The Korea Society Of Educational Studies In Mathematics

Current Issue

Journal of Educational Research in Mathematics - Vol. 30 , No. 4

[ Article ]
Journal of Educational Research in Mathematics - Vol. 30, No. 4, pp.797-819
Abbreviation: JERM
ISSN: 2288-7733 (Print) 2288-8357 (Online)
Print publication date 30 Nov 2020
Received 10 Oct 2020 Revised 10 Nov 2020 Accepted 19 Nov 2020
DOI: https://doi.org/10.29275/jerm.2020.11.30.4.797

Analysis of Learning Effects in Slow Learning Middle School Students by the Refinement of Algebraic Algorithms
Yoo, Jae-Geun*
*Teacher, Hongcheon middle school, South Korea (kuki122@chol.com)


Abstract

This paper is a study on the improvement of classroom instructions for enhancing algebra learning in slow learning middle school students. Based on the study of Watson & De Geest(2012), the algebraic properties presented in textbooks have been detailed in the present study. Also, the aim was to verify the effect of each level when the detailed instructional data was put into a general class where students with different achievement levels were mixed. The effect of the detailed instructional treatment was quantitatively analyzed using the SPSS statistical tool, and a qualitative analysis was attempted based on the specific examples of answers written by students. In addition, post-test 1 and post-test 2 were performed to analyze the retention effect. As a result of the analysis, no difference in all the levels of the comparison group and the experimental group in post-test 1 was observed; however, in post-test 2, the algebraic achievement of the lower group of the test group was statistically significant, thereby confirming the retention effect. Moreover, there was no statistically significant difference in algebraic achievements above the middle group. As a result of the average comparison, it was confirmed that the refined instructional treatments had a positive effect on learners above the middle group. These findings provide pedagogical implications for a lesson plan that can be helpful to students of all levels with poor math skills in the mixed mathematics classroom.


Keywords: instructional treatment, algebra, PLAS(Previously Low Attainment Students), refinement, microtasks, scaffolding

References
1. Chang, H. W. (2007). Analysis on the principle for teaching algebra revealed in Clairaut’s <Elements of Algebra>. Journal of Educational Research in Mathematics, 17(3), 253-270.
2. Kim, N. H. (1997). Didactical analysis of variable concept and search for the direction of its learning-teaching. (Unpublished PhD thesis). Seoul National University, Korea.
3. Kim, S. J. (2004). Analysis of the algebraic thinking factors and search for the direction of its learning and teaching. (Unpublished PhD thesis). Seoul National University, Korea.
4. Ko, S. S. & Lee, S. H. (2006). A case study on the mathematical problem solving performance of simultaneous equations for the students from a remedial course. Journal of the Korean School Mathematics Society, 9(1), 105-120.
5. Jang et al. (2018). Middel school math 1. Seoul: Jihaksa.
6. Jang et al. (2019). Middel school math 2. Seoul: Jihaksa.
7. Jang et al. (2019). Middel school math 2 -Teachers’ guide. Seoul: Jihaksa.
8. Lee, D. H. et al. (2017). Designing and implementing tasks for inquiry in school mathematics. Korea foundation for the advancement of Science & Creativity.
9. Lim, M. I. & Chang, H. W. (2018). A Case Study on the Changes in the Levels of Arithmetical Thinking and Transition to Algebraic Thinking of a 7th Grader who was an Underachiever in Number and Operation. Journal of Educational Research in Mathematics, 28(3), 345-365.
10. Linchevski, L. & Hercovics, N. (1996). Crossing the cognitive gap between arithmetic and algebra: Operating on the unknown in the context of equations. Educational Studies in Mathematics, 30, 39-65.
11. Ministry of Education (2015). Mathematics curriculum. Notification of the Ministry of Education No. 2015-74. [Vol. 8]. Seoul: Author.
12. Patahuddin, S. M., Puteri, I., Lowrie, T., Logan, T. & Rika, B. (2018). Capturing student mathematical engagement through differently enacted classroom practices: applying a modification of Watson’s analytical tool. International Journal of Mathematical Education in Science and Technology, 49(3), 384-400.
13. Seoul National Academy for Educatonal Administrators. (2013). Educational research and statistical analysis for teachers. Seoul: SNU Department of Education.
14. Sfard, A. (1995). The development of algebra: Confronting historical and psychological perspectives. Journal of Mathematical Behavior, 14, 15-39.
15. Watson, A. & De Geest, E. (2012). Learning coherent mathematics through sequences of microtasks: Making a difference for secondary learners. International Journal of Science and Mathematics Education, 10, 213-235.
16. Watson, A. & Mason, J. (2005). Mathematics as a constructive activity. Lawrence Erlbaum Associates, Inc.
17. Woo, J. H. (2017). School math educational foundation (revised) A. Seoul: Seoul National University Publishing Council.
18. Yoo, J. H. & Yoo, J. E. (2012). The effect of teacher-centered / student-centered discussion on students' academic achievement differing in learning tasks -Focusing on High School Home Economics. The Journal of Yeolin Education, 20(4), 115~135.