• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.113-127
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• 2007

This study explored the possibility of building a statistical model predicting difficulty of mathematics test items through the analysis of nation-wide scholastic ability test results for the past 5 years. Multiple linear regression analysis was conducted in predicting difficulty of mathematics test items. We adopted three major areas for independent variables: the content area, the behavior area, and the test item format area, each of which was categorized into more detailed sub-areas. For the dependent variable, the proportion of correct answer was used to represent the item difficulty. Statistically significant independent variables were included in the regression model based on the stepwise selection method. Several important factors affecting difficulty of mathematics test items for each area were identified. R-squares for the final regression model were fairly high, implying that the regression equation can be used to predict difficulty of test items at an acceptable level. Lastly, the regression model was cross-validated using independently collected data. We believe that this study will provide basic but very critical information for predicting the proportion of correct answer by showing the factors that should be considered for developing mathematics test items for the college entrance examination or high school classroom test.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.519-536
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• 2018

This study is intended to develop a numeracy program for late-adult learners. For this study, firstly, characteristics of numeracy were analyzed and based on those characteristics, numeracy learning contents for late-adult learners were selected. Also, teaching and learning materials were developed by linking the mathematics contents selected to experience-based real lives of late-adult learners. When this numeracy program was applied to late-adult learners, it was observed that there was a change in the affective domain like interest at the early stage of learning and that as learning continued, mathematical elaboration occurred by way of mathematical formalization. In conclusion, this study has significance by re-defining arithmetic for late-adults from a perspective of numeracy, based on experience of late-adults, and making a contribution to mathematical elaboration of late-adult learners so non-formal problem-solving processes of lat-adult learners can be justified as elaborate mathematical problem-solving.

• Journal of the Korean Data and Information Science Society
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• v.22 no.2
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• pp.297-311
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• 2011

This study is about research into 'National Assessment of Educational Achievement (NAEA)' and 'College Scholastic Ability Test (CSAT)' in 5 metropolitan cities and analysis of the result. The objects of study are the materials of mathematics grade of NAEA from 2003 to 2009 and mathematics items of CSAT from 1994 to 2010. The contents of the study are followings. First, the trends of mathematics score of NAEA in elementary, middle and high school is analyzed according to gender, establishment type and the type of school. Second, the trends of CSAT is analyzed according to gender and line (cultural science line or natural science line). Also the trends of application number for cultural science line and natural science line. Third, the trends of the achievement test score of 6th grade in elementary school, third grade in middle school, first grade in high school and the CSAT score in third grade in high school for the same group is considered.

• Journal of Elementary Mathematics Education in Korea
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• v.6 no.1
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• pp.1-21
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• 2002

Teachers' teaching behavior is directly influenced by teachers' belief, and students' belief system is directly influenced by teachers' teaching behavior. There has been a question whether curriculum of teacher training university could help preservice teachers form positive belief system. The purpose of this study was to address this issue empirically. First, a questionnaire about mathematical belief was given to freshmen preservice teachers. They generally showed positive belief about mathematics to the degree that is not satisfactory and responded most positively in the sub-area of teaching mathematics from three sub-areas of mathematics itself, studying mathematics, and teaching mathematics. After studying a mathematical philosophy course, the freshmen preservice teachers were given the same questionnaire that they responded before studying the course. Belief about mathematics itself was changed very positively, and increase in the sub-area of mathematics itself was the largest. These results show that the mathematical philosophy course helped preservice teachers form positive belief system in mathematics.

• The Mathematical Education
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• v.46 no.4
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• pp.407-421
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• 2007

The purpose of this study is to identify the item characteristics that are supposed to affect item difficulty and to estimate the regression equations for predicting item difficulty of mathematics in the College Scholastic Ability Test(CSAT). We selected six variables related to item characteristics based on learning theories: contents, cognitive domain, novelty, item type, number of concepts, and the amount of computation. With data of the CSAT mathematics test administered in 2004-2006, item difficulty was regressed on the six variables, the location of an item, and the item writer's judgment on difficulty. The novelty of an item was found to be a statistically insignificant variable in explaining item difficulty. Four regression equations with different sets of independent variables could explain $70%{\sim}80%$ of the item difficulty variance and were validated as predicting item difficulty of the mock CSAT in 2006.

• School Mathematics
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• v.5 no.1
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• pp.27-42
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• 2003

The current 7th National Mathematics Curriculum had been developed as a learner-centered curriculum and begun to apply to high school since 2002. This paper discusses issues related to the high school mathematics curriculum application into high school. The mathematics curriculum for grades 11 and 12 was developed primarily as a learner-centered one to provide five elective courses according to the needs of students based on their future occupation and attitudes. Discussion starts with the differences of the five elective courses: the three of them have dependent and sequential structure and the two are totally different with regards to their levels of difficulty and the content they span. It is claimed that the frameworks of the 2005 National Ability Test for the College Entrance and the minimal enrollment requirements of several influential colleges' admission policy make the high school mathematics education very rigid, unflexible, and anti-educational. Several suggestions to recover and imp-rove the high school mathematics education and the spirit of the 7th curriculum are presented.

• The Mathematical Education
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• v.42 no.4
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• pp.481-501
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• 2003

The main purpose of this work is to propose programs of algebra courses for the department of mathematics education of teacher training universities. Set Theory, Linear Algebra, Number Theory, Abstract Algebra I, Abstract Algebra II, and Philosophy of Mathematics for School Teachers are discussed in this article.

• School Mathematics
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• v.11 no.4
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• pp.547-565
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• 2009

This study presents the examination system, contents, and types of items in mathematics in the examination subjects at a nationwide level that are applied to examination materials for college entrance through analyzing such system, contents, and types of problems. Based on the results of this analysis, this study draws certain issues on the contents that are to be included in large-scale national examinations used for materials for college entrance, types of items which are able to appropriately present such content, and specific issues on the examination system in order to effectively perform the examination through proper configurations in all these issues. Thus, this study will provide some basis to determine the examination system in mathematics for the College Scholastic Ability Test according to future educational curriculum.

• Proceedings of the Korea Water Resources Association Conference
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• 2007.05a
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• pp.1179-1183
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• 2007

관망 내에서 흐름의 연속 방정식과 운동량 방정식을 상 미분으로 전개하여 해석한 특성선 방법은 주로 가압 관망체계(Pressurized Pipeline System)에서의 부정류 해석(Unsteady Analysis)에 사용 된다. 그러나 이특성선 방법은 천이류 해석을 위한 관망 재구성 과정에서 Courant수 조건의 만족을 위한 관의 재배열에 천문학적인 계산용량과 시간이 필요하다는 단점이 있다. 이는 현장 적용 시 압력파 전파속도의 불확실성과 연계되어 상당한 장해요소가 되고 있다. 이에 대안적인 방법으로서 임펄스응답법이 개발되었다. 이는 경계지점에서 복소수 유량에 대한 복소수 수두의 비율로써 정의된 관망에서의 수리임피던스를 역퓨리에 변환에 적용하여, 주파수 영역의 수치를 시간 영역으로 변환하여 응답함수를 산출한 후, 산출된 응답함수와 구해진 경계지점에서의 유량과의 적분을 통하여 임의의 지점에서의 수두 및 유량을 계산하는 방법이다. 임펄스 응답법은 관 부속물관의 특성을 기술하는 수학적 표현의 난해함으로 인해 지금까지는 단일관에 대한 연구에만 국한되어 왔다. 본 연구에서는 임펄스응답법을 수리구조물이 부착된 관망에 적용하여 다양한 조건에서 천이류 분석을 시행하였다. 즉, 에어챔버 및 서지탱크와 같은 수리구조물을 각각에 대한 수리임피던스를 구하고, 가지관 및 통합 관성항으로 취급하여 수리구조물을 처리하였다. 그리고 이러한 결과를 특성선방법과 비교하여 그 적절성을 검증하였는데, 특성선 방법에 의한 모의 결과와 비교하였을 때, 일치하는 결과를 나타내었다. 임펄스응답법에 의한 모의 결과에서 감쇄효과를 과대평가하는 경향이 관찰되었다. 이는 임펄스 응답법의 가정에 기인한 것으로써 난류 상태의 흐름에서 상당한 불일치를 가져올 수 있으나, 수리 구조물에 의한 수격압이 감쇄되는 과정에서 대부분 흐름이 층류 상태로 전환된다고 가정 할 때는 상당한 적용성이 있다. 본 연구는 수리구조물이 부착된 관망의 해석함에 있어서 임펄스응답법의 적용이 가능함을 보였고, 이는 보다 복잡한 관망에서의 천이류 해석이 가능함을 시사한다.

• School Mathematics
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• v.13 no.1
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• pp.1-17
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• 2011

This study investigated the Chinese national university entrance examination (Gaokao) in mathematics administered in 2009 and 2010 to draw out some implications on the College Scholastic Ability Test (CSAT) in mathematics of Korea. To evaluate the attainments of basic mathematical skills and multilateral abilities required for further studies in university, the Gaokao mathematics is set in two forms(Art/Science), based on the Chinese national mathematics curriculum. The types of items in the Gaokao mathematics are multiple-choice, single-answer, and write-out-answer. The mathematical abilities that the Gaokao mathematics evaluates are mathematical reasoning, operation, geometrical imagination, application, and creativity. As a result, some implications on the Korean CSAT are drawn out in terms of the level of difficulty, the types of items, the arrangements, and the scores of items.