• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.357-377
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• 2014

The purpose of this study is to identify whether math class with clip-type contents has a significant impacts on the academic achievement and attitude of students. To answer the questions, two classes of 4th graders at Sinlim Elementary School in Gwanak-gu, Seoul were selected as subjects; they were divided into experimental group and comparative group. They were confirmed as a homogeneous group at the significance level of 0.05 during a pre-test. The findings are as follows. First, math class with clip-type contents had positive influence on the academic achievement. Second, math class with clip-type contents had positive influence on the attitude towards learning. Furthermore, proper clip-type contents for class boost their understanding and enhance their mathematical thinking with multiple views. It led to their self-confidence in learning math, developing a positive attitude towards math. The benefits of the present research can be summarized as follows. First, the math class with clip-type contents benefited both teachers and students. For teachers, it helped them boost the quality of their teaching. For students, it helped them understand the class better, improving their academic achievement. Second, the diverse, interesting contents had a positive impact on the following of the students: self-concept of math; attitude towards math; learning habits.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.461-486
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• 2010

By learning math, constructing math problems helps us to improve analytical thinking ability and have a positive attitude and competency towards math leaning. Especially, gifted students should create math problems under certain circumstances beyond the level of solving given math problems. In this study, I examined the math problems made by the gifted students after the process of raising questions and discussing them for themselves by doing origami. I intended to get suggestions by analyzing of problem posing strategy and method facilitating the thinking of mathematics gifted students in an origami program.

• Journal of Korea Game Society
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• v.10 no.6
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• pp.37-45
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• 2010

The purpose of this paper is to analyze a positive educational effect of G learning(online game based learning). G learning has become an effective learning tool for constructivism based learning. Therefore, the paper developed G learning 'SKY math' and applied it to the elementary students. Through the analysis, the fact has been found that students' attitude and confidence for Math changed positively.

• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.73-92
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• 2014

This study was performed in part with the task to find measures to improve the defining characteristics of feelings, value, interest, self-efficacy, and others aspects in regards to learning math among elementary and middle school students. For this study, it was essential to understand the appropriate questions that are needed to be asked during a consultation at a math clinic, for students that are having a hard time learning math. As a method for performing this study, the content of scheduled counseling over 2 years from a math clinic were collected and the questions that were given and taken were analyzed in order to figure out the types of questions needed in order to effectively examine students that are facing difficulty with learning math. The analysis was performed using Grounded theory analysis by Strauss & Corbin(1998) and went through the process of open coding, axial coding, and selective coding. For the paradigm in the categorical analysis stage, 'attitude towards learning math' was set as the casual condition, 'feelings towards learning math' was set as the contextual condition, 'confidence in one's ability to learn math' was set as the phenomenon, 'individual tendencies when learning math' was set as the intervening condition, 'self-management of learning math' was set as the action/interaction strategy, and 'method of learning' was set as the consequence. Through this, the questions that appeared during counseling were linked into categories and subcategories. Through this process, 81 concepts were deducted, which were grouped into 31 categories. I believe that this data can be used as grounded theory for standardization of consultation in clinics.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.1
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• pp.39-64
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• 2005

The purpose of this study is to transform questions in the 7th curriculum to open-ended problems and exam students' attitude towards open-ended problems. Research questions in this thesis are as follows: First, to transform questions in the 7th curriculum to open-ended problems and apply to a class in the fourth grade D elementary school. Second, to find how students respond to learning mathematics with open-ended problems. As a result of this study, the following are identified. First, the students showed positive reactions towards learning mathematics with open-ended problems. Those experience with open-ended problems make student solve mathematics problems with interest and confidence. Second, both good and bad students in the math class show interest and concentration toward open-ended problem. But a few students show less interest towards those problems. Third, through discussion about problem-solving with open-ended problems, students take part in math class actively and show respect one another. Fourth, especially students show more interest and confidence towards the open-ended problems transformed from mathematics textbook and like the constructive open-ended problems.

• Research in Mathematical Education
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• v.14 no.2
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• pp.115-122
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• 2010

The education of teachers in mathematics consists of two parts: enhancing the math-skills of the students and education in didactics. Mainly the math is taught in lessons for 50 to 100 students or even more. This has wrong influence to the teaching style and the attitude towards mathematics. This paper reports about a project, where active schoolteachers are involved in teaching the mathematics content. This is done in workshops, where the teaching can be a model for teaching a class. In addition there is the chance to inspire the students for mathematics.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.199-213
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• 2011

The factors contributing to learning can be broadly classified into four different groups; Learner's characteristic variable, Instructor's characteristic variable, Learning task characteristic variable and environmental characteristic variable. And the first thing we need to do here is understanding of learner's characteristics among those factors in order to devise a plan for education. Accordingly, the purpose of this study is to find out what impact the affective traits (self-concept learning habits learning attitude), one of the learner's features, have on the mathematics-learning achievement and to seek for a good teaching method with reference to elementary school students' learning accomplishments and attitudes. For this, a questionnaire survey was conducted of 78 students of two fifth-grade classes in an elementary school located in South Chungcheong Province in this study. In consequence, it has been shown that the mathematics-learning achievement has the greatest relevance to the self-concept in connection with mathematics followed by the self-concept in connection with learning, the learning habits relating to mathematics, the attitude towards mathematics, the learning habits concerning studies and the attitude towards learning.

• The Mathematical Education
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• v.47 no.4
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• pp.405-419
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• 2008

The purpose of this study is to find oui the effects of teaching mathematical concepts by designing and applying teaching and learning programs that takes into consideration the students' strong intelligence, through the teaching and learning strategies based on the multiple intelligences theory. For this study, developmental and experimental research was conducted. In the developmental research part of the study, teaching and learning programs for teaching the concept of multiplication were designed and the activities based on the multiple intelligences were chosen. On the other hand, in the experimental research part, the data acquired from the application of nonequivalent control group pretest-posttest design in the actual classes was processed and analyzed. The results above indicate that the teaching and learning program based on the multiple intelligences theory improved the students' overall understanding of mathematical concepts by providing various types of activities. In addition, this program helped students to increase their confidence and generate a positive attitude towards learning math.