• School Mathematics
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• v.16 no.3
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• pp.633-657
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• 2014

This study aims to verify the effect of the situated learning-based instruction on mathematics learning of sixth-grade elementary school students. For this purpose, this study examined the differences in mathematical learning achievement and mathematical attitude between a group participating in the situated learning-based class and a group participating in the normal instructor-led mathematics class. Moreover, this study verified the educational effect of the situated learning-based class by analyzing teacher's role in the class and students' way of participating in the class. The study results are as follows. First, the situated learning-based class positively influenced students' mathematics achievement and mathematical attitude. Second, teacher performed a role as a learning guide and facilitator. Third, other became an object to give help to or to learn from in the situated learning-based class. These situations had a positive influence on the organization of knowledge through active efforts of students for communication and problem solving which belongs to a cooperative socialization process happening in the class.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.231-250
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• 2015

The objective of this study is to analyze the effects 6th grade mathematics lessons applying story making have on the mathematics achievement and attitude toward mathematics. For this study, using two examination devices for measuring mathematical attitudes and mathematics learning achievement, a pre-test and post-test were conducted. In the pre-test, it was found that the two groups are identical groups. The post-test was used for verifying the research problems and the results of post-test were analyzed using t-test. The findings of this study are below. First, lessons applying story making influenced the mathematics achievement of children. This implies that lessons applying story making are more effective for improving a mathematics achievement than a general teaching and learning method. Also, when carrying out the t-test of pre-test and post-test results of learning achievement in experimental groups, there was a significant change as well. It is therefore supposed that lessons applying story making have positive effect on the mathematics achievement of children. Second, lessons applying story making influenced the mathematical attitudes of children. This implies that the lessons are more effective for improving mathematical attitude than a general teaching and learning method. Also, when carrying out the t-test of pre-test and post-test results of mathematical attitudes in experimental groups, there was a significant change as well. It is therefore supposed that lessons applying story making have positive effect on mathematical attitudes of children. From the results, it was found that mathematics lessons applying story making can be used to change the mathematics achievement and mathematical attitudes of students positively.

• The Mathematical Education
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• v.54 no.2
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• pp.195-206
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• 2015

The purpose of this study is to examine the effects of teacher on fourth-grade students' attitudes toward mathematics using data from TIMSS 2011. Students' attitudes toward mathematics included interest in learning mathematics, interest in mathematics lessons, and confidence in their mathematics ability. Teacher factors included mathematics professional development, confidence in teaching mathematics, teacher-centered mathematics instruction, and enhancing student mathematical thinking. The two level Hierarchical Linear Model was employed to analyze the relationship between teacher factors and student attitudes. Results showed that teacher-centered mathematics instruction significantly and positively predicted students' confidence about their mathematics ability. The findings suggest that school systems and mathematics educators need to provide teachers with the curriculum, assessment, and research-based practices and knowledge to overcome the obstacles to change their mathematics classroom.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.249-270
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• 2006

This research is aimed to analyze the causes of junior high school students' problems that was showed in a poor way at learning mathematics. So this is for the purpose of providing the basic data for searching for a means of teaching-learning to understand stagnant students. 5 male junior high students in teaming-stagnation were targets of this research, and we used two kinds of questionnaire in the field to find out the causes of learning-stagnation. We searched these students for the causes from a different standpoint of learning habits and self-possessed manners in mathematics.

• Korean Journal of Child Education & Care
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• v.17 no.3
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• pp.49-63
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• 2017

This study aims to investigate the effect of early childhood teachers' mathematical attitude on their mathematics teaching efficacy and to prove the moderating role of pedagogical content knowledge (PCK) in mathematics, which we selected based upon previous literatures. To explore the effect of early childhood teachers' mathematical attitude on their mathematics teaching efficacy and the moderating role of PCK in mathematics between them, This study randomly sampled 500 early childhood teachers who work at child care centers and kindergartens in Seoul, Kyunggi province and Kangwon province and collected their responses by questionnaires. Mathematics teaching efficacy was measured with mathematics teaching efficacy scale for early childhood teachers developed by Luo (2000) and translated by Jung (2001a). Mathematical attitude was measured with Smith (2000)'s scale which we translated for this study. To measure the pedagogical content knowledge in mathematics, we revised Hong(2012)'s scale to be applicable for early childhood teachers. Direct effect of mathematical attitude on mathematics teaching efficacy and the moderating effect of PCK in mathematics were analyzed by multiple regression analysis using IBM SPSS 21.0. Study results demonstrated the significant direct effect of mathematical attitude on mathematics teaching efficacy. Also, the moderating effect of PCK in mathematics was also proved to be significant. That is, if the teacher has high level of pedagogical content knowledge in mathematics, the positive effect of mathematical attitude on mathematics teaching efficacy was even more enhanced. This results supports the current finding where PCK in mathematics functions as a moderating variable between mathematical attitude and mathematics teaching efficacy. Thus, our study is expected to provide relevant contents that should be covered during teacher education, which aims to improve early childhood teachers' mathematics teaching efficacy.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.43-66
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• 2006

This study was proposed to analyze mathematical communication activity and mathematical attitudes while students were solving project problem and to consider how the conclusions effects mathematics education. This study analyzed through qualitative research method. The questions for this study are following. First, how does the process of the mathematical communication activity proceed during solving project problem in a small group? Second, what reactions can be shown on mathematical attitudes during solving project problem in a small group? Four project problems sampled from pilot study in order to examine these questions were applied on two small groups consisting of four 5th grade students It was recorded while each group was finding out the solution of the given problems. Afterward, consequences were analyzed according to each question after all contents were noted. Consequently, conclusions can be derived as follows. First, it was shown that each student used different elements of contents in mathematical communication activity. Second, during mathematical communication activity, most students preferred common languages to mathematical ones. Third, it was found that each student has their own mathematical attitude. Fourth, Students were more interested in the game project problem and the practical using project problem than others.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.363-381
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• 2013

The constituents of math learning styles are information recognition and information processing in the cognitive domain and attitudes toward math learning and environments of math learning in the affective domain. Each of the constituents has two opposing styles; there are the visual style and verbal style in information recognition; and there are the whole style and analytical style in information processing. And as for attitudes toward math learning, there are two styles which are the authoritative and goal-oriented style and the practical and entertaining style. Also as for attitudes toward environments of math learning, there are two styles which are the interior-oriented style and exterior-oriented style. There can be classified into 16 types of mathematics learning by the combination of a total of 8 styles of mathematics learning. The purpose of this study was to analyze the preference of the students from three middle schools located in Daegu Metropolitan City to the styles and types of mathematics learning.

• Journal of the Korean School Mathematics Society
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• v.20 no.3
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• pp.239-254
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• 2017

The study in this paper considers how high school students' attitudes toward and interest in mathematics could be promoted by conjoining the learning of ma thematics with the learning of social science topics. Survey instrument was dev eloped to measure student attitudes toward mathematics and social science subje cts and to evaluate student beliefs on learning mathematics embedded in social science topics. Data were collected from high school students in Korea by admi nistering pre- and post-tests: students were intervened with examples of math problems embedded in certain social contexts. The findings indicate that high sc hool students' experience of solving mathematics problems embedded in social c ontexts positively affects the promotion of their attitudes toward and beliefs on both mathematics and social science subjects.

• School Mathematics
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• v.5 no.4
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• pp.541-553
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• 2003

The purposes of this study are to look into the changing processes of mathematical beliefs and attitudes of the students and to propose the plans how to manage cooperative learning, what can contribute to cognitive affective domains of mathematics learning in applying STAD-based cooperative loaming to mathematics class. So we, the researchers performed cooperative learning in the fifth grade of elementary school and did the exams of mathematical beliefs and attitudes, interviews, supplementary Questions. And students showed meaningful changes in 'the need of cooperative learning', 'critical thinking', 'the acceptance of thoughts of others'. Meanwhile, there were possibilities what all the members of one group can't recognize their errors in STAD, so we proposed 'Tongsinsa'. And we presented concrete methods how to reconstruct groups and somethings to consider when students are not satisfied with the group activities.

• Communications of Mathematical Education
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• v.14
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• pp.327-348
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• 2001

본 연구는 수학 교사가 수학 교과에 대한 학습부진 학생의 이해와 적절한 교수-학습 방법의 탐색을 위한 기초 자료를 제공하기 위해 두 가지 유형의 질적 자료를 중심으로 자료를 수집하고 심리검사, 일반 학습습관, 수학 학습습관, 수학 교과에 대한 태도 등 4가지 선문지를 사용하여 여고생을 대상으로 부진요인 분석에 그 목적을 두었다. 본 연구에 따르면 대표적인 부진 요인은 의문 해결을 위한 의지 결핍과 장기 기억방법을 알지 못하고 수학교과목 자체를 싫어하는 경향이 있는 듯 하였다. 스스로 수학 문제를 풀 수 없다는 선입감 때문에 해답을 보고 문제를 풀게 되고, 검산을 하지 않는 특성을 보였다. 이들 수학 학습부진 학생들을 지도할 때는 선수학습을 반드시 확인하는 수업을 고려해야 하며, 수학적 의사 소통 능력 등 보다 수학적인 내용과 과정에 대한 후속 연구가 필요하다고 본다.