• Korean Journal of Social Welfare
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• v.69 no.3
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• pp.141-164
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• 2017

The purpose of this study is to understand the school achievement of domestic adopted children in Korea and its related factors. Although the developmental outcomes of domestic adopted children were the focus of research interests, their school achievement has never been fully addressed in Korea. The subsample (9-17 years old) of 5th wave data of was used for the analysis. The results showed that the school achievement level of domestic adopted children was not significantly different from their non-adopted peers during elementary school years except the mathematics, but changed drastically after they entered the middle school, showing significantly lower level from their non-adopted peers. Factors related with the overall school achievement were the level of school, maternal education, age at adoption, child's self-esteem and school adjustment. For specific subject, however, significant factors were found to be somewhat different. Based on the results of the study, the practical guidelines to improve the school achievement of adopted children were suggested. Also, suggestions for the following studies were made.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.867-883
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• 2010

Recognizing the importance of motivation, goal orientation, and attitudes toward schools is an important component for educators to consider as they establish positive learning communities for gifted learners. The purpose of this study was to describe attitudes toward school and self relationship to schoolwork for students who are enrolled in the 5th, 6th, and 7th grade, identified as gifted, accelerated in at least one subject (mathematics), and living in Korea or the United States. Comparisons were conducted for country of origin and gender for all subscales on the School Attitude Assessment Survey-Revised (McCoach & Siegle, 2004). Of the 507 participants (278 Korean and 229 American), girls scored higher on the motivation/self-regulation scale than boys and American students scored higher than Korean students on attitudes toward school, academic self perceptions, goal orientation, and motivation. There were no differences by country or gender on attitudes toward teachers.

• Journal of Educational Research in Mathematics
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• v.21 no.2
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• pp.181-199
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• 2011

The area formula for a plane figure represents the relations between the area and the lengths which determine the area of the figure. Students are supposed to understand the relations in it as well as to be able to find the area of a figure using the formula. This study investigates how 5th grade students understand the formulas for the area of triangle, rectangle and parallelogram, focusing on their understanding of functional relations in the formulas. The results show that students have insufficient understanding of the relations in the area formula, especially in the formula for the area of a triangle. Solving the problems assigned to them, students developed three types of strategies: Substituting numbers in the area formula, drawing and transforming figures, reasoning based on the relations between the variables in the formula. Substituting numbers in the formula and drawing and transforming figures were the preferred strategies of students. Only a few students tried to solve the problems by reasoning based on the relations between the variables in the formula. Only a few students were able to aware of the proportional relations between the area and the base, or the area and the height and no one was aware of the inverse relation between the base and the height.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.305-322
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• 2010

The epistemological obstacles in the area learning of plane figure can be categorized into two types that is closely related to an attribute of measurement and is strongly connected with unit square. First, reasons for the obstacle related to an attribute of measurement are that 'area' is in conflict. with 'length' and the definition of 'plane figure' is not accordance with that of 'measurement'. Second, the causes of epistemological obstacles related to unit square are that unit square is not a basic unit to students and students have little understanding of the conception of the two dimensions. Thus, To overcome the obstacle related to an attribute of measurement, students must be able to distinguish between 'area' and 'length' through a variety of measurement activities. And, the definition of area needs to be redefined with the conception of measurement. Also, the textbook should make it possible to help students to induce the formula with the conception of 'array' and facilitate the application of formula in an integrated way. Meanwhile, To overcome obstacles related to unit square, authentic subject matter of real life and the various shapes of area need to be introduced in order for students to practice sufficient activities of each measure stage. Furthermore, teachers should seek for the pedagogical ways such as concrete manipulable activities to help them to grasp the continuous feature of the conception of area. Finally, it must be study on epistemological obstacles for good understanding. As present the cause and the teaching implication of epistemological obstacles through the research of epistemological obstacles, it must be solved.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.47-70
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• 2009

The purpose of this research was to confirm one of constructivists' assumptions that even children 조o are with low reasoning ability can make reflective abstracting ability and cognitive structures by this ability can make generation ability of new knowledge by themselves. To investigate the assumption, learner-centered instruction were implemented to 2nd grade classroom located in Suseong Gu, DaeGu City and with lesson plans which initially were developed by Burns and corrected by the researchers. Recordings videoed using 2 video cameras, observations, instructions, children's activity worksheets, instruction journals were analyzed using multiple tests for qualitative analysis. Some conclusions are drawn from the results. First, even children with low reasoning ability can construct mathematical knowledge on multiplication in their own. ways, Thus, teachers should not compel them to learn a learning lesson's goals which is demanded in traditional instruction, with having belief they have reasoning ability. Second, teachers need to have the perspectives of respects out of each child in their classroom and provide some materials which can provoke children's cognitive conflict and promote thinking with the recognition of effectiveness of learner-centered instruction. Third, students try to develop their ability of reflective and therefore establish cognitive structures such as webs, not isolated and fragmental ones.

• Journal of Educational Research in Mathematics
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• v.18 no.1
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• pp.103-121
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• 2008

The primary purpose of this study was to gather knowledge about $5^{th},\;6^{th},\;and\;7^{th}$ graders' proportional reasoning ability by investigating their reactions and use of strategies when encounting proportional or nonproportional problems, and then to raise issues concerning instructional methods related to proportion. A descriptive study through pencil-and-paper tests was conducted. The tests consisted of 12 questions, which included 8 proportional questions and 4 nonproportional questions. The following conclusions were drawn from the results obtained in this study. First, for a deeper understanding of the ratio, textbooks should treat numerical comparison problems and qualitative prediction and comparison problems together with missing-value problems. Second, when solving missing-value problems, students correctly answered direct-proportion questions but failed to correctly answer inverse-proportion questions. This result highlights the need for a more intensive curriculum to handle inverse-proportion. In particular, students need to experience inverse-relationships more often. Third, qualitative reasoning tends to be a more general norm than quantitative reasoning. Moreover, the former could be the cornerstone of proportional reasoning, and for this reason, qualitative reasoning should be emphasized before proportional reasoning. Forth, when dealing with nonproportional problems about 34% of students made proportional errors because they focused on numerical structure instead of comprehending the overall relationship. In order to overcome such errors, qualitative reasoning should be emphasized. Before solving proportional problems, students must be enriched by experiences that include dealing with direct and inverse proportion problems as well as nonproportional situational problems. This will result in the ability to accurately recognize a proportional situation.

• Journal of the Korean School Mathematics Society
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• v.21 no.4
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• pp.419-443
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• 2018

The purpose of this study was to analyze the problem solving strategies of ordinary students, gifted students, pre-service teachers, and in-service teachers with the 'chicken and pig problem,' which has multiple strategies to obtain the solution. For this study, 98 students in the 6th grade elementary schools, 96 gifted students in a gifted institution, 72 pre-service teachers, and 60 in-service teachers were selected. The researcher presented the "chicken and pig" problem and requested them the solution strategies as many as possible for 30 minutes in a free atmosphere. As a result of the study, the gifted students used relatively various and efficient strategies compared to the ordinary students, and there was a difference in the most used strategies among the groups. In addition, the percentage of respondents who suggested four or more strategies was 1% for the ordinary students, 54% for the gifted students, 42% for the pre-service teachers, and 43% for the in-service teachers. As suggestions, the researcher asserted that various kinds of high-quality mathematical problems and solving experiences should be provided to students and teachers and have students develop multi-strategy problems. As a follow-up study, the researcher suggested that multi-strategy mathematical problems should be applied to classroom teaching in a collaborative learning environment and reflected them in teacher training program.

• Science of Emotion and Sensibility
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• v.10 no.3
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• pp.433-441
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• 2007

Creativity has very important significance to children. Although active researches and educations on other studies (for instance, mathematics, science, logics, music, etc) are being done, evaluation or development on children's creativity in design is very inadequate. Therefore, this study is a basic research to develop evaluation to judge design creativity of children as an incipient stage of educational method development to develop children's creativity in design. Evaluation categories (originality - novelty/fun, practicality-function/possibility) that can evaluate design creativity of children were drawn out based on documentary records, and as the results or performing experimental research to figure out correlativity between creativity of idea and design creativity targeting children in second grade of elementary school, subordinate provinces of idea's creativity related to design creativity were fluency and elaboration. However, it does not mean that fluency and delicacy are the only subordinate provinces of idea's creativity related to design creativity, but they are more influential compared to other provinces (creativity, abstractness of title, and resistance to premature closure) This study is to prepare basic framework of educational method to improve design creativity education of children, and has its meaning to complement what are lacked in design creativity through the educational method.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.251-266
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• 2013

With elementary school students who have learned the primary concepts of the four arithmetic operations as its subjects, this study has investigated in depth how schema and transformed schema are composed by recognition of the correct concepts and connection of concepts, that is to say, what schema learners form along with transformed schema with the primary concepts of the four arithmetic operations to understand the secondary concepts when power and mixed calculations are taken into contents. It has also investigated how the subjects use the schema they have formed for themselves and the transformed schema to approach problem solving, and how their composition of concepts and schema in problem solving ability achieve transformations. As a result, we can tell that the recognition of precise primary concepts and transformed schema work as important factors in the development from the primary to the secondary concepts. Here, we can also see learn that the formation of the schema created due to the connection among the primary concepts and the recognition of them and of the transformed schema play more important roles in the development toward the secondary concepts and the solution of arithmetic problems than any other factors.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.145-165
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• 2024

The purpose of this study is to analyze the types of errors made by Korean language learners in the use of dual numerals and provides basic data for developing an effective teaching numeration using dual numerals. To this end, a case study was conducted to analyze the types of errors that appear in numeration using dual numerals targeting Korean language learners with diverse linguistic and cultural backgrounds and different academic achievements in Korean and mathematics. Error types that categorized errors made by Korean language learners were used as an analysis framework. The conclusions obtained from the research results are as follows. First, it is necessary to provide students with opportunities to use them frequently so that they can become familiar with the use of native language numerals, which often causes errors. Second, when teaching Korean language learners with low-level Korean language academic achievement how to use Chinese numerals, it is necessary to pay attention to the multiplicative numeral system of Chinese numerals. Third, it is necessary to teach children to accurately read foreign word classifiers used with Chinese numerals accurately in Korean and distinguish between the classifiers 'o'clock' and 'hours'. There is a need to provide guidance so that native language/Chinese numerals can be used appropriately in succession along with Chinese classifiers. The results of this study may contribute to the development of an effective teaching numeration using dual numerals for Korean language learners with diverse linguistic and cultural backgrounds.