• Communications of Mathematical Education
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• v.22 no.2
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• pp.187-209
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• 2008

In this paper we analyze various russian studies related with differentiated mathematics education. Especially we work on the studies published in 1980-1995 years. As a result, we find that many studies are carried out with various view points in different directions, draw out essential variables, embodiment methods of differentiated mathematics education in Russia.

• The Mathematical Education
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• v.44 no.3 s.110
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• pp.325-336
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• 2005

Curriculum is very important for the future of nation. So, continuous efforts are needed to improve the curriculum. This study looked into the issues and the problems related with the 7th differentiated mathematics curriculum, and gave the message about the methods of implementation. For this, we analyzed the result of the questionnaire survey which consisted in the question about the 7th differentiated mathematics curriculum. 264 high school teachers are participated in this survey. In special, this study gave not only the problem but also the various concrete methods for management of the 7th differentiated mathematics curriculum. We hope that mathematics education members research and argue about the differentiated mathematics curriculum for next curriculum.

• Research in Mathematical Education
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• v.7 no.2
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• pp.73-90
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• 2003

In the Republic of Korea, mathematics has always been a major blame for huge private expenditures on so-called "private education," which consists of private tutoring and lessons at "private academies of extra curricula." The private spending on out-of-school education often exceeded public expenditures on schools. In 1997, South Korean Ministry of Education reformed curriculum of mathematics along with other subjects to ease the burden of private education. The aim of this curriculum change was to put a boost on individual students' interests, affections and other attributes toward school mathematics. The essential distinctiveness of the new curriculum of mathematics compared with the previous one is as follows: 1. The implementation of so-called "differentiated curriculum" for grades 1-10. 2. 30% reduction of contents in mathematics and the reconciliation of contents. 3. Elective subjects for mathematics for grades 11 and 12. 4. More uses of technology in mathematics teaching. Firstly, we examine the background of the curriculum reform and analyze the new curriculum according to awareness of educational administrators, teaching environments of schools and readiness of mathematics teachers. Then we find out what kinds of problems it has and look for some suggestions for remedies.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.2
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• pp.321-340
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• 2013

The purpose of this study was to investigate elementary school teachers'concern and implementation of differentiated instruction of mathematics. To achieve the purpose, this study applied measurements of CBAM, including Stages of Concern Questionnaire and Innovation Configurations Checklist, to 133 elementary school teachers. The results indicated that most teachers were in awareness stage, which meant they had little concern on differentiated mathematics instruction. As well as, analysis on innovation configurations revealed that b and c variation, each referred to fidelity to and deviance from national curriculum standard relatively, were dominant in their instruction. Based on the results, the study suggested implications on future policies and teacher training for differentiated mathematics instruction.

• Education of Primary School Mathematics
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• v.14 no.2
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• pp.207-218
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• 2011

This research is to explore mathematics gifted education which considered individual difference of gifted students in elementary school-level. The purpose of this study is to develop a differentiated instruction model and mathematical materials for gifted students that consider students' individual difference. We also investigate effectiveness of differentiated instruction through change of self-directed learning ability and studying satisfaction of gifted students. The results of this study will provide basic information on the after research related with development and application of mathematics gifted education program and differentiated instruction.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.317-345
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• 2006

The purpose of this paper is to provide readers related to mathematics education with information and guidelines on 'Teaching and Learning Materials for Differentiated Instruction in Mathematics'. This paper is generally comprised of two parts. The one part is basically focused on understanding the meaning of differentiated education. The focus of the other part is on developing differentiated instructional materials for mathematics, according to the following procedures: 1. Analyzing the current differentiated mathematics curriculum and textbooks 2. Drawing a framework for developing the differentiated teaching and learning materials, and planning the procedure of developing the materials in detail. 3. Developing, checking, and revising the materials 4. Proposing how to utilize the materials effciently and effectively in class

• The Mathematical Education
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• v.54 no.4
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• pp.335-350
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• 2015

The purpose of this study was to investigate the effectiveness of the differentiated instruction in mathematics by a meta-analysis. Among the studies conducted for last twenty three years, the relevant 49 research articles were selected, 80 effect sizes were calculated for the cognitive domain and 70 effect sizes for the affective domain. Effect sizes were analyzed with school levels, student level, group organization method such as homogeneous vs. heterogeneous, class transfer and adjusting class sizes for each cognitive domain and affective domain. The results are as the followings: In the cognitive domain, the overall effect size of the differentiated instruction produced a medium effect(effect size=0.68, U3=75.17%). The differentiated instruction showed the highest effect size on elementary school and middle school, mid level students, heterogeneous group, class transfer and not adjusted class size. And in the affective domain, the overall effect size of the differentiated instruction produced a low effect(effect size=0.36, U3=65.36%). The differentiated instruction showed the highest effect size on elementary school, mid level students, and heterogeneous group. Thus the differentiated instruction was proved to be effective in mathematics classes.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.175-196
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• 2009

In this paper we analyze Ziv's geometrical differentiated teaching and learning materials using inner structure of mathematics problems. In order to analyze inner structure of mathematics problems we in detail describe problem solving process, and extract main frame from problem solving process. We represent inner structure of mathematics problems as tree including induced relations. As a result, we characterize low-level problems and middle-level problems, and find some differences between low-level problems and middle-level problems.

• The Mathematical Education
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• v.42 no.5
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• pp.683-696
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• 2003

In this paper, we propose an authoring methodology of differentiated instruction-learning materials in mathematics course using MathML and XSLT, and give utilizing suggestions of these materials as differentiated textbook and individual learning. Incorporating MathML into instruction-learning materials, there are many advantages such that view of the materials in web browser is improved since mathematical expressions are compatible with text, and an expression can be modified in more convenient way since the expression is represented in text format not an image. In authoring of differentiated materials, the author provides one document for various levels of students. Then, each level of materials is generated from the document via XSLT transformation. This enables author-driven progress control rather than student-driven which does in previous approaches, since students don't need to select components of the material.

• Research in Mathematical Education
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• v.8 no.2
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• pp.95-106
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• 2004

The purpose of this paper is to diagnose the problems of the revision process of the curriculum, and identify the issues in relation to the 7th mathematics curriculum. From the review on the curriculum revision process in Korea, three issues were identified; timing and scale of curriculum revision, research and curriculum revision, and the relationship between the revision of the overall curriculum and that of a subject curriculum. Regarding the mathematics curriculum, the three issues were raised for further discussion; lack of philosophy behind the mathematics curriculum, optimization of mathematics educational content, and differentiated curricula for students of different abilities.