• Communications of Mathematical Education
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• v.33 no.3
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• pp.231-254
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• 2019

As the teacher-centered education is transformed into learning-centered education, the active knowledge construction of learner becomes important. Along with this change, project-based learning is receiving attention. However, there are many problems to apply the results of research to pre-service teachers because most of the previous studies have focused on elementary middle high school students. Therefore, this study examined the changes in perceptions of pre-service mathematics teachers while project-based learning progressed for one year. Pre-service mathematics teachers had less experience with project-based learning than group discussions, group activities. Also their perceptions was classified as five factors: 'Instructional effects', 'Application and participant of project-based learning', 'Achievement', 'Diffusion of project-based learning', 'Student motivation'. Pre-service mathematics teachers responded positive changes in perception that project-based learning could be motivated to students but they responded negative changes in perception that project-based learning could be distributed to school. They responded positive changes in perception that teachers can show their achievements by project-based learning but they responded negative change in perception that teachers would be fun to apply project-based learning. Also, they responded positive changes in perception that teachers and students were easy to apply or utilize project-based learning.

• Journal of The Korean Association of Information Education
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• v.21 no.2
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• pp.199-208
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• 2017

The present study investigates the potential of an educational programming game as a strategy for enhancing effective domains of mathematics curriculum, which has been criticized as a problem of education in Korea. The process of programming Fortress, an educational game, in conjunction with the lesson on the trigonometric function as part of the middle school mathematics curriculum, was designed for instruction and learning, and its effectiveness was tested. The study was conducted using a nonequivalent pretest-posttest experimental design. Research procedures included the following steps: (1) both the experimental and the comparison groups participated in four classes to understand and apply the concept of the trigonometric function, and (2) the experimental group participated in Fortress game programming activities using Scratch, which was designed in this study, while the comparison group participated in solving a real-life trigonometric problem - calculating the height of a building using the concept of trigonometry. The results of the t-test showed that students' interest and perceived value of the mathematics curriculum were significantly higher in the experimental group than in the comparison group. However, the results of analysis of covariance (ANCOVA) using pretest scores of the interest and perceived value showed the influence of pretest scores on posttest scores for the interest level, although the effect of the experiment on the perceived value of the mathematics curriculum was more significant.

• Education of Primary School Mathematics
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• v.23 no.2
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• pp.73-85
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• 2020

The purpose of this study was to examine the influence of the auxiliary questions of word problems presented to students on their problem solving-strategies and mathematical thinking and to discuss the educational implications of the results. As a result of making an analysis, problems that included auxiliary questions to give information on workable problem-solving strategies made it more possible for students of different levels to do relatively equal mathematical thinking than problems that didn't by inducing them to adopt efficient problem-solving strategies. And they were helpful for the students in the middle and lower tiers to find a clue for problem solving without giving up. But it's unclear whether the problems that provided possible strategies through the auxiliary questions stirred up the analogical thinking of the students. In addition, due to the impact of the problems provided, some students failed to adopt a strategy that they could have come up with on their own. On the contrary, when the students solved word problems that just offered basic recommendation by minimizing auxiliary questions, the upper-tiered students could devise various strategies, but in the case of the students in the middle and lower tiers, those who gave up easily or who couldn't find an answer were relatively larger in number.

• School Mathematics
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• v.11 no.2
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• pp.317-333
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• 2009

The purpose of this study was to examine the thinking characteristics of mathematically gifted elementary school students in the process of modified prize-sharing problem solving and each student's thinking changes in the middle of discussion. To determine the relevance of the research task, 19 sixth graders enrolled in a local joint gifted class received instruction, and then 49 students took lessons. Out of them, 19 students attended a gifted education institution affiliated to local educational authorities, and 15 were in their fourth to sixth grades at a beginner's class in a science gifted education center affiliated to a university. 15 were in their fifth and sixth grades at an enrichment class in the same center. Two or three students who seemed to be highly attentive and express themselves clearly were selected from each group. Their behavioral and teaming characteristics were checked, and then an intensive observational case study was conducted with the help of an assistant researcher by videotaping their classes and having an interview. As a result of analyzing their thinking in the course of solving the modified prize-sharing problem, there were common denominators and differences among the student groups investigated, and each student was very distinctive in terms of problem-solving process and thinking level as well.

• 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.

• Communications of Mathematical Education
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• v.30 no.1
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• pp.67-83
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• 2016

Correcting an imbalance between cognitive and affective aspects of mathematics in schools is recognized as a crucial issue with regards to mathematics education in Korea. Therefore, research and studies about affective aspects have been increasing and themes relating to affective aspects were diverse. Their theme included the improvement of affective aspect, investigation of factors of affective aspect, and development of measurement tools for affective aspect. The purpose of this study is to analyze and organize the research that has been done with respect to affective aspect and drive trend, implication, and their instruction to mathematics education. This study has investigated 103 studies released from 2005 to 2015 on KCI, Korea Citation Index. The results of this study are as follow. First, since released research of affective aspects in mathematics has not increased in number in the last 11 years, academic interest in the affective aspects seems lower than recent interest arousing in Korea. Second, most studies utilized quantitative research as a tool to analyze phenomena and the cause and effect of affective aspects. Third, middle school students were the most common subjects of the studies, followed by elementary school students. Fourth, the studies had various themes such as analyzing the cause and effect of affective aspect, recognizing changes of affective aspects, and measuring affective aspects. The studies, especially, focused most on analyzing how to improve affective aspects by applying it to programs such as mathematic activities and solving mathematic problems. It is necessary for future research to have a long-term perspective and to provide a space for communication. Research should not only focus on how recognize affective aspects differently, which is based on its cultural background, but also to draw affective solutions from them.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.313-330
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• 2015

The classification is an important activity that is directly related to concept formation. Thus it will need to be made meaningful learning to classification through learner-centered teaching. But we doubts weather teaching and learning to the classification are reflected in the constructivist philosophy of 'learner-centered' well or not. The purpose of this study was to analyze critically the content of elementary textbooks and guidebook for teachers relating to the classification of angles and triangles in terms of constructivism. As a result, there is a problem in the classification of angles that are not provided a reasonable chance to set criteria by agreement of the communities. There is a problem in the classification of triangles that has the characteristics of radical development in terms of diversity. In addition, response of students was predicted like anyone who already acquired knowledge. And it has the shortcomings that the opportunity to have a choice and a discussion to hierarchical and partition classification are not provided. The followings are proposed based on such features; faithful reflection of 'Learner-centered' principle, careful prediction of student response, teaching that focus on process than results.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.511-536
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• 2017

The present study aims to investigate ways in which pre-service secondary mathematics teachers anticipate 1) students' responses to specific mathematical tasks which are chosen or devised by the participating pre-service teachers as requiring students' higher cognitive demand and, 2) their roles as math teachers to scaffold students' mathematical thinking. To achieve the goal, we had our pre-service teachers to engage in an adapted version of Spangler & Hallman-Thrasher(2014)'s Task Dialogue writing activity whose focus was to develop pre-service elementary teachers' ability to orchestrate mathematical discussion. 14 pre-service teachers who were junior at the time enrolled in the Mathematics Teaching Method Course were subjects of the current study. In-depth analysis of both Task Dialogues which pre-service secondary mathematics teachers wrote and audiotapes of the group discussions while they wrote the dialogues suggests the following results: First, the pre-service secondary teachers anticipated how students would approach a task based on their own teaching experiences. Second, they were challenged not only to anticipate more than one correct students' responses but to generate questions for the predicted correct-responses to bring forth students' divergent thinking. Finally, although they were aware that students' knowledge should be the crucial element guiding their decision-making process in teaching, they tended to lower the cognitive demands of tasks by providing students with too much guidance which brought forth the use of procedural knowledge. The study contributes to the field as it provides insights as to what to attend in designing teacher education course whose goal is to provide a foundation for developing pre-service teachers' ability to effectively orchestrate mathematical discussion.

• 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 the Korea Society of Computer and Information
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• v.29 no.5
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• pp.203-211
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• 2024

Utilizing programming languages for data visualization can enhance the efficiency and effectiveness in handling data volume, processing time, and flexibility. However, practice is required to become proficient in programming. Therefore public data-based the problem bank was developed to practice data visualization in a programming automatic assessment system. Public data were collected based on topics suggested in the curriculum and were preprocessed to make it suitable for users to visualize. The problem bank was associated with the mathematics curriculum to learn various data visualization methods. The developed problems were reviewed to expert and pilot testing, which validated the level of the questions and the potential of integrating data visualization in math education. However, feedback indicated a lack of student interest in the topics, leading us to develop additional questions using student-center data. The developed problem bank is expected to be used when students who have learned Python in primary school information gifted or middle school or higher learn data visualization.