• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.173-182
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• 2004

TIMSS-R 등 국제적 검사 결과로부터 알 수 있듯이 우리 학생들의 수학교과에 대한 정의적 영역의 성취도는 매우 낮은 실정이다. 진정한 의미의 수학적 힘은 인지적 영역과 함께 정의적 영역에 대한 의미 있는 학습을 통해서 길러진다는 사실을 생각할 때, 이는 우리 수학교육이 당면하고 있는 심각한 문제점이 아닐 수 없다. 본 논문에서는 이미 밝혀진 수학 기피요인들을 이용하여 학년이 올라감에 따라서 우리 학생들의 수학적 성향이 어떻게 변화하는지를 살펴보고 수학적 성향의 교육과 관련하여 몇 가지 제안을 하였다.

• Communications of Mathematical Education
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• v.12
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• pp.171-183
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• 2001

본 연구는 2000년도 교육부 학술 연구 조성비 지원에 의하여 1년간 연구되었으며, 본 연구에서는 창의성에 대한 국내외 문헌 연구, 창의적 성향의 활성화를 위한 방안 모색, 중학교 학생을 위한 창의적 성향 활성화를 위한 교수-학습 자료 개발 등이 이루어졌다. 특히, 본 연구에서는 중학교 일반 학생들을 대상으로 창의적 성향의 활성화를 위한 퍼즐 학습 자료와 수학 교과 내용에 대한 다양한 접근 방법들이 모색되었다.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.123-139
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• 2015

The purpose of this study was to investigate the effects of the experiences of productive failures on students' mathematical problem solving abilities and mathematical dispositions. The experiment was conducted with two groups. The treatment group was applied with the productive mathematics failure program, and the comparative group was taught with traditional mathematics lessons. In this study, for quantitative analysis, the students were tested their understanding of mathematical concepts, mathematical reasoning abilities, students' various strategies and mathematical dispositions before and after using the program. For qualitative analysis, the researchers analyzed the discussion processes of the students, students's activity worksheets, and conducted interviews with selected students. The results showed the followings. First, use of productive failures showed students' enhancement in problem solving abilities. Second, the students who experienced productive failures positively affected the changes in students' mathematical dispositions. Along with the more detailed research on productive mathematical failures, the research results should be included in the development of mathematics textbooks and teaching and learning mathematics.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.131-154
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• 2014

The purpose of this study was to examine the effect of essay writing-centered mathematics instruction on problem solving and mathematical deposition in the elementary school. For the present study, two 6th grade classes with equivalent achievement in terms of problem solving and mathematical disposition based on the pretest. A total of 15 mathematics lessons focused on writing activities were administered to the experiment group for two months, while the textbook-based traditional lessons were given to the comparison group. Both quantitative and qualitative methods were adopted to analyze the data. The results of the present study showed that essay writing-centered mathematics teaching is statistically superior that the textbook-based mathematics teaching with respect to students' problem solving and mathematical disposition. In addition, it was evidenced that essay writing-centered mathematics instruction makes an influence on students' perceptions toward essay-based assessment in a positive way.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.347-370
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• 2015

The purpose of this study is to examine the effects of mathematical modeling activities on mathematical problem solving abilities and mathematical dispositions in elementary school students. For this study, we administered mathematical modeling activities to fifth graders, which consisted of 8 topics taught over 16 classes. In the results of this study, mathematical modeling activities were statistically proven to be more effective in improving mathematical problem solving abilities and mathematical dispositions compared to traditional textbook-centered lessons. Also, it was found that mathematical modeling activities promoted student's mathematical thinking such as communication, reasoning, reflective thinking and critical thinking. It is a way to raise the formation of desirable mathematical dispositions by actively participating in modeling activities. It is proved that mathematical modeling activities quantitatively and qualitatively affect elementary school students's mathematical learning. Therefore, Educators may recognize the applicability of mathematical modeling on elementary school, and consider changing elementary teaching-learning methods and environment.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.15-28
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• 2012

In order to study the relation between self-directed learning readiness and mathematical inclination, we survey the adjusted SDLRS(self-directed learning readiness scale) of Guglielmino's model and the mathematical inclination, the recognition of mathematics for 2011 year engineering freshmen in D university. Research results are as follows: First of all, middle level engineering freshmen showed average level of self-directed learning readiness, and they had lower level of motivation, passion and time management skill. The relation of SDLR and the mathematical inclination was strong. Furthermore, SDLR and the recognition of mathematics in engineering freshmen was found to be the most closely related. Based on the results of the study, we suggest to study of strategies to elevate SDLR of engineering students and improve their achievement in college mathematics. Especially, we suggest that college mathematics for engineering freshmen must be focused on the improvement of SDLR.

• Journal of the Korean School Mathematics Society
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• v.13 no.1
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• pp.163-184
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• 2010

In this paper, we study the effects on mathematical communication and disposition for the writing mathematics letters in secondary mathematics education. For this purpose we construct a experimental class and then analyse the students' change in those aspects after applying writing mathematics letters made some significant changes on the students communication in mathematics and disposition. First. the results for this purpose on regarding the enhancement of mathematical communication are effective. Second, the results on regarding the improvement of disposition are effective.

• Communications of Mathematical Education
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• v.32 no.2
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• pp.147-174
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• 2018

The purpose of this study was to verify the effect of mathematical disposition and attitude through the foster self-confidence and learning motivation by STAD cooperative learning. For this purpose, we made up an experimental class. And then we investigated the students' change in these aspects after the foster self-confidence and learning motivation by STAD cooperative learning. As a result of the experiment, we find that significant changes on the students' mathematical disposition and attitude utilizing the foster self-confidence and learning motivation by STAD cooperative learning. Therefore, in this study, I want to solve the particular problems that follow. First, what is the reaction of utilizing the foster self-confidence and learning motivation by STAD cooperative learning mathematical program for students? Is it effective utilizing the foster self-confidence and learning motivation by STAD cooperative learning to improve students' mathematical disposition? Third, does utilizing the foster self-confidence and learning motivation by STAD cooperative learning have a positive impact on students' mathematical attitude?

• School Mathematics
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• v.16 no.1
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• pp.181-199
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• 2014

This study set out to analyze and compare gifted elementary students and non-gifted students in emotional intelligence and creative nature. To understand the characteristics of the former, and provide assistance for career education for both groups. For this purpose, the three following research questions were set: First, what kind of difference is there in emotional intelligence between gifted elementary students and non-gifted students? Second, what kind of difference is there in creative nature between gifted elementary students and non-gifted students? Third, what is the connection between emotional intelligence and creative nature in gifted elementary students and non-gifted students? For this study, 102 students from the gifted class and 132 students from non-gifted classes were selected. In total 234 questionnaires were distributed, and the results were analyzed. The results of this study were as follows. First, as a result of the independent sample T-test, there were noticeable differences in giftedness. Gifted students scored significantly higher than non-gifted students in creative nature. Second, as a result of the independent sample T-test, there were noticeable differences in the creative nature of gifted and non-gifted students. Gifted students scored significantly higher than non-gifted students in creative nature. Third, by analyzing the results found for emotional intelligence and creative nature with Pearson's product-moment correlation, there was a positive correlation between both emotional intelligence and creative nature in both groups of results.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.745-762
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• 2015

In order to examine the change in mathematical inclinationn of middle level engineering college freshmen, we analyse the change of mathematical inclination between 2011 year and 2015 year freshmen who took college scholastic ability test which are based on the national mathematics curriculum 7th and 7th revision, respectively. In medium-sized D university, 2011 year and 2015 year engineering freshmen were taken the test for mathematical inclination, the survey for mathematical background and the recognition of college mathematics and basic mathematical ability test. The outcomes of this survey are followings: Firstly, between 2011 year and 2015 year freshmen, the mean of confidence and flexibility are same, but the 2015's mean of willpower, curiosity, value and esthetics are greater than 2011's. Secondly, in the mean of flexibility, willpower and curiosity, natural science's mean is greater than humanity's. Thirdly, the mean of mathematical inclination's factors is depend on college mathematics goal. Fourthly, there is little correlation between mathematical basic ability and mathematical inclination. Moreover for 2011 year and 2015 year freshmen, the mean of mathematical inclination's factors except value is proportional to mathematical basic ability. For the success of college mathematics in engineering college, this study suggests that high school mathematics curriculum and college scholastic ability test must contain calculus. We also suggest that college mathematics class must be focused on mathematical inclination improvement.