The purpose of this study was to analyze the effectiveness of the first grade children’s academic achievement and interest in mathematics through a follow-up on the two different types of teaching method studied earlier by Kim(992). The subjects of the present study were 60 elementary school children in the fifth grade who participated in the research four years ago; 34 children were in the experimental group and 26 children were in the control group. The children in the experimental group were taught mathematics by the activity-based and individualized teaching methods which emphasized children's own interest, desire and ability. The children in the control group were taught mathematics by the teacher-centered and textbook-oriented method which gives initiative and authority to the teacher only. This is the universal methods in Korea at present time. Data for the study were collected on academic achievement and interest in mathematics. To analyze group differences, ANCOVA(covariate : IQ data) in academic achievement and chi-square(x²) in interest were applied. The major results obtained from this study are summarized as follows : 1. There were significant differences in mathematics academic achievement depending on the type of teaching method(p＜.OS). The activity-based and individualized teaching method was more effective than the traditional teacher-centered teaching method. 2. The fifth grade children from the experimental group still remembered the activity-based and individualized teaching method for mathematics which they experiened four years ago more and liked it more than the traditional teacher-centered teaching method by which they had been taught since then.