• Journal of the Korean School Mathematics Society
• /
• v.9 no.4
• /
• pp.539-556
• /
• 2006

Tessellations are the pattern of iterations of geometric transformation. We can find them in the works of Escher, the famous Dutch artist. Also, We can find the beauty of tessellations in traditional Korean house doors, old Korean architecture, palace walls, and so forth. In this article, the figures of patterns we present are a pig, a frog, Tchiucheonwhang (the mascot of Korean football supporters), and figures by Escher, using the computer geometric program, GSP (Geometer's Sketchpad). We wanted to investigate the gender differences on students' achievement and disposition toward mathematics in constructing tessellations. The results indicated that if students were supported with well prepared instructional materials which helped students make their own figures, female students in particular would be more interested in learning geometric transformation.

• Education of Primary School Mathematics
• /
• v.15 no.1
• /
• pp.13-29
• /
• 2012

This study is the analytic research of items having gender gap in 6th grade students in 'National Assessment of Educational Achievement(NAEA)'. For this problem solving, the following was investigated. First, items having gender gap were selected in NAEA for the past eight years. Then, the mathematical factors that cause gender gap were analyzed. Second, to do this the field test was developed using item concept map. Finally, after the analysis of field test result the reason of gender gap was deduced. Through this study the improvement of mathematics teaching and learning method in elementary school is expected.

• The Journal of the Korea Contents Association
• /
• v.16 no.9
• /
• pp.211-224
• /
• 2016

The purpose of this study were to devise prerequisite learning reminding model to elementary mathematics classes and actually apply it to fifth graders in experimental lessons, thus investigating their effects on mathematics academic achievement and self-efficacy. the study conducted a pre and post test to measure academic achievement and self-efficacy on the experiment and control group. the finding were as follows. First, the study found significant differences in mathematics academic achievement between the experiment and control group. mathematics lessons based on the prerequisite learning reminding model resulted in no significant differences among the upper and lower level groups. Secondly, the study analyzed the effects of prerequisite learning reminding model on the self-efficacy and found significant differences in self-efficacy between the experiment and control group. While there were no differences in self-confidence and preference for task difficulty among the subarea of self-efficacy, it had positive differences effect on self-regulation efficacy.

• Journal of Educational Research in Mathematics
• /
• v.18 no.2
• /
• pp.239-261
• /
• 2008

This study presents results by the content areas in mathematics. Average performance is provided for five content areas: number, algebra, measurement, geometry, and data. Relative achievement is shown among the content areas for 4 countries in comparison to Korea. In number, Korea had lower average achievement than Singapore, especially for ratio proportion percent. Among 5 countries, Korea had the highest average achievement in algebra and geometry, but the lowest in attributes and units of measurement. In data, Korean students didn't learn the followings successfully: a) comparing characteristics of data sets and using mean, median, range, and shape of distribution, b) interpreting data sets (e.g., draw conclusions, make predictions, and estimate values between and beyond given data points), c) evaluating interpretations of data with respect to correctness and completeness of interpretation.

• Education of Primary School Mathematics
• /
• v.20 no.2
• /
• pp.131-142
• /
• 2017

The purpose of the study is to examine the effect of debate and discussion instruction in mathematics class on mathematics study achievements and attitudes in elementary school. To conduct the research, two classes were verified as the homogeneous groups by a preliminary examination on the fourth grade of J elementary school. After mathematics class, the subjects were conducted the same mathematics study achievement and attitude tests in two groups and were analyzed with descriptive statistics, independent t-test, t-test. Accordingly, debate and discussion instruction in mathematics class is more effective than regular lecture method instruction. debate and discussion instruction in mathematics classes are believed students will participate in the question and understand the mathematical principles and concepts themselves through action to solve the problem and influenced I have a positive attitude towards mathematics.

• Journal of the Korean School Mathematics Society
• /
• v.23 no.1
• /
• pp.111-127
• /
• 2020

In many studies, mathematics anxiety (MA) is a major factor affecting students' mathematical achievement (MC) and is reported to have a greater negative effect on female students. In the study, we developed a complex treatment program consisting of 10 lesson units, to reduce mathematic anxiety and applied it to 26 male and female students with high MA. For this purpose, we analyzed the differences between the two gender groups collected by the Math Anxiety Scale for Students(MASS) and Mathematical Achievement Scale(MCS) before and after. As a result of the treatment program, MA was decreased in both groups, but only female students scored higher in MC. The program that had been effective for both boys and girls in MA satisfied the main purpose of which was to treat MA with integrated mathematical and psychological aspects, and implied that additional procedures and guidance should be followed for boys' MC.

• Education of Primary School Mathematics
• /
• v.20 no.4
• /
• pp.287-303
• /
• 2017

In order to understand the characteristics of affect of elementary school students in this study, we used a questionnaire developed by Hannula (2012) to measure elementary students' beliefs and affective factors about mathematics based on the emotional, cognitive, and motivational dimensions of the affect of personal level. Statistical analysis and one-way ANOVA were conducted to identify the characteristics of elementary school students' beliefs and affective factors about mathematics according to mathematics achievement level, grade level, and gender. Regression analysis was performed to analyze the correlation between the factors. The results of this study are compared with the results of the previous study which used comparative study of elementary school students in Finland and Chile using the questionnaire used in this study.

• Journal of Elementary Mathematics Education in Korea
• /
• v.14 no.2
• /
• pp.441-463
• /
• 2010

This study purposes to examine the learning achievements, attitude and reactions of elementary school students in fifth grade in mathematics after inducing to use of learning-notebook on mathematics. To achieve the purpose, this study focuses on the following matters. First, we develop the ways to write thoughts and activities in solving problems on learning-notebook for elementary school student in fifth grade. Second, we analyze the effects of the students' learning achievements after applying the ways to them in every mathematics learning activities at home and in school, etc. Third, this study examine the attitudes and reactions of the students toward mathematics after observing the learning activities and interviewing them. The results are summarized as follows. First, using learning-notebook helps to improve the performance of students. The average point of the final examination went up to 90.67 while the average of the first level test was 70.75. And almost each student's result have improved. Second, the interviews with the students show that they feel sense of accomplishment, their mathematical attitude has changed to be positive, and they've actively participated in class by using the learning-notebook. The students felt confidence and achievement and they were more interested in studying mathematics when they use the learning-notebook. Further, the students used the notes in doing their homework and at home studying. Finally, the learning-notebook had a good influence on the relationships between students and teachers. Moreover, learning-notebook serves as a medium that connects teacher and student's work.

• School Mathematics
• /
• v.16 no.1
• /
• pp.157-180
• /
• 2014

This study investigated relationships between academic stress and mathematics learning motivation focusing on the mediating effect of academic motivation types. It also tested differential structural relationship among the variables in the high vs. low academic achievement level groups and the boys vs. girls of middle schools. The participants were 952 second graders from five middle schools. Student scores from the standardized tests that were developed to assess the students' academic stress, mathematics learning motivation, and three types of motivation (amotivation, controlled motivation, and autonomous motivation) were used in this study. The results demonstrate that there were significant differences in the relationship patterns of the research variables. Correlation analysis provided evidences that academic stress was negatively related with mathematics learning motivation and autonomous motivation but positively related with amotivation and controlled motivation. Also, mathematics learning motivation was negatively related with amotivation and controlled motivation but positively related with autonomous motivation. Structural equation modelling analysis provided the evidence that the full mediation model was a significant, in that the students' types of academic motivation mediated the effect of academic stress on mathematics learning motivation. Multiple group analysis revealed that there were group differences in the path coefficients of the structural model. But the academic stress showed negative influence on the mathematics learning motivation via amotivation and autonomous motivation in all groups.

• Journal of Elementary Mathematics Education in Korea
• /
• v.14 no.2
• /
• pp.177-196
• /
• 2010

The purpose of this study is to find out whether Achievement Tests are fully performing their role as an objective standard that measures student's educational achievement level by analysing the content validity of Achievement Tests developed by KICE and teachers at elementary school. In the study, the content validity of achievement tests were analyzed in the behavioral content objective dimensions. 60 instructional objectives from the Unit one to the Unit six contained in the teachers' guidebook for the elementary third-grade Math subject were analyzed into dimensions of behavior and content. And the Achievement Test developed by KICE and teachers in five elementary schools randomly chosen were collected and analyzed. Then, differences of the proportion between instructional objectives and evaluative objectives in each dimension statistically were verified. The results of the study are as follows : 1. In the dimension of behavior, as analysing and comparing the content validity of achievement tests, there was no significant difference in all domains(knowledge, comprehension, application, analysis, synthesis and evaluation). (p<.05) Therefore, it could be concluded that content validity of the Achievement Test is very high. 2. In the dimension of content, similarly there is no significant difference in all domains between achievement tests by both KICE and teachers. (p<.05) Therefore, the content validity of all tests are very high. In conclusion, it could be concluded that content validity of achievement tests is considerably high in content and behavior dimension. The study suggest the followings : 1. By expanding to the other subjects, there are needs to analyze and verify the content validity of achievement tests. 2. Even the content validity of achievement tests is considerably high however, achievement items are focused on evaluation 3 domains(knowledge, comprehension, application). Therefore evaluation evenly among 6 cognitive domains is required. And further to reduce the deviation of schools, there are needs to active interchange between teachers.