• 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.18 no.1 s.18
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• pp.267-276
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• 2004

이 글은 초등학교 학생들을 대상으로 상호변화적(covariational) 개념으로 변화율에 대한 교수실험을 담고 있다. 기하적 문맥에서 함수의 그래프를 자연스럽게 도입하고, 함수의 변화율에 대한 상호변화적 질적 접근의 예를 제시한다. 또한 언어적 명령을 통하여 스스로 함수의 그래프를 만들어보도록 하고 함수의 그래프를 분석하는 경험을 가지게 하여 이후 함수와 그 역함수와의 개념을 마이크로월드에서 경험하도록 하는 환경과 그 역할에 대하여 논의한다. 이 과정을 통한 마이크로월드, 학생, 연구자의 역할과 상호작용을 알아보고 이 후의 대수식의 도입에 대한 문제를 논의한다.

• Journal of Educational Research in Mathematics
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• v.16 no.3
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• pp.251-272
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• 2006

The purpose of the present study is to explore the process of teacher change as elementary school teachers participated in a community focused on improving mathematics teaching. To do so, a professional community lot improving instructional practice consisted of a group of voluntary elementary school teachers. The professional community provides participating teachers with great opportunities to share their understanding of practical knowledge related to mathematics teaching and learning and change mathematical beliefs as well as to learn pedagogical content knowledge. This study approached to teacher professionality in terms of mathematical beliefs and teaching practice. The change of teaching practice was measured coherently both with a questionnaire and with a mathematics teaching standard developed for this study. The findings of this study point out that techers' beliefs about how students learn mathematics have chantged. This study also indicated that after participating in the professional community focused on improving mathematics teaching, teachers' mathematical teaching is changed toward the more students' oriented way. Especially, it is observed that the meaningful change in participating teachers' teaching practice took place with respect to the role of teachers, students' interaction, mathematical tasks, and problem solving. Finally, this study implies that teachers can have an opportunity to change their beliefs and deepen their professionality about elementary mathematics teaching and learning through participating in the community of practice, through which participating teachers can share their practical knowledge and their understandings about teaching and learning of elementary mathematics.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.107-122
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• 2010

Mathematically gifted students' emotional changes during Mathematical Olympiad training camp were studied. The emotions of the gifted during the camp were fluctuated significantly by comparing their test scores with other camp attendants, while the morale was high at the beginning. The camp attendants were likely to overcome disappointment resulting from bad scores with putting more efforts on studying, which means their self-assessments for their mathematical talents are not affected by test results. From what characterizes the emotional changes of the gifted, we conclude as follows: First, they tend to be positive on grouping classes depending on the mathematical ability. Second, careful emotional supports and care were needed in ability grouping education. Third, it is important to let the gifted have more chances to communicate with other camp attendants. It is recommended to induce the gifted to put their focus on the learning goal. Fifth, the proper environment helps the gifted be indulged in studying mathematics.

• The Mathematical Education
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• v.63 no.1
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• pp.35-61
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• 2024

The purpose of this study is to examine changes in Korean middle school students' affective attitudes toward mathematics over the past 5 cycles of TIMSS. To this end, we first analyzed the changes in students' affective attitudes towards mathematics in five major countries, and then analyzed the changes in Korean students' affective attitudes toward mathematics by item. As a result of the study, there were positive changes in Korean students' interest, confidence, and value perception of mathematics during the recent 5 cycle of TIMSS. Korean male students' affective attitude toward mathematics is higher than that of female students, and the gender gap has been increasing recently. There was a large difference in the affective attitudes toward mathematics among Korean students, depending on their achievement level, and in particular, the affective attitudes toward mathematics of students at the lower achievement level remained significantly low. Item-level analysis revealed a decrease in Korean students' awareness of the necessity of mathematics in daily life. Based on these results, we discussed the implications for cultivating Korean students' affective attitudes. It is hoped that the results of this study will be meaningfully used as basic data for examining the performance of mathematics education in Korea and contribute to developing measures to foster students' positive attitudes toward mathematics.

• Education of Primary School Mathematics
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• v.24 no.3
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• pp.135-156
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• 2021

Achievement pressure and enthusiasm affecting mathematics academic achievement are constantly changing and affecting academic achievement. Therefore, a longitudinal study is needed to examine the influence of the change patterns of teachers' achievement pressure and enthusiasm on the change patterns of academic achievement. This study utilized student data from the 5th grade of elementary school (2013 year) to the third grade of middle school (2017 year) of the Korean Education Longitudinal Study 2013. The longitudinal change patterns of mathematics academic achievement were classified into similar subgroups and the influence of the longitudinal change patterns of the achievement pressure and enthusiasm of each group on the longitudinal change pattern of mathematics academic achievement and the path were compared and analyzed. As a result of the analysis, in all four subgroups with similar longitudinal changes in mathematics academic achievement, the teacher's achievement pressure showed little change from the fifth grade, while the teacher's enthusiasm continued to decline from the fifth grade. In addition, the influence of teachers' achievement pressure and enthusiasm perceived by students in each group on mathematics academic achievement was different. This suggests that in order to improve mathematics academic achievement, it is necessary to support teaching and learning reflecting the characteristics and dispositions of students.

• Education of Primary School Mathematics
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• v.19 no.4
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• pp.361-380
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• 2016

This study aims to reflect on mathematical imaginations in learning mathematics and elementary students' mathematical imaginations. This was approaching a study of imagination not as psychological problems but as objects and methods of mathematics learning. First, children's mathematical narratives were analysed in terms of Egan(2008)'s basic cognitive tools using imagination, that is, metaphor, binary opposites, rhyme rhythm pattern, jokes humor, mental imagery, gossip, play, mystery. Second, how children's imaginations change under different grades was addressed.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.143-157
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• 2016

This study aims to find out the feasibility and effectiveness of mathematical games as a way to provide primary pre-service teachers with doing mathematics. The game had induced the active participation of elementary pre-service teachers. Through transforming the game, the teachers have been able to experience of mathematical problem posing and generating mathematical representation. Based on this, we discuss the role of mathematical games as a method of pre-service teacher education.

• Communications of Mathematical Education
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• v.28 no.4
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• pp.573-588
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• 2014

How will the field of education react to the big data craze that has recently seeped into every aspect of society? To search for ways to use big data in mathematics education, this study first examined the concept of big data and examples of its application, and then pursued directions for future research in two ways. First, changes in the representation and acceptance of data are required because of changes in technology and the environment. In other words, the learning content and methodology of data treatment need to be changed by describing a myriad amount of data visually or by 'analyzing and inferring' data to provide data efficiently and clearly. Additionally, the mathematics education field needs to foster changes in curricula to facilitate the improvement of students' learning capacity in the 21st century. Second, it is necessary to more actively collect data on general education and not merely on teaching or learning to identify new information, pursue positive changes in the teaching and learning of mathematics, and stimulate interest and research in the field so that it can be used to make policy decisions regarding mathematics education.

• Journal of Educational Research in Mathematics
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• v.12 no.2
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• pp.247-264
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• 2002

본 연구의 목적은 교사들이 갖고 있는 수학 및 수학을 어떻게 가르칠 것인가에 대한 신념과 수업 관행과의 관계를 문헌적 고찰을 통하여 교사 변화를 위한 모델을 제시하는데 있다. 이를 위하여 먼 저 신념에 대한 정의, 신념과 지식의 차이점, 그리고 신념이 교사들의 수업 관행과 어떻게 관련이 있는지를 논의하였다. 신념과 수업 관행과의 상호 관계를 통하여 본 연구에서는 수업 개선 프로그램의 개발을 위한 모델을 개인적 수준, 학급 수준, 및 학교 수준의 세 시각에서 논의하였다. 이들 모델들은 결국 교사의 학습도 학생들의 학습 방법과 유사한 형태를 띄고 있다는 점에서 현재의 주요한 수학 학습 이론들에 근거를 두고 있다. 결국, 교사들의 수업 관행에 큰 영향을 끼치는 것으로 알려진 교사들의 수학적 신념은 위에 논의된 세 요소의 측면에서 수업 개선 프로그램들이 운영될 때 수업 관행과 함께 변화한다는 것을 본 이론 연구에서는 암시해 주고 있다.