Browse > Article
http://dx.doi.org/10.7468/mathedu.2011.50.2.247

Development and verification of an affective inventory in Mathematical Learning  

Lee, Chong-Hee (Department of Mathematics Education, Ewha Womans University)
Kim, Sun-Hee (Department of Mathematics Education, Silla University)
Kim, Soo-Jin (Korea Institute for Curriculum and Evaluation)
Kim, Ki-Yeon (The Graduate School of Education, Ewha Womans University)
Kim, Bu-Mi (Department of Mathematics Education, Wonkwang University)
Yun, Soo-Cheol (Department of Psychology, Sungkyunkwan University)
Kim, Yun-Min (The Graduate School, Ewha Womans University)
Publication Information
The Mathematical Education / v.50, no.2, 2011 , pp. 247-261 More about this Journal
Abstract
In this study, the researchers developed an inventory which can measure the affective achievement in mathematical learning especially targeted to Korean students. By using EFA and CFA, the six affective factors of mathematical learning such as learning directivity, self control, anxiety, interest, cognizing value and confidence are distinguished. Also, the content validity of this inventory was examined by the experts groups, composed of mathematics education professors, high school mathematics teachers, and measurement experts. The reliability of the instrument was high enough to trust the results. Through a large scaled sampling, the reliability and validity of this inventory were verified. In addition, this inventory was developed not by a partial aspects of a certain theory but based on the recent theories. Due to these reasons, the results of this study can be respected that it plays a leading part in understanding the affective achievement of Korean students.
Keywords
affect; learning directivity; self control; anxiety; interest; cognizing value; confidence;
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
연도 인용수 순위
1 Schoenfeld, A, H. (1989). Explorations of Student's Mathematical beliefs and behavior. Journal for Research in Mathematical Education, 20(4), 338-355.   DOI   ScienceOn
2 Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychology, 19, 48-58.   DOI
3 Zimmerman, B, J., & Martinez-Ponz, M. (1988). Construct validation of strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290.   DOI
4 Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.   DOI   ScienceOn
5 Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. New York: Springer Verlag.
6 McLeod, D. B. (1992). Research on affect in mathematics education: a reconceptualization. In D. A. Gouwes(ed.), Handbook of research on mathematics teaching and learning, Macmillan, NY, 575-596.
7 Mullis, I. V. S., Martin, M. O., & Foy, P. (2008). TIMSS 2007 International Mathematics Report: Findings From IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grade. MA: Boston College.
8 Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.   DOI
9 OECD (2004). Learning for Tomorrow's World-First Result from PISA 2003.
10 OECD (2009). PISA 2009 Assessment Framework-Key Competencies in Reading, Mathematics and Science.
11 Sandman, R. (1974). The mathematics attitude inventory: Instruments and user's mannual. Journal for Research in Mathematics Education, 11(2), 148-149.
12 Furinghetti, F., & Moselli, F. (2009). Every unsuccessful problem solver is unsuccessful in his or her own way: affective and cognitive factors in proving. Educational Studies in Mathematics, 70(1), 71-90.   DOI   ScienceOn
13 Hannula, M. (2004). Introduction. PME 28th Conference, vol.1, 107-109.
14 Malmivuori, M. L. (2006). Affect and self-regulation. Educational Studies in Mathematics, 63, 149-164.   DOI   ScienceOn
15 Hannula, M. (2006a). Motivation in mathematics: Goals reflected in Emotions. Educational Studies in Mathematics 63, 165-178.   DOI   ScienceOn
16 Hannula, M. (2006b). Affect in mathematical thinking and learning -Towards integration of emotion, motivation, and cognition. In J. Maas, W. Schloeglamann (Eds.), New Mathematics Education Research and Practice, 209-232.
17 Kloosterman, P., & Stage, F. K. (1992). Measuring beliefs about mathematical problem solving. School Science and Mathematics, 92(3), 109-115.   DOI
18 Medsker, G. J., Williams, L. J., & Holahan, P. J. (1994). A review of current practices for evaluating causal models in organizational behavior and human resources management research. Journal of Management, 20, 439-464.
19 Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
20 Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
21 DeBellis, V., & Goldin, G. (2006). Affect and meta-affect in mathematical problem solving: a representational perspective. Educational Studies in Mathematics 63, 131-147.   DOI   ScienceOn
22 Bentler, P. M., & Bennett, D. G. (1980). Significant tests and goodness of fit in the analysis of covariance structure. Psychological Bulletin 88, 588-606.   DOI
23 Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin 107(2), 238-246.   DOI
24 Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equations models. Newbury Park, CA: Sage, pp.136-162.
25 Chen, S. (2005). The Relationship between mathematical beliefs and performance: a study of students and their teachers in Beijing and New York. Dissertation, Columbia University.
26 Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman mathematics attitude scales. JSAS Catalog of Selected Documents in Psychology, 6(1), 31(Ms.No.1225).
27 이종희․김부미 (2010). 수학 학습 동기와 귀인의 측정도구 개발 및 분석, 수학교육학연구 20(3), 413-444.
28 이종희․김선희 (2005). Vygotsky 이론에 근거한 수학과 자기주도적 학습 능력 측정 도구 개발. 학교수학 7(3), 253-268.
29 정원식 (2001). 인간의 동기. 서울: 교육과학사.
30 정구향․조영미․이대현․이봉주 (2004). 2003년 국가수준 학업성취도 평가 연구 -수학-. 한국교육과정평가원 연구보고 RRE 2004-1-4.
31 최인선 (1999). 인문계, 실업계 고등학생의 수학에 관련된 태도 비교 조사. 이화여자대학교 교육대학원 석사학위 청구논문.
32 한국교육개발원 (1992). 교육의 본질 추구를 위한 수학 교육 평가 체제 연구(III) : 수학과 평가 도구 개발(III). 한국교육개발원. RM92-05-02.
33 허선영 (1998). 수준별 학습이 초등학교 아동의 수학적 성향에 미치는 영향 연구. 이화여자대학교 교육대학원 석사학위 청구논문.
34 Aiken, L. R. (1974). Two Scales of attitude toward mathematics. Journal for Research in Mathematical Education 5, 67-71   DOI   ScienceOn
35 김부미 (1996). 교사변인과 학생의 수학적 태도에 관한 연구. 이화여자대학교 교육대학원 석사학위 청구논문.
36 고정화 외 (2008). 2007년 국가수준 학업성취도 평가 연구 - 수학. 한국교육과정평가원 연구보고 RRE 2008-5-3.
37 김경희․김수진․김미영․김선희 (2009). PISA와 TIMSS 상위국과 우리나라의 교육과정 및 성취 특성 비교 분석. 한국교육과정평가원 연구보고 RRE 2009-7-2.
38 김명화 (2010). 수학에 대한 정의적 특성의 개념과 구성 요소. 수학에 대한 정의적 특성 개선 방안 탐색 세미나. 한국교육과정평가원 연구자료 ORM 2010-58(pp. 3-20).
39 김선희․김기연 (2011). 수학 교육의 정의적 목표에 대한 재고. 수학교육학연구 21(2), 149-163.
40 남상엽 (1999). 수학적 신념 및 태도에 관한 교사와 학생의 관계. 한국교원대학교 석사학위논문.
41 박선화․김명화․주미경 (2010). 수학에 대한 정의적 특성 개선 방안 탐색 세미나. 한국교육과정평가원 세미나자료집(연구자료 ORM 2010-58).
42 박정 (2007). 우리나라 중학생의 수학에 대한 정의적 특성 변화와 수학 성취에 미치는 영향력 분석. 한국수학교육학회지 시리즈 A <수학교육>, 46(1), 19-31.
43 이순묵 (1990). 공변량구조분석. 서울:성원사.
44 유지윤 (2000). '흥미존중교육'에 내재된 흥미개념 분석. 이화여자대학교 교육대학원 석사학위 청구논문.