• The Mathematical Education
• /
• v.53 no.4
• /
• pp.463-478
• /
• 2014

우리나라 중학교 2학년 학생들은 TIMSS와 같은 국제적인 평가에서 높은 수학 성취도를 보이고 있다. 성별 성취도를 분석하면 TIMSS 1995부터 TIMSS 2011까지 남학생이 여학생보다 지속적으로 높은 평균점수를 받고 있다. TIMSS 1995와 TIMSS 2011의 성별 점수 차이는 유의한 것으로 나타났다. TIMSS 2011에 참가한 42개국 중 성차가 없거나 여학생이 더 높은 성취도를 보인 국가는 35개국이며 남학생이 더 높은 성취도를 보인 국가는 우리나라를 포함하여 7개국이다. 수학 성취도의 성차는 사회문화적 요인과 수학학습태도와 연관이 있다는 여러 연구 결과가 있다. 본 연구는 TIMSS 2011에 참가한 중2학년 5,165명 남녀학생들의 수학성취도 결과를 분석하여 사회문화적 요인이 수학학습태도와 수학성취도에 미치는 영향을 찾아보았다. 연구결과 남녀학생의 교사선호도는 유의한 성차가 없었는데 학부모의 교육 참여도에 유의한 성차가 있었다. 여학생의 수학에 관한 가치와 수학에 관한 자신감은 남학생보다 유의하게 낮았다. 학부모의 교육 참여도는 여학생의 수학학습태도와 수학성취도에 더 높은 영향력을 미치는 것으로 나타났다. 학부모들의 교육 참여도를 높이고 여학생들의 수학에 관한 가치와 자신감을 높이기 위해서는 여학생들의 롤 모델과 여성들의 과학 분야의 진출을 장려하는 사회적 요인의 조성이 함께 필요하다.

• Journal of the Korean School Mathematics Society
• /
• v.19 no.3
• /
• pp.217-238
• /
• 2016

The purpose of the study is to analyze the influence of the accomplishing pressure of teachers and parents on academic achievement in mathematics in accordance with the differences in the degree of intrinsic motivation in mathematics. The accomplishing pressure of teachers was meaningful on the academic achievement in mathematics in the analysis including the interaction of intrinsic motivation in mathematics. The students with high degree of intrinsic motivation were influenced in a negative manner. Meanwhile the students with middle or low degree of intrinsic motivation were influenced in a positive manner. The result implies that it is more important to consider the level of mathematical intrinsic motivation, when teachers accomplish an achievement pressure to improve academic achievement in mathematics. On the analysis including the interaction of intrinsic motivation of mathematics, the accomplishing pressure of parents showed positive effect in general on the academic achievement in mathematics. The students with high or middle degree of intrinsic motivation were highly influenced in a positive manner than the students with low degree of intrinsic motivation. The result implies the necessity of the implementation of continuous accomplishing pressure on students as the high degree of accomplishing pressure of parents leads to positive influence on the academic achievement in mathematics.

• Journal of Educational Research in Mathematics
• /
• v.11 no.1
• /
• pp.123-136
• /
• 2001

우리나라 중학교 2학년 학생들은 제3차 수학.과학 국제비교연구인 TIMSS와 그 반복연구인 TIMSS-R의 수학 검사에서 최상위권의 성취 수준을 보임으로써 국내외 연구자들의 관심의 초점이 되어 왔다. 이 논문은 우선 우리나라 학생들이 높은 성취 수준을 기록할 수 있는 원인을 $\circled1$ 체계적인 수 세기 방식, $\circled2$ 상급 학교 진학을 위한 시험의 대비, $\circled3$ 수학 교사 의 능력, $\circled4$ 교육과정과 검사와의 관련성, $\circled5$ 검사에 대한 태도라는 다섯 가지 측면에서 탐색하였다. 또한 높은 성취 수준 이면에 드리워진 부정 적인 측면을 조망하여 $\circled1$ 공학적 도구 의 이용에 대한 소극성, $\circled2$ 실생활 관련 문장제에 대한 저조한 성취 수준, $\circled3$ 지역에 따른 성취 수준의 차이, $\circled4$ 수학에 대한 부정적인 태도의 네 가지로 요약하였다. 또한 TIMSS-R 의 수학 성취 수준에 대한 성별 차이를 $\circled1$ 친숙함/생소함, $\circled2$ 대수/기하, $\circled3$ 자유반응형/선택형이라는 세 가지 측면에서 분석하였다. 마지막으로 국제비교 연구의 결과는 국가별 평균성취 수준의 양적인 비교에 초점을 두기보다는, 성취도 이면에 깔린 다양한 요소에 대한 복합적인 고려와 깊이 있는 분석을 통해 수학교육의 현 상태를 점검하는 하나의 잣대로 이용해야 한다는 점을 지적하였다.

• Journal of Educational Research in Mathematics
• /
• v.13 no.3
• /
• pp.383-401
• /
• 2003

This study intends to examine the characteristics of Korean students' mathematics achievement according to the TIMSS-R International Benchmarks in the relation with mathematics curriculum and text. The concrete contents of this study are as followings. First, we consider the Korean students' mathematical abilities according to the TIMSS-R international benchmarks classified into Top 10% Benchmark, Upper Quarter Benchmark, Median Benchmark, and Lower Quarter Benchmark. Second, we examine the precent correct and the error-types of Korean students on the anchor items of such benchmarks. From these examinations, we grasp the mathematical titles that Korean students showed insufficient performance and lead the educational implications.

• The Mathematical Education
• /
• v.61 no.4
• /
• pp.631-651
• /
• 2022

It has been alerted that Korean students' mathematical affective achievement is very low. In order to solve this problem, various policies related to mathematical affective domains have been promoted, but it is necessary to examine various existing policies and explore the direction for improving them in more essential aspects. Based on previous studies that the growth mindset helps to increase students' affective achievement, this study focused on improving students' math-related growth mindset and ultimately exploring policies that can increase mathematical affective achievement. Therefore, the current status of mathematical affective achievement of Korean students was examined, and the policies and related cases in the mathematical affective domain were investigated. Based on the results, some keywords were derived and then the directions of policy for improving the math-related growth mindset and the affective achievement of students were suggested.

• Journal of Educational Research in Mathematics
• /
• v.22 no.1
• /
• pp.39-52
• /
• 2012

Research in teachers' knowledge for teaching mathematics (KTM) has been gradually growing for the past several years. With various conceptualizations about what teachers need to teach mathematics, there have been studies to find out the relationship between teachers' KTM and their students' achievement. In this paper, I reviewed various conceptualizations of teacher's mathematical knowledge for teaching, and existing qualitative and quantitative studies about this relationship. Based on the review, I identified the challenges to studying this relationship mainly focusing on the existence of a phase-teaching practice-between teachers' KTM and students' learning. Considering the challenges that have been identified in the literature review, I proposed topics for future studies that would contribute to our understanding how the teachers' KTMare related to their students' achievement, and investigate further about whether and how teacher-student interaction in classroom is related to changes in teachers' KTM.

• The Mathematical Education
• /
• v.58 no.3
• /
• pp.337-346
• /
• 2019

The purpose of this paper is to investigate the differences of the mathematics anxiety and mathematical achievement of high school students according to gender and grade, and to find out which mathematics anxiety causes have more influence on mathematical achievement and how much it is. The subjects of this study consist of 459 students selected for a class of unit, in high schools located in Seoul, Korea. Huh(1996)'s Mathematics Anxiety Scale was used. The collected data were analyzed by using the 24.0 SPSS program. The data were also tested by using the t-test, correlation and multiple regression. The major results of this study were as follows: Firstly, there was no difference in mathematics score according to gender, but mathematics anxiety was higher in girl students. Mathematics score and mathematics anxiety have significantly related each other. Boy students' mathematics scores were significantly explained by interest, Mathematical Achievement factor, and mathematical confidence factor. For girl students, mathematics achievement factor, interest were the significant predictors. Secondly, mathematical anxiety and mathematics scores were correlated in the first and third grades, and the variables that predict mathematics scores significantly in all grades were interest.

• Journal of Educational Research in Mathematics
• /
• v.26 no.4
• /
• pp.701-714
• /
• 2016

This study examined the structural relationships among parental attitudes and expectations toward mathematics, mathematics motivation and achievement of their child in PISA 2012 of South Korea. Data were analyzed using structural equation modeling(SEM) analysis. The results were as follows: First, parental attitudes toward mathematics had positive effects on parent academic and professional expectations in mathematics. Second, parental expectations also had positive effects on intrinsic motivation, instrumental motivation and math achievement for their child. Third, instrumental motivation had strongest effects on math achievement. The next factors which had effects on math achievement were intrinsic motivation and parental expectations in order. This results shows that the parental awareness of the usefulness and necessity of mathematics will help to increase the interest and value toward mathematics, math achievement and interest of math related carriers of their child.

• Journal for History of Mathematics
• /
• v.21 no.3
• /
• pp.157-182
• /
• 2008

TIMSS 2003 is the third and most recently round of IEA's Trends in International Mathematics and Science Study. In this study, I considered the changes of the mathematics cognitive domain in TIMSS and got some facts for developing assessment framework. And I analyzed 7 countries' achievement in the view of our country Korea, i.e. Singapore, Hongkong, Chinese Taipei, Japan, Netherlands, and Unites States. With the reliable and valid achievement scales for cognitive domains given by ISC, students' achievement scales were analyzed according to country, percentile, and sex in each cognitive domain.

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