• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.51-74
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• 2009

The purpose of this study is to search for various strategies that could self-regulated learning within cyber home study efficiently, to operate the cyber home study based on such strategies, to manage and support students' learning and to investigate what effects it would have on the ability of self-regulated learning and attitude. In this study, an operational strategy for cyber home study according to the compositional elements of self-regulated learning based on prior studies. Then, the study developed the learning contents of cyber home study and operated cyber home study according to the operational strategy. From the results of the analysis obtained in this study, the following conclusions can be drawn as follows. First, A learner's self-regulated learning capability is able to be improved by self-regulated leaning strategies. Cyber home study that would enable students to implement the leaning on their own through learning contents and operating strategies corresponding to them was the environment that could help their self-regulated learning. Second, in order to find out students' satisfaction for the application of cyber home study, the study compared the survey of cyber home study with the frequency and percentage by each question and the mean value of technical statistics. Cyber home study let students have positive recognition on mathematical learning, and especially as shown in the results of the interview, it was helpful to improve students' interest and confidence as well as their mathematical learning.

• The Mathematical Education
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• v.41 no.2
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• pp.189-202
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• 2002

Problem-centered learning reflects learning strategy based on constructivism. In this learning, students should find the solution in a small group discussion, and share their solutions with classmates in whole class discussion. So students participate in mathematics instruction actively and interact with other students about the strategies. We expect students would change their attitudes on mathematics and mathematical learning in these processes. In this study, we analyzed students' attitudes on mathematics and mathematical learning when they participated the problem-centered learning program. We found the change of students' attitudes to mathematics via problem-centered learning.

• East Asian mathematical journal
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• v.37 no.2
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• pp.197-221
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• 2021

In this study, a men-tutoring model was applied to four second-year high school students in mathematics learning counseling that could cultivate cognitive and affective domains. By observing and analyzing the cases, we examined the effects of mathematics learning counseling on students' mathematical attitudes and self-regulated learning ability. The results of mentoring applied to mathematics learning counseling had a positive effect on reinforcing prerequisite learning, improving self-regulated learning ability, strengthening mathematical strategies, and inducing learning motivation and maintaining interest. We are looking forward to that men-tutoring can be used effectively for students who have difficulty learning mathematics.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.141-157
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• 2002

The purpose of this study was to analyze teacher's teaching-learning strategies and young children's concepts related to mathematics and science in integrated mathematics and science education activities. To achieve this purpose, actual class episodes were analyzed. The episodes were derived from 7 sessions of interaction between teacher and 4 kindergartners in integrated mathematics and science education activities. As a result of the study, children's concepts related to mathematics and science in integrated mathematics and science education activities occurred three factors: the relationship between weight, shape and movement, the relationship between weight and size, and the concept of measurement. In teacher's teaching-learning strategies, three factors were revealed: teacher's questioning, use of teaching materials, and children grouping.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.57-80
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• 2015

This study was to develop the mathematics test-preparation and the test-taking strategies scales for elementary school students. Elementary school students and teachers participated in developing factors and items of the mathematics test-preparation and test-taking strategies scales. The subjects were 857 students in 6th grade from 13 elementary schools in G-city. The variable-centered approach such as exploratory factor analyses, confirmatory factor analyses, and reliability analyses were used for validating the scales. The results of the study were as follows. First, the mathematics test-preparation and the test taking strategies scales for elementary school students consisted of three strategies: cognitive, metacognitive, and learning resources management strategies, respectively. Second, the mathematics test-preparation strategies scale for elementary school students comprised of three factors and 23 items, and the mathematics test-taking strategies scale three factors and 24 items. The scales could be used to assess elementary students' mathematics test-preparation and test-taking strategies and to further develop programs for enhancing strategies use.

• Research in Mathematical Education
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• v.2 no.2
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• pp.89-108
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• 1998

We conducted a survey with the objective of studying the teachers' perspective of their students' learning in traditional calculus and its teaching strategies. This survey was targeted at mathematics teachers of the junior colleges, polytechnics and universities in Singapore. In this paper we present findings of the first part of our survey. The first part addresses various issues related to the mathematics teachers' perception of the current status of calculus education in Singapore. The findings of this study will be unique in Singapore context because, according to the best of our knowledge, no such survey on calculus education has ever been undertaken in Singapore.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.723-743
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• 2015

In this research, The objective of the present study was to develop a preliminary diagnostic worksheet for use in consultations for learning mathematics. In order to achieve this, the worksheet was constructed with questions designed to assess the students. Through standardization, diagnostic worksheets for primary school students in grades 5 and 6 and secondary school students in grades 7 and 8 were produced. The diagnostic worksheet was divided into three sections, consisting of the psychology of learning mathematics in section 1, the methodology in learning mathematics in section 2, and personal preferences in learning mathematics in section 3. The psychology of learning mathematics was composed of questions on factors such as, "confidence in math learning ability," "math anxiety," and "attitude in learning mathematics." Moreover, factors in methodology in learning mathematics were "self-management in learning mathematics" and "math learning strategies." Those for personal preferences in learning mathematics asked about "motivation" and "preferences" with questions about "math learning habits" and "management methods for learning math." This diagnostic worksheet can be used as basic material in consulting students on learning mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.641-654
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• 2011

In order to grow students' rational and creative problem-solving ability which is one of the primary goals in mathematics education. students' proper understanding of mathematical concepts, principles, and rules must be backed up as its foundational basis. For the relevant teaching strategies. National Mathematics Curriculum advises that students should be allowed to discover and justify the concepts, principles, and rules by themselves not only through the concrete hands-on activities but also through inquiry-based activities based on the learning topics experienced from the diverse phenomena in their surroundings. Hereby, this paper, firstly, looks into both the meaning and the inductive reasoning process of mathematical principles and rules, secondly, suggest "learning through discovery teaching method" for the proper teaching of the mathematical principles and rules recommended by the National Curriculum, and, thirdly, examines the possible discovery-led teaching strategies using inductive methods with the related matters to be attended to.

• The Mathematical Education
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• v.40 no.2
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• pp.253-263
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• 2001

Developing mathematical thinking skills is one of the most important goals of school mathematics. In particular, recent performance based on assessment has focused on the teaching and learning environment in school, emphasizing student's self construction of their learning and its process. Because of this reason, people related to mathematics education including math teachers are taught to recognize the fact that the degree of students'acquisition of mathematical thinking skills and strategies(for example, inductive and deductive thinking, critical thinking, creative thinking) should be estimated formally in math class. However, due to the lack of an evaluation tool for estimating the degree of their thinking skills, efforts at evaluating student's degree of mathematics thinking skills and strategy acquisition failed. Therefore, in this paper, mathematical thinking was studied, and using the results of study as the fundamental basis, mathematical thinking process model was developed according to three types of mathematical thinking - fundamental thinking skill, developing thinking skill, and advanced thinking strategies. Finally, based on the model, evaluation factors related to essential thinking skills such as analogy, deductive thinking, generalization, creative thinking requested in the situation of solving mathematical problems were developed.

• School Mathematics
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• v.1 no.2
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• pp.617-636
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• 1999

This study was executed with the intention of guiding ‘open education’ toward a desirable school innovation. The basic two directions of curriculum reconstruction essential for implementing ‘open education’ are one toward intra-subject (within a subject) and inter-subject (among subjects). This study showed an example of intra-subject curriculum reconstruction with a problem solving area included in elementary mathematics curriculum. In the curriculum, diverse strategies to enhance ability to solve problems are included at each grade level. In every elementary math textbook, those strategies are suggested in two chapters called ‘diverse problem solving’, in which problems only dealing with several strategies are introduced. Through this method, students begin to learn problem solving strategies not as something related to mathematical knowledge or contents but only as a skill or method for solving problems. Therefore, problems of ‘diverse problem solving’ chapter should not be dealt with separatedly but while students are learning the mathematical contents connected to those problems. Namely, students must have a chance to solve those problems while learning the contents related to the problem content(subject). By this reasoning, in the name of curriculum reconstruction toward intra-subject, this study showed such case with two ‘diverse problem solving’ chapters of the 4th grade second semester's math textbook.