• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.141-159
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• 2016

The purposes of the study are to recognize importance of motivation in math education and to increase interest in students' motivation problem by comparing math motivation between mathematically gifted and non-gifted 5th graders based on Keller's ARCS theory and analyzing correlations between math motivation, mathematically affective characteristics and mathematical achievements. For this purpose, 436 students who were mathematically gifted and non-gifted 5th grade students were asked to take questionnaires and test to measure math motivation, mathematically affective characteristics and mathematical achievements. After analyzing the data, there are statistically differences in three educational factors between two groups. In addition, there are correlations between three educational factors. This study revealed that highly motivated students showed positive mathematically affective characteristics and high mathematical achievements. As results indicate that motivation could be a crucial factor in learning, teachers should consider motivation strategy to plan students' lessons regarding to learners' giftedness.

• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.289-302
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• 2007

I took a look at the note written by the students in math class. But, it was sort of a 'scratch paper' because they focused only on the problems or do not know the writing a notebook. Thus, I prepared organizational writing activity through learning-notebooks and analyzed the results from the writing activity through learning-notebooks in order to recognize the effects how the activity influences students' mathematics academic achievements and attitude. As a result, I could find that writing activity through learning-notebooks contributes to the enhancement of mathematics academic achievement and attitude.

• School Mathematics
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• v.8 no.2
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• pp.239-263
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• 2006

The purpose of the National Assessment of Educational Achievement(NAEA) is not only to assess educational progress and achievement but also to collect background information affecting educational achievement. It is important to know which factors affect the National Assessment of Educational Achievement(NAEA) and to explore how much those factors show the educational effect. In this study, first, we examined general characteristics of the survey with relation to the background information. Second, we analyzed the relationships between test scores and information on the students' profile such as background, extracurricular activities, and information on the school profile in NAEA 2004. Third, we suggested some educational policies on the basis of those analysis and indicated the limitation of this study.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.273-288
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• 2009

This study analyzed gender differences in variability with the results of National Assessment of Educational Achievement on Mathematics from 2003 to 2006, which subjects are 3rd, 9th and 10th grades. The purpose of the analysis was to explain gender differences in mean of mathematical ability scores from a different angle. The results and conclusions obtained in this study are as follows: First, regardless of grades and mean differences, male assessment scores were consistently more variable than female assessment scores. Second, for same male and female students, scores in later grades were almost consistently more variable than those in earlier grades. Third, for all grades, the ratios of males in an advanced and below-basic levels were generally higher than those of females in the same achievement levels.

• Journal of Educational Research in Mathematics
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• v.18 no.2
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• pp.179-200
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• 2008

In this paper, we analyzed the characteristics of the gender difference with the results of National Assessment of Educational Achievement(NAEA) from 2004 to 2006, which subjects are 3rd, 9th and 10th graders. First, we analyzed the characteristics of the achievement by the scale scores, according to years, achievement standards, grades. Second, we surveyed the number of items and ratio which male/female prevails and its characteristics according to grades, difference levels, content areas(i.e., numbers and operations, figures, measurement, probability and statistics, letters and formulas, patterns and function). Furthermore, we perform in-depth analysis of the items which gender difference in correct response proportion is more than 7% and analyze the cause of gender difference of achievement. This paper provides large valid data about gender difference by the results of NAEA. It can give suggestions with regard to policy making.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.585-603
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• 2012

The purpose of this study is to explore the effects of the contextual variables on mathematics achievement based on TIMSS(the Trends in International Mathematics and Science Study) 2007 using Path Analysis with SEM(a Structural Equation Model). The books in the home, the highest level of education of mother, the highest level of education of father, the ambitions of education, the towards mathematics, the frequence of self study, and the times of homeworks are used as independent variables. The Mathematics achievement is dependent variable. The results of this analysis are as follows. First, parents' the highest level of education, the books holdings at home, and the towards effect the ambitions of education. The Mathematics achievement is indirectly being affected by them. Second, The Mathematics achievement is indirectly being affected by the ambitions of education, the towards mathematics, and the times of homeworks.

• School Mathematics
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• v.15 no.1
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• pp.61-75
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• 2013

This study analyzed Korean students' affective characteristics in mathematical learning according to school and sex by Factor Analysis and Cognitive Diagnosis Theory. In numerical affective achievements by Factor Analysis, there are mean differences between schools, i.e. elementary school and secondary school. And there are sexual differences within schools and boys show more positive achievement than girls. By Cognitive Diagnosis Theory, I investigated 6 affective attributes' proportions that students achieved according to school and sex. Middle school students' proportion is highest in self-control and anxiety and the attribute that students achieved most in all school is cognizing mathematical value. Boys show higher proportion in self directivity, interest and confidence than girls, but girls show higher proportion in anxiety than boys. In personal profiles, the proportion of students who achieved 5 attributes except anxiety is highest.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.87-112
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• 2013

Gifted education, receiving private tutoring and prerequisite learning, is emerging as a remarkable phenomenon currently in Korea. Hence, we need to find out that whether prerequisite math learning influences academic achievement in any aspect after they enter the center. In this paper, we investigate the effect of mathematics prerequisite learning of gifted students focused on the their self-efficacy, achievement motivation and academic achievement. As a result, the period of mathematics prerequisite learning did not influence academic achievement of gifted students. However, the correlation between self-efficacy and achievement motivation was positive.

• Journal of Science Education
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• v.34 no.1
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• pp.1-11
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• 2010

This study analyzes the factors influencing academic achievement on mathematic and scientific subject and its change in Korean youth by using a sample from KYPS(Korea Youth Panel Survey) data. The results are as follows: First, academic achievement on mathematic and scientific subject of Korean youth shows quadratic curve that their interrelationship between intercept and slope of academic achievement are negative which is statistically significant. Second, analysis of Latent Growth Models shows that parents, teacher, peer group, self esteem, income of family, high school tracks are found to be a statistically significant factor on mathematic. And scientific subject is affected by parents, teacher, peer group, self esteem, income of family, high school tracks. Also, Interesting finding is that father's job is not significant to dependent variables. These findings show that academic achievement on mathematic and scientific subject of the Korean youth are the quadratic curve and influenced by parents, teacher, peer group, self esteem, income of family, high school tracks. To improve youth's mathematic and scientific, Korea educational fields and educators should have policy to care youth's relationship with parents, teachers and self esteem.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.435-453
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• 2018

The results analysis of National Assessment of Educational Achievement(NAEA) can provide various implications for teaching and learning in the school field. In this study we analyzed the deviation of NAEA achievement level-based correct-answer rate and the distribution of the responses percentages for three years from 2015 to 2017 focused on multiple-choice items. First we calculated the deviation of correct-answer rate between advanced level and proficient level and between proficient level and basic level, and then we selected the items whose deviation of correct-answer rate is more than the third quartile. We explored what the content areas, behavior areas and achievement standards of each item are and what the achievement standards and characteristics of these questions are. Based on the results of the analysis, we intended to derive implications for appropriate teaching-learning methods at each achievement-level.