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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Education of Primary School Mathematics
Journal Basic Information
Journal DOI :
Korea Society of Mathematical Education
Editor in Chief :
Volume & Issues
Volume 15, Issue 3 - Dec 2012
Volume 15, Issue 2 - Aug 2012
Volume 15, Issue 1 - Apr 2012
Selecting the target year
Study on Difference in Elementary School Students' Mathematics Academic Achievement by Gender and Residential Area
Lee, Soon Joo ;
Education of Primary School Mathematics, volume 15, issue 3, 2012, Pages 177~187
The purpose of this study was to analysis the gender differences in the academic achievement and the difference of academic achievement by the residential area in elementary school. Common phenomenon was observed in the result of the differences between male and female students' academic achievement and the ratio of achievement level. Female students' score was higher in 3rd grade elementary school but in 4th and 5the grade this phenomenon was gradually weakened. The following are the results of analysis of elementary school students' mathematics academic achievement in three areas(big city, small city and rural area). In the result was proved that the problem of the gap between the urban and rural areas has continued in the 21st century.
On Some Characteristics of Instructional Materials for Learner-Centered Mathematics Instruction
Kim, Jinho ;
Education of Primary School Mathematics, volume 15, issue 3, 2012, Pages 189~199
In reality, learner-centered instruction's real worth has not been exposed when implementing instructions using elementary mathematics textbooks developed for the execution of learner-centered instruction, since the 7th national curriculum were revised in 1997. Therefore, some characteristics have been looked into appropriate for fulfill it. It would be expected that instructional materials are developed which is reflected on the characteristics in revising next national curriculum and developing elementary mathematics textbook.
A case study on the impact of the concept of the common divisor on relational understanding of the common multiple and least common multiple
Kim, Hwa Soo ;
Education of Primary School Mathematics, volume 15, issue 3, 2012, Pages 201~218
In this study, the following topics were investigated targeting elementary school students: Schema formed through precise notion of cognitive and the connection of the concepts when studying common divisor, common multiple, and the lowest common multiple, configuration ability and problem solving of the students when learning using a modified schema, how the schema of the student to advance to a higher level, and how the deformation of the schema is carried out student's configuration of concept and problem solving ability. As a result, it was found out that cognition about precise concept, schema and the modified schema are important factors when a primary concept was developed into a secondary concept, and play important roles when the connection and the formation of the modified schema created by cognition about the precise primary concept rather than by the formation of the secondary concept (formation of the secondary schema) created by the connection between the primary concept.
Analysis on the Problem-Solving Methods of Students on Contextual and Noncontextual problems of Fractional Computation and Comparing Quantities
Beom, A Young ; Lee, Dae Hyun ;
Education of Primary School Mathematics, volume 15, issue 3, 2012, Pages 219~233
Practicality and value of mathematics can be verified when different problems that we face in life are resolved through mathematical knowledge. This study intends to identify whether the fraction teaching is being taught and learned at current elementary schools for students to recognize practicality and value of mathematical knowledge and to have the ability to apply the concept when solving problems in the real world. Accordingly, contextual problems and noncontextual problems are proposed around fractional arithmetic area, and compared and analyze the achievement level and problem solving processes of them. Analysis showed that there was significant difference in achievement level and solving process between contextual problems and noncontextual problems. To instruct more meaningful learning for student, contextual problems including historical context or practical situation should be presented for students to experience mathematics of creating mathematical knowledge on their own.
A Study of Portfolios in New Zealand Elementary School - Focused on Elementary Mathematics -
Choi, Chang Woo ;
Education of Primary School Mathematics, volume 15, issue 3, 2012, Pages 235~248
It has been a long time introduced portfolios as a new alternative assessment in the elementary school to make the wrong aspect of assessment into right aspect one in the traditional assessment. But many teachers seem to have not enough understanding of portfolios. Taking into account of this point of view, the purpose of this paper is to search what kind of suggestive points to give us and what is the fundamental difference with the portfolios we have already known by making an observation of consist of portfolios and cases carried out in new zealand elementary school.