• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.717-746
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• 2014

The study aimed to explore how to improve mathematical thinking through metacognitive learning by stressing metacognitive abilities as a core strategy to increase mathematical creativity and problem-solving abilities. Theoretical exploration was followed by an analysis of correlations between metacognitive abilities and various ways of mathematical thinking. Various metacognitive teaching and learning methods used by many teachers at school were integrated for sharing. Also, the methods of learning application and assessment of metacognitive thinking were explored. The results are as follows: First, metacognitive abilities were positively related to 'reasoning, communication, creative problem solving and commitment' with direct and indirect effects on mathematical thinking. Second, various megacognitive ability-applied teaching and learning methods had positive impacts on definitive areas such as 'anxiety over Mathematics, self-efficacy, learning habit, interest, confidence and trust' as well as cognitive areas such as 'learning performance, reasoning, problem solving, metacognitive ability, communication and expression', which is a result applicable to top, middle and low-performance students at primary and secondary education facilities. Third, 'metacognitive activities, metaproblem-solving process, personal strength and weakness management project, metacognitive notes, observation tables and metacognitive checklists' for metacognitive learning were suggested as alternatives to performance assessment covering problem-solving and thinking processes. Various metacognitive learning methods helped to improve creative and systemic problem solving and increase mathematical thinking. They did not only imitate uniform problem-solving methods suggested by a teacher but also induced direct experiences of mathematical thinking as well as adjustment and control of the thinking process. The study will help teachers recognize the importance of metacognition, devise and apply teaching or learning models for their teaching environments, improving students' metacognitive ability as well as mathematical and creative thinking.

• Journal of the Korean association of regional geographers
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• v.23 no.2
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• pp.354-365
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• 2017

This study is to analyze the dual language and hybrid identity of the students of Daegu Chinese Middle.High School. Such a phenomenon is being produced and changed at the site or zone of meeting different or conflict factors such as Chinese and Korean. The Chinese Korean students had learned Korean from their mother and her relative at a young age, and their dual and complex language habit was produced due to the learning of Chinese from father and his relative. A large number of the students were educated at a Korean kindergarten, but they were formally learned Chinese and China's society and culture at a Korean Chinese school after primary school. The Chinese Korean students talk with parents, brother and sister, teacher, friend and neighbor at home, school and local by Chinese and/or Korean. They use a dual language of Chinese and Korean based on various situations, but they do not particularly distinguished both language in cognition. The students have a hybrid identity of simultaneously recognizing Chinese and Korean. But some of them think Chinese or Korean. It is necessary for the results of this study to be objectified from the following research on the students of Chinese Middle･High School in Seoul, Incheon and Busan.

• Education of Primary School Mathematics
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• v.15 no.2
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• pp.159-170
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• 2012

Many obstacles have been found in the learning of ratio and rate. The types of epistemological obstacles concern 'terms', 'calculations' and 'symbols'. It is important to identify the epistemological obstacles that students must overcome to understand the learning of ratio and rate. In this respect, the present study attempts to figure out what types of epistemological obstacles emerge in the area of learning ratio and rate and where these obstacles are generated from and to search for the teaching implications to correct them. The research questions were to analyze this concepts as follow; A. How do elementary students show the epistemological obstacles in ratio and rate? B. What is the reason for epistemological obstacles of elementary students in the learning of ratio and rate? C. What are the teaching implications to correct epistemological obstacles of elementary students in the learning of ratio and rate? In order to analyze the epistemological obstacles of elementary students in the learning of ratio and rate, the present study was conducted in five different elementary schools in Seoul. The test was administered to 138 fifth grade students who learned ratio and rate. The test was performed three times during six weeks. In case of necessity, additional interviews were carried out for thorough examination. The final results of the study are summarized as follows. The epistemological obstacles in the learning of ratio and rate can be categorized into three types. The first type concerns 'terms'. The reason is that realistic context is not sufficient, a definition is too formal. The second type of epistemological obstacle concerns 'calculations'. This second obstacle is caused by the lack of multiplication thought in mathematical problems. As a result of this study, the following conclusions have been made. The epistemological obstacles cannot be helped. They are part of the natural learning process. It is necessary to understand the reasons and search for the teaching implications. Every teacher must try to develop the teaching method.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.175-189
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• 2020

The purpose of the present study was to investigate the structural relationships between elementary teachers' mathematics instruction, teachers' mathematics teaching efficacy, students' mathematical interest, and mathematics achievement. To achieve this goal, we used TIMSS 2015 Korean data and implemented multilevel structural equation modeling given that student data were nested within the school data. The findings reveled that at the student level, the instructional quality rated by students positively affected student mathematical interest. Additionally, student mathematical interest positively affected student mathematics achievement. Although the direct effect of instructional quality on student mathematics achievement was insignificant, the total was significant. At the school level, there were positive direct effects of instructional quality and teacher's mathematics teaching efficacy on student mathematical interest. The direct effects of instructional quality, teachers' mathematics teaching efficacy, and student mathematical interest on mathematics achievement were not significant. However, the total effects of instructional quality and teachers' mathematics teaching efficacy on mathematics achievement were significant. Based on the results, we discussed the implications of the study.

• Education of Primary School Mathematics
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• v.14 no.3
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• pp.277-291
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• 2011

It is necessary for the teacher to understand why teach mathematics in order to implement the visions and expectations of the national mathematics curriculum in her actual classroom. This study conducted a survey of examining how elementary school teachers might understand the purpose of teaching mathematics. The results of this study showed that teachers' conceptions of the purpose of teaching mathematics were related mainly to the development of logical thinking, practical use of mathematics in everyday life, and a tool for studying other subjects or disciplines. However, teachers did not perceive much other purposes of mathematics education such as understanding the world, appreciating aesthetic value of mathematics, and developing communicative ability as well as sociality. Whereas teachers did not think of the significance of mathematics as an intellectual field when asked to write down how they would explain students why they had to learn mathematics, they tended to strongly agree it in the Likert-scale responses. Teachers' conceptions were not different according to their gender but teachers with less than five years' teaching experience were relatively negative than others with more experience. Given these results, this study provided issues and implications of teachers' conceptions of the purpose of teaching mathematics.

• Education of Primary School Mathematics
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• v.12 no.2
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• pp.63-80
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• 2009

In this study, we analyzed teachers' recognitions of the necessity of mathematical descriptive tests and their practices in the elementary schools. We then suggested several examples of improved formats of the mathematical descriptive evaluation. For analyzing teachers' recognitions and practices of mathematical descriptive assessment, we surveyed 104 elementary school teachers in Seoul. We collected the test items from the schools and analyzed them to find how they are practiced in the schools. The results were as follows. First, most elementary school teachers are basically recognizing the direction and the purpose of mathematical descriptive assessment. Second, the ratio of the descriptive test items was very low compared with the teachers' recognition of necessity of including descriptive items in the tests. Third, the teachers usually made the descriptive items with their colleagues using textbooks, test manuals for teachers, and the references that the office of education provided. Fourth, to enhance teachers' understanding of descriptive assessment, systematic training programs for teachers about the descriptive assessment should be continued. Finally, the office of education and research institutes should provide various types of test items and more teacher training programs on descriptive assessments.

• Education of Primary School Mathematics
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• v.19 no.4
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• pp.329-347
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• 2016

This paper investigated the views of effective mathematics instruction on the part of school administrators, and then compared and contrasted such views with those of elementary school teachers based on the previous study. A total of 32 school administrators participated in this study and responded to three types of the questionnaire. The results of this study showed that school administrators regarded good mathematics teaching as using concrete materials and teaching students to think. School administrators put their first priority on curriculum and content among four main domains of good mathematics teaching, and did on constructing curriculum among seven sub-domains of good mathematics teaching. They agreed that good mathematics teaching includes teaching by reconstructing the curriculum according to students' various levels and teaching to emphasize the connection among mathematical concepts. However, they thought that good mathematics teaching might not include teaching for fluent calculation or teaching in well-equipped learning environment. The results of comparison of perspectives regarding good mathematics teaching between school administrators and teachers showed remarkably similar tendency. However, a noticeable difference was that school administrators agreed more than elementary school teachers with regard to the 20 elements related to effective mathematics instruction. This paper closes with implications based on the similarities and differences regarding effective mathematics instruction perceived by school administrators and teachers.

• Korean Journal of Child Studies
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• v.1
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• pp.40-64
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• 1980

The purpose of this study was to compare the different environment among the young children of large and small cities and rural areas in Korea, in order to know how these different environment have an effect on the children's intellectual and emotional development. For this subjects, 2,700 questionares with 51 items were distributed to the infants' mothers in each area to interview and answer. About 1,800 questionaires were gathered from 3 metropolitan, 6 cities and 6 rural areas in (each 2 farming, fishing and mining villages) The results of analyzing these questionaires were like following; 1. The average number of children of each family was 2.5 in large cities, 3.0 in small cities and 3.6 in the rural areas. 2. White about 75% of infants' parents of large cities graduated college education, only 6% of the rural parents did it. Most infants' parents of the rural areas have only graduated the elementary school. 3. About 90% of the rural, small and large cities family have had radios and T.V sets, and 90% of infants watched T.V program for 2 hours a day in average. 4. While about 50% of large cities' young children were not reared by their mother's milk but by milk and other foods, about 95% of rural infants by breasting mills. 5. Young children of large cities were wearing about 5 months earlier than those of the rural. 6. While 20% children of cities were taught in the kindergarten, most children of the rural areas could not be taught in the kindergarten. 7. About 45% young children of the rural areas and cities were understood and taught reading, writing letters and numbers by their parents, brothers and sisters before entering primary school. 8. While 50% young children of large cities have had pianos and were taught music in kindergarten or piano tutor's, most of the rural areas have not had pianos and could not be taught music. 9. Most children's favorite music songs were T.V signals or C.M songs in both the rural and cities. 10. While most children of cities have had lots of children's pictures or fairy tale books. most infants of the rural areas have had nothing or a few. 11. As lots of infants could not find their pleasure resorts of sport tools outside, they used to play in side streets or publicroads with their friends. 12. While most infant's parents in cities wanted to make their infants lawyer or medicine doctor, most parents in rural areas wanted to make their children teacher or technician. 13. About a half of Korean infants have had their own rooms or have lived in it together with their brother or sister. In conclusion, as children of large cities have had more various kinds of cultural circumstances than the rural areas in aspects of cultural institutions' tools and environment of their parents' education, books, toys, pleasure resorts and their own rooms, the intellectual development of the former could be considered to surpass those of the latter. In other words, the average IQ points of urban's young children are 10 point higher than those of the rural areas, which means the better circumstance would affect the infant's intellectual development. Therefore, the government must support to make good circumstances of the children in the rural areas.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1567-1579
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• 2012

This study carried a survey to investigate teacher's cognition on preference and actuality about science laboratory and class environment targeting 262 science teachers. The results of this study are as follow: First, the actuality cognition of science teachers on science laboratory and class environment was lower than preference (p<.05). Second, there were no differences between preference and actuality regardless of gender (p<.05). However, the cognition on all of subordinates of preference appeared higher in females than males (p<.05). Third, at all levels of schools, preference is higher than actuality for science laboratory and teaching environment (p<.05). In case of preference, all of the subordinates indicated the difference between elementary and high school teachers (p<.05). On the other hand, in actuality there was a difference between elementary and middle school teachers in 'science laboratory facilities condition' domain only (p<.05). Fourth, the preference was higher than actuality in all school locations (p<.05). And in case of preference, there was no difference in all subordinates regardless of school sites. Whereas the cognition of small-medium city teachers was lower than metropolitan in actuality on the three domains of 'science laboratory facilities condition,' 'teaching condition and service support,' and 'staff policy and practice' (p<.05). As a result, this study informs that upgrading is necessary to achieve inquiry activity in science class in overall teaching environment including science classroom and laboratory.

• Korean Journal of Community Nutrition
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• v.13 no.4
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• pp.476-488
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• 2008

This study investigates the relationship of smoking on daily intake of nutrients and snacks in the Chungnam and Daejeon high school students. Up to date scientific nutrition education and counseling programs in the regular school system is needed for a professional nutrition education teacher. The primary objective of this study was to provide useful information to nutrition education teachers. A survey was conducted with 400 high school students in the Chungnam and Daejeon areas. 381 out of 400 questionnaires were analyzed with SPSS 12.0K. The subjects were composed of 49.8% male, 50.1% female and 40.9% regular high school students, 59.1% business high school students and smokers 43.1%, non-smokers 56.9%. 43.4% of smokers had been smoking since middle school. On analysis of daily nutrient intakes, 16 out of 19 nutrients except animal calcium, Vitamin A and Vitamin C were much more consumed by the smoking group than the non-smoking group non-significantly. Especially vegetable fat and Vitamin E were higher in the smoking group than the non-smoking group (p<0.05). The intake ratio of carbohydrates: protein: fat was similar in the two groups (smoking group 55:15:29, nonsmoking group 56:15:28). Intakes of Vitamin B1 and potassium in comparison with the Korean dietary reference intakes(KDRI) were under 50% in both groups. However, sodium was taken over 200% compared to KDRI in both groups. Intakes of Vitamin C in the smoking group were as low as 76.5% in comparison to KDRI. Smokers need to increase the intakes of Vitamin C considering that smokers need to intake Vitamin C two times than non-smokers. Nutrient intakes from snacks in the smoking group were higher than the non-smoking group. Nutrients that originated from snacks which took over 20% among daily nutrient intakes were 12 nutrients(energy, fat, carbohydrate, calcium, P, Fe, K, Vitamin $B_1$, Vitamin $B_2$, Vitamin C, Vitamin E, dietary fiber) in the smoking group compared to 7 nutrients(energy, vegetable protein, fat, carbohydrate, calcium, Vitamin $B_2$, Vitamin C) in the non-smoking group. The smoking group was significantly paying more money for snacks each month than the non-smoking group was(p<0.01). Periods of consumption were irregular in the smoking group(p<0.05) and the smoking group was used to taking snacks in the morning compared to the non-smoking group. The smoking group preferred sweets and high calorie food over other snacks in comparison of the non-smoking group. The nonsmoking group had better eating habits than the smoking group.