• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.225-243
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• 2013

This study was to analyze the effects of basic computational abilities using G-learning contents, which was developed for mathematically slow learners. The participant students were 146 mathematically slow learners in grade 3-6 in Seoul. The researchers analyzed the difference between pre and post test scores to check their effectiveness. Also, teachers and parents as well as students responded survey items to check dispositions and satisfactions towards the program. The research results showed that the application of the G-learning contents on basic computation areas was effective to develop students' basic computational skills. In addition, students also showed that they were satisfied studying basic computations with the G-learning contents. They had increased beliefs about and decreased difficulties in mathematics. Parents and teachers also had satisfactions in using the G-learning programs in spite of some negative effects such as errors in the contents, use of computers, and concentration on the game itself. For the improvement of G-learning contents, we need to keep studying on G-learning contents with wide range of areas and long term studies.

• Phonetics and Speech Sciences
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• v.10 no.2
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• pp.33-37
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• 2018

Korean students with much exposure to the relatively slow and clear speech used in most English classes in Korea can be expected to have difficulty understanding the casual style that is common in the everyday speech of English speakers. This research attempted to investigate an effective way to utilize casual speech in English education, by exploring the way different speech styles (clear vs. casual) affect Korean learners' comprehension of spoken English. Twenty Korean university students and two native speakers of English participated in a listening session. The English utterances were produced in different speech styles (clear slow, casual slow, clear fast, and casual fast). The Korean students were divided into two groups by English proficiency level. The results showed that the Korean students achieved 69.4% comprehension accuracy, while the native speakers of English demonstrated almost perfect results. The Korean students (especially the low-proficiency group) had more problems perceiving function words than they did perceiving content words. Responding to the different speech styles, the high-proficiency group had more difficulty listening to utterances with phonological variation than they did listening to utterances produced at a faster speed. The low-proficiency group, however, struggled with utterances produced at a faster speed more than they did with utterances with phonological variation. The pedagogical implications of the results are discussed in the concluding section.

• 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.

• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.41-48
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• 2008

Current performance evaluation of the natural science section mainly focuses on teacher evaluation, which causes slow feedback on the evaluation result and little evaluation on colleagues due to limits of time and space. In addition, report performance evaluation, which is a main target of the evaluation in the natural science section, is conducted mostly based on records of experiments and observation without any systematic forms. Such performance evaluation cannot meet expectation on the evaluation for a self-adjustment through instant feedback on the evaluation result and improvement of motivation through sharing common performance standard. Therefore, the study here completes an experiment/research report through information sharing and discussion among colleague learners based on the web and uses it for colleague or teacher evaluation. In addition, it is intended to recognize needs of learners and develop a performance evaluation system that can provide learners with appropriate feedback through the result.

• Research in Mathematical Education
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• v.21 no.1
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• pp.35-46
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• 2018

In this perspective paper, we present seven elements of the appropriate educator mindset for teaching in the constructivist elementary mathematics classroom. The elements include supporting students as they construct their own understanding, eliminating deficit view of slow learners, setting new understanding and growth as the learning objective, providing opportunities to co-construct meaning with peers, using student contributions as the source of curricular material, encouraging all students to participate in learning, and providing instruction not bounded by time. In our struggles to provide authentic, inclusive elementary classrooms, we hope that our discussion of the educator mindset can increase discourse on constructivism from philosophy to practice in the community of mathematics education and policy makers.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.35 no.3
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• pp.181-187
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• 2024

Borderline intellectual functioning (BIF) is characterized by cognitive impairment and deficits in adaptive functioning. Despite affecting a significant proportion of the population, BIF still remains underdiagnosed and poorly understood. In addition to cognitive impairments across a range of domains, individuals with BIF face a greater risk of academic failure and often require special educational support. They suffer from emotional problems, such as difficulties with emotional awareness, anxiety, depressed mood, and unhappiness. Individuals with BIF are more likely to have an impairment of social and adaptive functioning. Furthermore, individuals with BIF are at higher risk of physical and mental health problems, often receive inadequate treatment, and have a poorer prognosis. This review aims to enhance the understanding of clinicians, educators, and policymakers by providing an overview of the characteristics of BIF and its associated challenges, ultimately contributing to the improvement of support systems for individuals with BIF.

• The Journal of Korean Association of Computer Education
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• v.23 no.2
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• pp.73-82
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• 2020

The main purpose of this study was to analyze the general informatization situation of North Korean defectors and to study the characteristics and needs of the learners in order to provide the directions of information education for them. The results of the study showed the following characteristics of the North Korean defectors: They are slow learners due to the fear of new devices, have difficulty in learning due to the unfamiliar language of information and English, and indifferent when the situation is not related to themselves. Based on these learner characteristics and needs, this study suggests the strategies of step-by-step repetition, use of North and South Korean dictionary of the information terminology, apply job-centered and communication abilities, and suggested a four-element STEP model. Raising the level of informatization of North Korean defectors will help establish a successful settlement to South Korea. This will be a valuable foundation and a stepping stone for the future unification of Korea.

• Journal for History of Mathematics
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• v.22 no.1
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• pp.89-110
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• 2009

This paper observed the effect of CAS calculator usage while studying algebra on the achievement of low-achievement students. Participants were composed of 70 low-achievement tenth grade students from a high school located in a metropolitan city. That had never used a mathematics educational calculator before. Target participants were divided into two groups: an experiment group that studied activity papers with the aid of a CAS calculator, and a control group that studied the same activity papers using only paper-and-pencil. The content of the activity papers for the two groups was the same, but the structure differed. Content consisted of numbers and operations, equations and inequalities(character and expressions), and functions. Students in the experiment group exhibited matacognition learning using a CAS calculator. The two groups completed mathematics achievement tests both before and after the activity papers. Therefore, ANCOVA analysis results showed that compared to the pretest, results of the experiment group improved considerably more than the control group.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.35 no.3
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• pp.192-196
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• 2024

Objectives: Borderline intelligence has been excluded from formal diagnostic systems and not included in disability diagnoses, leaving gaps in treatment, education, and social welfare despite various functional impairments. Therefore, we aimed to shed light on ways to enhance the intelligence and functioning of individuals with borderline intelligence by reviewing research on its progression, education, and treatment. Methods: Ten studies that met the inclusion and exclusion criteria were included in the final literature review and analyzed according to detailed topics (participant characteristics, design, and results). Results: Borderline intelligence is associated with various comorbid conditions, such as anxiety, depression, attention deficit/hyperactivity disorder, and addictive disorders, which negatively impact its course and prognosis. Individuals with borderline intelligence often face challenges in academics, employment, interpersonal relationships, and health owing to lifelong cognitive impairments. The treatment of borderline intelligence necessitates addressing environmental factors, such as neglect and abuse, as well as treating comorbid mental disorders, which are crucial for prognosis. Tailoring treatment programs for cognitive profile characteristics have been proposed, and studies have reported the effectiveness of pharmacotherapy, working memory training, and intensive rehabilitation training. Therefore, early intervention during childhood brain development is necessary. Risk factors, such as lack of parental education, and their impact on treatment outcomes have also been reported. Conclusion: Extensive research is needed on education, treatment, and prognosis related to borderline intelligence. Active intervention for children with borderline intelligence is essential to improve their functioning and quality of life.

• Communications of Mathematical Education
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• v.30 no.4
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• pp.435-452
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• 2016

This study was designed to explore students' instrumentalization in relation to the van Hiele's teaching method within a technology environment using GeoGebra. To carry out the study, a total of 4 lesson units was developed based on van Hiele teaching method for two slow learners in Gyeonggi province, Korea. The results of study were as follows. Instrumentalization of students was actualized from preparation, to adaptation, and to application stages. In preparation, and adaptation stages, depending on visualization, students used a trial-and-error method a lot, however in application stage the role of GeoGebra was just to check the solution of what they conjectured. Therefore, a teacher should prepare geometric tasks according to the processes of instrumentalization based on geometric teaching method. During instrumentalization and instrumentation of users, usage scheme(US) and instrumented action scheme(IAS) should be concrete.