distribution curve with CAS calculator and derive from pedagogical implications of teaching and learning normal distribution curve.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.615-633
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• 2023

This study analyzed Korean studies up to August 2023 to suggest the direction of future research on basic academic abilities in mathematics. For this purpose, frequency analysis and LDA-based topic modeling were conducted on the Korean abstracts of 197 domestic studies. The results showed that, first, 'academic achievement', 'impact', 'effect', and 'factors' were all ranked at the top of the TFs and TF-IDFs. Second, as a result of LDA-based topic modeling, five topics were identified: causes of basic academic abilities deficiency, learning status of math underachievers, teacher expertise in teaching math underachievers, supporting programs for math underachievers, and results of National Assessment of Educational Achievement. As a direction for future research, this study suggests focusing on the growth of math underachievers, systematizing the programs provided to students who need learning support in mathematics, and developing teacher expertise in teaching math underachievers.

• Communications of Mathematical Education
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• v.33 no.2
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• pp.47-66
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• 2019

The purpose of this study is followings. First, we develop and apply teaching and learning methods for conducting team projects in flipped calculus class. Second we collect data such as team reports, individual reviews, and surveys during class activities. Third we survey the impacts on participation in student team activities, advanced studying, communication and collaboration. A total of 120 engineering and science majoring students participated in the 16-week long class study administered in team project learning styles in Spring 2018. There were two characteristics of this class. First students studied concepts and examples with video in pre-class and did the team project learning in the classroom. Second we used Google Drive to record team project progress, and to make sure the instructor to intervene appropriately in team activities. We conducted a team project inside and outside the classroom. This could lead the instructor to advise students and so their participation in team activity increased. As a result, it not only had a good effect on communication and cooperation, but also had an effect on advanced learning.

• Communications of Mathematical Education
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• v.31 no.3
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• pp.331-347
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• 2017

The purpose of this study is to develop a sample chapter of mathematics textbook at the first middle school according to the model of supporting learners' self-directed learning. The self-directed learning is a learning strategy to develop learner's ability to solve unstructured problems by himself or herself. Basically, the textbook should included learning objectives distinctively. Second textbook should consist of some appropriate method for learners to learn content. Third, it suggests some plans to utilize learning strategies of this model effectively when authors or developers develop textbooks in future. Based on those condition, it is also requested that the sample chapter of the textbook be develop in order to study interestingly as well as to implement self-directed study, and content materials using mixed diverse subjects would be included in the chapter. Furthermore, the sample chapter which is suitable to the semester of managing self-directed learning middle school would be developed. For this purpose, in this study the 'Plane shapes' was selected dealt with in the first middle school. The sample chapter is developed at first by the researchers and then revised and completed through the checking from the professionalists two times.

• Communications of Mathematical Education
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• v.28 no.2
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• pp.281-302
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• 2014

The purpose of this paper is to offer a history of golden ratio, the criterion raised by Markowsky, and misconceptions about golden ratio. Markowsky(1992) insists that the golden ratio does not appear in the great pyramid of Khufu. On the contrary, we claim that there exists the golden ration on it. Elementary and middle school text books, and domestic history books deal with the great pyramid of Khuff and the Parthenon by examples of the golden ratio. Text books make many incorrect statements about golden ratio; so in teaching and learning the golden ratio, we recommend the design-composition of dynamic symmetry, for example, industrial design, aerodynamic, architecture design, and screen design. Finally we discuss the axial age how to affect the school mathematics with respect to the subject of Thales and the golden ratio.

• KIPS Transactions on Software and Data Engineering
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• v.10 no.1
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• pp.29-34
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• 2021

The real-time video education is used as an effective method of operating classes that replaces face-to-face education of instructors and learners in remote areas. However, the existing video call and video conferences system is mainly used, and this is effective in linguistic education because it focuses on lecture through video, but it is not utilized in other education. In this paper, we propose a design model of real-time video system that can improve the effectiveness of science curriculum and mathematics education by providing the functions that can be utilized during class by improving limitations of image - oriented image education.

• Communications of Mathematical Education
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• v.26 no.2
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• pp.177-203
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• 2012

The purpose of this research was to look at whether small group drawing activities can be applied to learning content that combine mathematics and art, by analyzing the changes in $10^{th}$ grade students' interests in mathematics and particular features of their strategic thinking that were reflected in small group drawing activities using graphs and inequations. The results of the study are as follows: 1. The small group drawing activity using graphs and inequations demonstrated that students interests in mathematics could experience positive changes. 2. The small group drawing activity using graphs and inequations was effective in stimulating the students' strategic thinking skills, which are higher level thinking activities necessary for creating problem solving. As the students went through the whole process of accomplishing a complete goal, the students engaged in integrated thinking activities that brought understandings of basic graphs and inequations together, and were also found to use such higher level thinking functions needed in achieving creative problem solving such as critical thinking, flexible thinking, development-oriented thinking, and inferential thinking. 3. The small group drawing activity using graphs and in equations could be expected to constitute learning content that integrate mathematics and art, and is an effective solution in boosting students' strengths in mathematics by way of activities that consider students' unique cognitive and qualitative peculiarities and through integration with art.