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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 16, Issue 3 - Dec 2013
Volume 16, Issue 2 - Jun 2013
Volume 16, Issue 1 - Apr 2013
Selecting the target year
Teaching Fractional Division : A Basic Research for practical Application Context of Determination of a unit rate
Cho, Yong Jin ; Hong, Gap Ju ;
Education of Primary School Mathematics, volume 16, issue 2, 2013, Pages 93~106
DOI : 10.7468/jksmec.2013.16.2.093
A large part of students' difficulties with fractional division algorithms in the current algorithm textbooks, seem to be due to self-induction methods. Through concrete analysis of surveys and interviews, we confirmed the educational value of fractional algorithms used to elicit alternative ways of context of determination of a unit rate. In addition, we suggested alternative methods based on the results of the teaching methods and curriculum configuration.
A change of cognitive structure of peer teachers and learners through peer learning - focused on figures
Kim, Mijung ; Lee, Kwangho ; Lee, Mijin ; Sung, Changgeun ;
Education of Primary School Mathematics, volume 16, issue 2, 2013, Pages 107~122
DOI : 10.7468/jksmec.2013.16.2.107
The purpose of the study is finding the effective teaching and learning methods on the concepts of figures through exploring the change of students' cognitive structures before and after the peer teaching activities. The difference of the peer teacher's and student's cognitive structures was investigated for the activities. Three teams, six students of 5th grade, were selected from the S elementary school in Boyeon. To figure out the students' cognitive structures, pre and post in-depth interviews were conducted and analyzed. Both peer teachers' and learners' cognitive structures were changed. Peer teachers' cognitive structures were changed more positively than peer learners. A consistent systematic planation and continuous teacher support and effort are needed for the activities.
The Effects of Inductive Activities Using GeoGebra on the Proof Abilities and Attitudes of Mathematically Gifted Elementary Students
Kwon, Yoon Shin ; Ryu, Sung Rim ;
Education of Primary School Mathematics, volume 16, issue 2, 2013, Pages 123~145
DOI : 10.7468/jksmec.2013.16.2.123
This study was expected to yield the meaningful conclusions from the experimental group who took lessons based on inductive activities using GeoGebra at the beginning of proof learning and the comparison one who took traditional expository lessons based on deductive activities. The purpose of this study is to give some helpful suggestions for teaching proof to mathematically gifted elementary students. To attain the purpose, two research questions are established as follows. 1. Is there a significant difference in proof abilities between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? 2. Is there a significant difference in proof attitudes between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? To solve the above two research questions, they were divided into two groups, an experimental group of 10 students and a comparison group of 10 students, considering the results of gift and aptitude test, and the computer literacy among 20 elementary students that took lessons at some education institute for the gifted students located in K province after being selected in the mathematics. Special lesson based on the researcher's own lesson plan was treated to the experimental group while explanation-centered class based on the usual 8th grader's textbook was put into the comparison one. Four kinds of tests were used such as previous proof ability test, previous proof attitude test, subsequent proof ability test, and subsequent proof attitude test. One questionnaire survey was used only for experimental group. In the case of attitude toward proof test, the score of questions was calculated by 5-point Likert scale, and in the case of proof ability test was calculated by proper rating standard. The analysis of materials were performed with t-test using the SPSS V.18 statistical program. The following results have been drawn. First, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in proof ability than the comparison group who took traditional proof lessons. Second, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in the belief and attitude toward proof than the comparison group who took traditional proof lessons. Third, the survey about 'the effect of inductive activities using GeoGebra on the proof' shows that 100% of the students said that the activities were helpful for proof learning and that 60% of the reasons were 'because GeoGebra can help verify processes visually'. That means it gives positive effects on proof learning that students research constant character and make proposition by themselves justifying assumption and conclusion by changing figures through the function of estimation and drag in investigative software GeoGebra. In conclusion, this study may provide helpful suggestions in improving geometry education, through leading students to learn positive and active proof, connecting the learning processes such as induction based on activity using GeoGebra, simple deduction from induction(i.e. creating a proposition to distinguish between assumptions and conclusions), and formal deduction(i.e. proving).
The Case Study of Gender Difference in Mathematical Problem Solving
Lee, Kwang Sang ; Suh, Bo Euk ;
Education of Primary School Mathematics, volume 16, issue 2, 2013, Pages 147~162
DOI : 10.7468/jksmec.2013.16.2.147
This is an in-dept case study that extract the problems showing remarkable gender gap in 6th graders and analyze the difference between boys and girls in the process of problem solving. This study can be summarized as the following. First, according to the result of basic study, the parts are divided into measurement, probability and statistics and regularity. And then test problems and face-to-face talk contents are developed. Second, the distinct features between boys and girls, follow-up study and face-to-face talk. As a result, five characteristics of gender gap are selected. Through the results of this study, the improvement of teaching & learning development and evaluation considering gender is expected in the classrooms of elementary schools.
Analysis on the 3rd graders' achievement in the elementary school - focused on the result of the Grade 3 Diagnostic Assessment of Basic Competency in 2011 -
Kwon, Jeom Rae ;
Education of Primary School Mathematics, volume 16, issue 2, 2013, Pages 163~182
DOI : 10.7468/jksmec.2013.16.2.163
The purpose of this study is an analysis on the 3rd graders' achievement in the elementary school. For this purpose, this study, first, analysed on the 3rd graders' achievement like the ratios of the achievement levels for whole students, sexual students, and regional students. Second, this study analysed the 3rd graders' assessment results like the total averages, averages for the contents area, sexual students, and regional students. Third, this study analysed students' special responses on the items.
The relation of the angle sum of a triangle and the property of parallel lines in Elementary school mathematics
Hong, Gap Ju ; Song, Myeong Seon ;
Education of Primary School Mathematics, volume 16, issue 2, 2013, Pages 183~192
DOI : 10.7468/jksmec.2013.16.2.183
This study points out that the angle sum of a triangle and the property of parallel lines are taught without showing any relations between them on elementary school mathematics textbooks. This study looks into the structure of Euclid Elements so that it discusses about the contents of current Korean textbooks. The property of the alternate angles and the corresponding angles of parallel lines are inherent in many subjects in Elementary school mathematics, and have meaning that must be thought with the angle sum of triangles in the structure of Euclid Elements. With this consideration, this study makes a conclusion that these two subjects should be taught by presenting relations between them.