ERG SES B 03, Parallel Session B 03
By identifying the state of adjustment regarding mathematical education for adolescents who escaped from North Korea and analyzing the relevant factors from multiple perspectives, this study is aimed at finding improvement methods for their math education adoptability.
In terms of the background context, in December 2010, the total population of North Korean immigrants in South Korea stood at 17,985 of whom 20% were enrolled in full time public education. However, adolescents who escaped from North Korea have experienced significant maladjustment concerning education. For example, the drop out rate stood at 14.2% for high school in 2009 (for normal student, the drop out rate stood at 1.4%). The greatest obstacle faced at school is their academic progress, especially in relation to Mathematics and English. In particular, Mathematics is the subject in which the existing academic gap is hardest to overcome, and this gap become worse as time goes by. Furthermore, adolescents who escaped from North Korea had experienced significant interruptions to their formal education, both in North Korea itself, as well as during the process of moving to South Korea (this process often is measured in years). In the process of defection, loss of basic study skills which naturally results from the gap in their studies and differences in the educational curriculum between North and South Korea are major obstacles to school adjustment. Therefore, this study seeks to propose educational support methods for their math education adoptability.
When it comes to adolescents who defected from North Korea, a customized educational support that considers individual differences in their mathematical learning abilities and that provides supplementary teachings in basic math principles and math education adoptability is crucially needed. Moreover, in terms of math education adjustment, various factors from cognitive, affective, and environmental aspects must be taken into account for a math education that fulfills various needs. Lastly, moving beyond the limits of a qualification exam-based approach, positive attitude towards math education that cultivates real mathematical skills should be sought. For these adolescents from North Korea to discover their mathematical aptitude and properly nurture them, educational support for a detailed teaching direction and various teaching programs needs to be implemented.
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