• 대한수학교육학회지:학교수학
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• 제2권1호
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• pp.145-164
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• 2000

The purpose of this study is to investigate the effect of NIE instruction in learning mathematics. There are two groups. The one group is an experimental group which is assigned to use NIE in learning mathematics for 10 weeks. The other group is a controlled group which is received only ordinary teaching methods. The results of this study are as follows. 1. There is no significant difference in learning achievement between the experimental group and the controlled group in significant level 0.05. 2. There are some difference in mathematical disposition between two groups. That is, the students of experimental group learned NIE are not changed in mathematical disposition. However, the other group takes on negative attitude in a mathematical disposition. Considering that as the students go up higher grade, their mathematical disposition become negative, using NIE in mathematics education is valuable to prevent the negative disposition to the mathematics. 3. There are some difference between two groups in the open-ended problem test in significant level 0.05. Although using NIE has little effects in the ordinary test methods, NIE has some effects in the test which require communication ability.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제19권4호
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• pp.247-265
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• 2015

Mathematics textbook plays a significant role in shaping students' learning of mathematics. Logic, rigor and abstraction as typical features of the formalization of mathematics, dominate mathematics textbooks around the world, which is regarded as one of the important origins of students' learning difficulties in mathematics. An innovative series of Chinese mathematic textbooks is presented in this paper. Supported by the supplementary materials excerpts from the textbooks, it gives a comprehensive theoretical analysis of the principles of design and implementation of this series of mathematics textbooks. The effectiveness of this series of textbooks is demonstrated by student achievement and secondary research data. It shows that series of Chinese mathematic textbooks has largely decreased students' learning difficulties in mathematics and enhance classroom teaching efficiency. It suggests that prioritizing the essence of mathematics and reducing abstraction is an important notion for mathematics textbook design and implementation.

• 한국초등수학교육학회지
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• 제6권1호
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• pp.77-96
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• 2002

소집단 협동 학습을 통한 의사 소통 지도가 수학 학습 능력에 어떠한 영향을 미치는지, 초등학교 6학년을 대상으로 소집단 협동 학습을 통한 수학적 의사 소통 지도를 받은 실험반과 교사 중심의 설명식 일제 학습을 받은 비교반 간의 수학 학업성취에 대한 차이, 실험반의 상ㆍ하위 그룹의 학생과 비교반의 상 하위 그룹 학생간의 수학 학업 성취에 대한 차이를 알아보고, 실험반과 비교반의 수학적 성향의 차이, 실험반의 상ㆍ하위 그룹의 학생과 비교반의 상ㆍ하위 그룹 학생간의 수학적 성향의 차이를 알아보았다. 연구의 결과 첫째, 실험반이 수학 학업 성취도면에서 긍정적인 영향을 받는 것으로 나타났으며, 실험반의 상위 그룹 학생들은 수학 학업 성취도면에서 긍정적인 영향을 받는 것으로 나타났다. 그러나 하위 그룹의 학생들은 크게 영향을 받지 않는 것으로 나타났다. 둘째, 실험반이 수학적 성향 면에서 긍정적인 영향을 받는 것으로 나타났으며, 실험반의 상 하위 그룹 모두가 수학적 성향 면에서 긍정적인 영향을 받는 것으로 나타났다. 셋째, 실험반 학생들은 소집단 협동 학습을 통한 의사 소통이 매우 중요함을 느끼고 있었고, 의사 소통의 경험에 대해 매우 긍정적인 반응을 보였다. 연구 결과, 하위 그룹 학생일수록 교사가 인내심을 갖고 장기간 꾸준한 지도가 필요함을 알 수 있었다.

• Korean Journal of Mathematics
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• 제18권4호
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• pp.409-424
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• 2010

We observed the symptoms that occur to students who dislike mathematics when they study mathematics and the data that mathematics is related to foreign language. This study investigated the relation between mathematics and foreign language. Continuous immersion aids not only in acquiring language but also in learning mathematics. For continuous immersion, it is essential to organize small class. We organized small class and compared large class with small class about how the relation between mathematics and language appears in achievement, rate of presence, rate of submission of report, and attitude and enthusiasm. Based on the result, we try to find out the way to increase understanding mathematics and level up the achievements.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권1호
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• pp.19-31
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• 2007

This study is to explore the ways in which the affective characteristics of Korean middle school students have been developed and the ways in which they have an effect on their mathematics achievements by using TIMSS (the Trends in International Mathematics and Science Study) data of 1995, 1999, and 2003. In addition, this study investigates the differences in affective variables between boys and girls toward mathematics. The result of the study indicates that the affective characteristics of Korean middle school students have changed a little, but that its effect on mathematics achievement increased a lot from 1995 to 2003. This study also shows that the Korean students study mathematics to get a job than to enter a university. However, girls have come to study it harder before going to college and it seems to have an impact on their mathematics scores; this happened in 1999. So we can infer from it that the decreasing in the difference between boys and girls in mathematics achievement may have been influenced by the girls' learning motivation to go to college. Lastly, it should be said that another analysis is needed to find out the reason for the devaluation of the importance of mathematics among the Korean middle school students.

• 한국학교수학회논문집
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• 제5권1호
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• pp.21-32
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• 2002

The purpose of this research is to invent the method which improve the problem - solution power in mathematics, making learning materials for it and apply it to the inactive 1st grade high school students. The results of this reaserch are as follows. 1. Through this 4 phased team teaching, the atmosphere of learning is positive and learning activities are voluntary and the attitude to the mathematics is improved. 2. The harmony of team studying for a problem solution, problem understanding, flowchart drawing and mind map studying enabled students to have confidence of learning, leading to improve the ability of mathematics.

• 한국초등수학교육학회지
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• 제13권1호
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• pp.97-114
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• 2009

본 연구는 초등학교 6학년 수학 쌓기나무 단원의 디지털교과서 활용 수업이 공간능력, 수학학업성취도, 수학 교과에 대한 흥미도 등에 미치는 영향을 분석함으로써 수학 수업에 있어서 학습효과를 향상시킬 수 있는 방안을 모색하고자 하는데 그 목적이 있다. 위의 연구를 위하여 실험반은 디지털교과서, 비교반은 서책교과서로 수업을 진행하였다. 그 결과 실험처치 후 실험반과 비교반의 공간 감각 능력 및 수학 교과에 대한 흥미도에 있어서 통계적으로 유의미한 차이는 발견할 수 없었다. 그러나 공간능력 성적의 중위 그룹에서 실험반이 통계적으로 유의미하게 높게 나타났는데, 이는 디지털교과서가 다수의 중위권 학생들에게 학습에 대한 관심을 유도하고 흥미를 유지시키는 역할을 할 수 있다는 점을 시사한다. 또한 공간 능력 검사지의 대부분의 문항에서 실험반이 더 높은 정답률을 보인 점은 구체물과 멀티미디어를 병행 활용한 학습 형태가 공간 능력에 긍정적인 영향을 주었을 가능성이 있음을 보여준다.

• East Asian mathematical journal
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• 제26권4호
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• pp.509-533
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• 2010

This study will contribute to improve intimacy and interests of students in mathematics and to cultivate their abilities and attitudes to continuously learn through problem posing activities using fairy tales. An experimental study was carried out two classes of the fifth grade (total 60 of students, each group 30 os students) in G elementary school located in Daegu Metropolitan City. This experiment was performed for thirteen weeks. For this study, using two examination devices for measuring mathematical attitude and learning achievement, pre- and post-tests were carried out. As a result, it was found that two groups are identical groups. Problem posing activities with fairy tales had significant effect on mathematical attitudes of children and learning achievement of children.

• 초등상담연구
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• 제4권1호
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• pp.123-150
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• 2005

The purpose of this study was to examine the effects of self-regulated learning program on the underachiever's academic achievement and academic self-concept. To achieve the purpose of study the research hypotheses were as follows : Hypothesis 1 : There will be significant differences in the improvement of academic achievement between the experimental group and the control group. Hypothesis 2 : There will be significant differences in the improvement of academic self-concept between the experimental group and the control group. To verify these hypotheses, 32 underachievers were selected from sixth grade students of 'D' elementary school located in Seoul. 16 students were allocated to the experimental group and 16 students were allocated to the control group. The experimental group trained with self-regulated learning program for 10 times(The length of each section was 60 minutes). The self-regulated learning program in this study was based on program by Kim. Yong-Soo(1998), The measurement instruments of the study were mathematics achievement test paper and academic self-concept test. To find out the difference, Pretest-posttest control design was used. Mean and standard deviations obtained from these tests were analysed with t-test. The major findings obtained through this study are as follows : First, self-regulated learning program was effective in improvement of academic achievement (p<.05). Second, self-regulated learning Program was not effective in improvement of academic self-concept. However, the experimental group showed significant improvement(p<.01) at academic self-concept and sub academic self-concepts (ability, achievement) in the data of pre-post test. it can be suggested that this program had positive influence on underachievers. Although it has some limitations, self-regulated learning program is effective to academic achievement and academic self-concept of underachievers, even though not significant, it has a positive t.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제32권3호
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• pp.315-340
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• 2018

본 연구는 수학과 좋은 수업 프로그램을 수업에 적용하여 학생들의 꿈과 끼를 키워 행복교육을 실현하여 행복한 학교생활이 되도록 하는데 목적이 있다. 이를 위하여 첫째, 수학과 좋은 수업의 프로그램이 학업성취도에 어떤 영향을 끼치는지 조사한다. 둘째, 수학과 좋은 수업 프로그램이 수학행복지수에 어떠한 영향을 미치는 지를 밝힌다. 셋째, 이를 통하여 학생들의 꿈과 끼를 키워 행복교육을 실현하여 행복한 학교생활이 되도록 하는데 목적이 있다. 본 연구목적의 실현을 위한 구체적인 연구문제는 첫째, 수학과 좋은 수업 프로그램을 어떻게 적용할 것인가? 둘째, 수학과 좋은 수업 프로그램이 학생들의 학업성취도와 수학행복지수에 어떤 영향을 미치는가? 이다. 수학과 좋은 수업 프로그램을 적용한 결과 학업성취도와 수학행복지수를 향상시킬 수 있었다.