• The Mathematical Education
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• v.50 no.3
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• pp.355-365
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• 2011

The purpose of this study is to provide mathematical knowledge for supporting the didactical knowledge on circular measure and radian in the high school curriculum. We show that circular measure related to arcs can be mathematically justified as an angular measure and radian is a well defined concept to be able to reconcile the values of trigonometric functions and ones of circular functions, which are real variable functions. Radian has two-fold intrinsic attributes of angular measure and arc measure on the unit circle, in particular, the latter property plays a very important role in simplifying the trigonometric derivatives. To improve students's low academic achievement in trigonometry section, the useful advantage and the background over the introduction of radian should be preferentially taught and recognized to students. We suggest some teaching plans to practice in the class of elementary and middle school for enhancing teachers' and students' understanding of radian.

• Education of Primary School Mathematics
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• v.2 no.1
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• pp.65-73
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• 1998

The purpose of this study is to investigate significant differences of structural knowledges among the groups(high, middle, low) when the 6th grade subjects structured the concepts of the plane figures, triangle and quadrangle, by concept maps, and to analyse the features of concept maps according to hierarchy. For this purpose, the following two research contents were investigated： 1. Investigating significant differences of structural knowledge in the concepts of the plane figures using concept maps among the groups(high, middle, low). 2. Analysing the features of concept maps according to hierarchy. The structural knowledges represented on the concept maps of triangle and quadrangle which were drawn by the subjects were analysed by propositions, hierarchies, and cross-links. Subject-self Reports about how to make the concept maps were used to analyse the features of concept maps according to hierarchy. The conclusions drawn from the results were as fellows： First, there were significant differences among the groups in proposition links. Second, there wasn't my significant difference among the groups in hierarchy. Third, there were significant differences among the groups in cross-links, and Fourth, the results of analysing the concept maps by hierarchy showed that there were differences among the individuals in constructing the knowledges.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.51-72
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• 2015

This study aimed to analyze the characteristic of undergraduate students' perception and preference for mathematics. For this purpose, I surveyed 124 undergraduate students' metaphorical expressions about mathematics. I classified the expressions as four categories: a positive form, a negative form, a mixed form, an undecidable form. I investigated the proportion and characteristic of the metaphorical expressions according to the above four categories. Also, I surveyed the students' preference and nonpreference moments for mathematics and categorized them into 6-cases: elementary school, middle school, high school, university, always, and none. In addition, I examined the students' preference and nonpreference reasons for mathematics and classified them according to the 5-factors: grade factor, affective factor, content factor, teacher factor, and other factors. The results of this study as follows: First, the 27% of university students expressed their metaphorical expressions for mathematics as a positive form, 42% as a negative form, and 27% as a mixed form. Also, the preference rate for mathematics was higher as their school years increase and the main reasons of preference were grade and affective factors. The result of nonpreference rate was also higher as their school year increased. Students said that the contents and grade factor were the main factors among the 5-factors.

• Journal of the Korea Convergence Society
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• v.11 no.9
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• pp.203-217
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• 2020

The purpose of this study was to perform a convergence study for investigating main features and influencing factors in career development process, throughout the whole periods of education, that might influence their ultimate choice of majors. We collected data of career development process at the elementary, middle, high school, and college levels using career-o-grams, for the college students who majored in English Lang/Lit and Global Commerce, and we applied text mining techniques for qualitative data analysis. Two major factors influencing career goals were parents and teachers. In particular, teachers were most influential in the career decisions at the middle school level. Teachers, family situations, and peers showed a negative impact on career aspiration. The findings would serve as a guide for career consultants and education program developers.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.185-206
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• 2009

In the study, I conducted the teaching experiment designed to instruct proof to four 7th grade students by utilizing the analysis method. As the results of this study I could identified that it is effective to teach and learn to find proof methods using the analysis. The results of the study showed that four 7th grade students succeeded in finding the proof methods by utilizing the analysis and representing the proof after 15 hours of the teaching experiment. In addition to the difficulties that students faced in learning proof utilizing the analysis were related to the search for the light conditions for triangles to be congruent, symbolic representation of the proof methods, reinterpretation of drawings given in the proof problems.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.75-94
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• 2013

As part of the education in the pursuit of equity, in this study, we have analyzed the differential item functioning on mathematics assessment through the result of 2011 National Assessment Educational Achievement. For this we used SIBTEST method and M-H method to extract differential item functioning on multicultural and North Korea migrant families students. As a result, 10 items that has the differential functioning were extracted by both methods in three school levels from Elementary, Middle and High School. The result of a exploratory for potential causes of differential functioning on multicultural and North Korea migrant families students through a qualitative analysis of each items that has been extracted, language ability, the complexity of computation and problem-solving process, the curriculum, the problem situation have been discussed. These results will be able to contribute to establishing education policy and designing teaching and learning methods for the multicultural and North Korea migrant families students.

• Journal of Science Education
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• v.41 no.3
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• pp.499-518
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• 2017

In this study, the meta-analysis technique was applied to investigate the effectiveness of gifted-mathematics programs on development of creativity. Studies conducted the outcomes form the 20 studies were used for meta-analysis. Research questions are as follows; first, what is the overall effect size of the gifted mathematics programs on development of mathematical creativity. Second, what are effect sizes of sub-group(fluency, flexibility, originality) analysis. Third, compare the effect sizes of those in compliance with the grade and the class type. Results from data analysis are as follows. First, the overall effect size for studies related the gifted-mathematical programs was .66, which is high. Second, it was found that each sub-group differed from its effect on learning outcomes. Fluency(.76) was the highest of all, which was followed by flexibility(.60) and originality(.50) in a row. Lastly, the overall effect size for gifted elementary school students related the gifted-mathematical programs was .69, which is high than gifted middle school students was .46.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.185-198
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• 2017

In this study, the researches published in Korea during the six years since 2011, when the STEAM started in earnest, were classified by year, content, type, subject, and center area. in 2011, when STEAM was launched, it was hard to find relevant articles, but it has been increasing rapidly since 2013. The number of articles published by the contents was development application 650(48.9%), effect analysis 394(29.6%), theory contents 179(13.5%), and actual condition recognition 107(8.0%). The number of articles published by research type were quantitative research 347(34.7%), qualitative research 274 (27.4%), mixed research 379(37.9%). The number of articles published by research subjects was 435(40.2%) for elementary school, 209(19.4%) for middle school, 151(14.0%) for high school, 150(13.9%) for literature, 88(8.1%) for teacher, 19(1.8%) for child, 11(1.0%) for preliminary teacher, 9(0.8%) for university and 9(0.8%) for Public. The percentage of research centered on science is the highest of 383(33.2%), while the research on art, technology, and mathematics is also 266(23.0%), 161(13.9%), 152(13.2%). In elementary science, the articles related to STEAM education showed a tendency to decrease in 2014, unlike overall trends, and it mainly conducted research on development and application, effect analysis, and preferred mixed research.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.23-47
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• 2017

The purpose of this study is to analyze the types of errors that may occur in the four arithmetic operations of the fractions after classified according to the level of academic achievement for sixth-grade elementary school student who Learning of the four arithmetic operations of the fountain has been completed. The study was proceed to get the information how change teaching content and method in accordance with the level of academic achievement by looking at the types of errors that can occur in the four arithmetic operations of the fractions. The test paper for checking the type of errors caused by calculation of fractional was developed and gave it to students to test. And we saw the result by error rate and correct rate of fraction that is displayed in accordance with the level of academic achievement. We investigated the characteristics of the type of error in the calculation of the arithmetic operations of fractional that is displayed in accordance with the level of academic achievement. First, in the addition of the fractions, all levels of students showing the highest error rate in the calculation error. Specially, error rate in the calculation of different denominator was higher than the error rate in the calculation of same denominator Second, in the subtraction of the fractions, the high level of students have the highest rate in the calculation error and middle and low level of students have the highest rate in the conceptual error. Third, in the multiplication of the fractions, the high and middle level of students have the highest rate in the calculation error and low level of students have the highest rate in the a reciprocal error. Fourth, in the division of the fractions, all levels of students have the highest r rate in the calculation error.

• Journal of Engineering Education Research
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• v.18 no.6
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• pp.3-10
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• 2015

The purpose of this study was to analyze STEAM learning/teaching program that relates robots and to develop and redesign STEAM teaching/learning program with a robot for elementary and secondary schools. 'Learning with a robot' is considered as one of the best candidates for STEAM education. This article mainly concerns a robot that can be helpful to improve students' interests in learning science and mathematics in schools. As the results of the STEAM learning/teaching program analyzing, the program for elementary schools contained more contents of liberal arts and fine arts, and the program for secondary schools contained more contents of science, technology, and math. In the middle school program, context for learning, class activities of creative design and emotional touch, evaluation, and job and career information were evenly implemented. In the elementary and high school program, there were few information about robotics career. We extracted all robot utilizable subjects and units from school curriculums, and redesigned contents which can be applicable to regular classes for schools. As the result of this study, we conclude that 'learning with a robot' can encourage students' interests in STEM area.