The Mathematical Education (한국수학교육학회지시리즈A:수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
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A study on the mathematical disposition and communication level in process of applying mathematical journal writing to the 3rd graders in a mathematics classroom

수학일지 쓰기 활동이 초등학생의 수학적 성향과 수학적 의사소통 수준에 미치는 영향: 3학년 수와연산 영역을 중심으로

  • Yang, Hyeonsu (Department of Elementary Education, Ewha Womans University Graduate School) ;
  • Kim, Min Kyeong (Department of Elementary Education, Ewha Womans University)
  • Received : 2018.07.25
  • Accepted : 2018.08.27
  • Published : 2018.08.31
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Abstract

The purpose of this study is to investigate the mathematical disposition and mathematical communication level of elementary school students in the process of applying mathematical journal writing activities. For this study, 21 third grade students in elementary school were observed when they participated in mathematical journal writing activities while studying number and operation area. According to the Mathematical disposition pre-test and post-test results, mathematical confidence, mathematical flexibility, mathematical will, and mathematical reflection increased and it was statistically proved. Expression and explanation level of the mathematical communication writing area also increased as the mathematical journal writing activity continued. Thus, mathematical journal writing activities can help to enhance the core competencies of the 2015 revised mathematics curriculum while make students 'to develop and transform mathematical expressions' and 'to express oneself'. Also, it provides implications of including active writing activities such as mathematical journal writing activities into mathematics classroom. Furthermore, the change in mathematical communication level according to mathematical disposition level was not statistically significant. Therefore, when providing active writing activities including mathematical journal writing activities into classroom, it is necessary to understand students' individual characteristics and to encourage communication to be active rather than giving feedback based on one's mathematical disposition level.

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References

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