Earticle

This research is to find reformation to make effective mathematics class with English immersion education by analyzing cases about Mathematics in English immersion education and by reflecting teachers’ and students’ attitude and recognition at the real sites on the students’ and teachers’ aspects. Here are the three main results of this research. First, before making math class with English immersion education, we should check if students are who are studying by their own will and what recognition about math class with English immersion education they have, and then they can get an admission into international middle school. Next, to lecture successful math class with English immersion education, teachers are supposed to have English communicative competence as well as knowledge about mathematics. Lastly, as an important thing to develop math class with English immersion education, teachers and students should practice English in the lectures as well as in school’s life and researching math textbooks are needed.

Advanced research on discussion-based instruction has focused on developing models as a means to activate it, and research on the hindrance factors of discussion-based instruction has concentrated on the aspects of teaching-learning methods. And the units of schools to which the research is applicable are mainly elementary or middle schools. Thereupon, this study is focused on analyzing the reality of discussion-based instruction at high school and the teacher’s recognition on its limitations based on the result of the survey targeted to in-service history teachers at high schools. As a result, it was analyzed that teachers at high schools recognized the necessity of discussion-based instruction in the aspects of academic achievement and self-directed learning but hardly used it. Regarding the methods to activate discussion-based instruction, they showed negative recognition that it would never be activated unless problems above are radically settled. This study is significant in that advanced research could not concretize the actual voice of high schools for discussion-based instruction but it approaches to it focusing on the substantial aspects like ‘college entrance’ or ‘class hours’.

The purpose of the study was to investigate the differences of characteristic types and self-directed learning abilities between gifted students and ordinary students in elementary level. The results of the study revealed that there was a statistically significant differences between gifted students and ordinary students in characteristic type. Also there was a statistically significant differences between gifted students and ordinary students in self-directed learning abilities. In each group of the students, various differences in self-directed learning abilities were revealed according to their preference tendencies, temperament types, and function types.

The purpose of this study is to obtain information about mathematical errors which occur to student in the process of solving problem for Calculation of linear expression and Linear equality and Linear inequality. The object of study is 2nd middle school students who learned Linear inequality.

The 4 skills of reading, writing, listening and speaking are important subsets of teaching Korean as a foreign language. Among them, listening and reading skills are more commonly used than writing and speaking skills for foreigners, thus most educators lay special emphasis on students’ listening and reading skills improvement. In order to find out how to effectively teach listening and reading skills synchronously, I studied the relationship between listening and reading and then researched the effect of pre-reading on listening. In this study, the audio-visual media teaching method is used. The purpose of this research is to find out the effect of pre-reading on listening. First an interesting sitcom-drama is chose for this study. The students are divided into two groups. In one group, students read the script before listening. In another group, students only listen to the drama without pre-reading. According the research results, the students who read the script before listening have improved the listening skills more effectively. The results prove that reading the audio materials in advance can effectively improve students’ listening skill in Korean language education.

This thesis is designed to examine the definition of geo-graphycacy, which of increasing value as a purpose of geography education, and to analyze the questions related to geo-graphycacy which appeared in the Korean Geography test as a part of the College Scholastic Ability Test. For the research, a total of 88 questions related to geo-graphycacy were selected out of 100 questions on the Korean Geography test in the College Scholastic Ability Test for the last five years (from 2006 to 2010). The characteristics of geo-graphycacy which appeared on the Korean Geography test in the College Scholastic Ability Test were closely studied. It is found that the questions of geo-graphycacy are narrowly focused on a few chapters, that the data used are getting more varied year by year, that the level of geo-graphycacy differs by textbooks written in accordance with the education curriculum, and that the level of geo-graphycacy of the College Scholastic Ability Test is higher than that of what students learn at school since the former contains a lot of difficult questions. In order to make it better, it is important to reorganize the questions in order of chapters and to balance the level of difficulty, and to reveal the data necessary to analyze problems, such as the percentage of correct answers, the response rate according to the type of test, and the level of difficulty of the College Scholastic Ability Test. Besides, it is of significance to continuously update and establish a unified standard on geo-graphycacy in the education curriculum.

This paper tries to analyze how effective teaching model through Freudenthal’s Mathematization in Probability and statistics is for students' enhancement of mathematization, mathematics scores and mathematical interest. We made two groups, of high school students, one is the experiment group and, the other is the comparable group. The comparable group was taught by traditional instructional method, on the other hand, the experimental group was taught by instructional method using Freudenthal’s Mathematization for two months. From the result of the study, we became to know that students who were taught through Freudenthal’s Mathematization will be able to get effects as follows. First, we see in this study that instructional method through Freudenthal’s Mathematization improves mathematization of the experiment group and it largely enhances mathematics scores of them. Second, we show in this research that the mathematization improves their mathematical confidence as well as their mathematical interest.

This study had focused on geometry for the 2nd grade of Korean middle school students. The actual school lesson has conducted followed by van Hiele's 5 steps of teaching-learning based on the van Hiele's geometrical standard. The affective domain of learners was observed using GSP Program in van Hiele's 5 steps of teaching-learning. Total 4 times of 1 hour lesson were given to three 2nd grade middle school students in Dongbaek-dong, Yongin-si, Gyeonggi-do, S. Korea. The results of this case study showed two main points. First, using GSP Program was effective for the students on re-understanding the nature of the triangles which they are aware of already. Second, the students had a new understanding of the nature of triangles through drawing figures using GSP Program before the verification process. Furthermore, utilizing GSP Program on geometry lessons was meaningful on evoking students' interest and attention when we see in the aspect of the affective domain of learners.