• Communications of Mathematical Education
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• v.37 no.3
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• pp.393-417
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• 2023

The necessity of this study was to improve academic achievement and math attitudes through leveled reciprocal peer learning, and the specific purpose was as follows. First, each unit seeks to select learning methods and contents for each level of class for reciprocal peer learning, second, develop activity sites for each level through curriculum analysis, and third, improve academic achievement and math attitudes through classes that apply reciprocal peer learning activities. The study was conducted on 60 second graders of 00 High School in 00 Metropolitan City. Two classes were selected for the midterm exam results for the first semester of the second grade. Class 1 was divided into the experimental group and the other class 1 was divided into the comparative group, and 13 classes were conducted for about 2 months from May 1 to July 4, 2020. The experimental group (30 students) was a class that applied leveled reciprocal peer learning activities, and the comparative group (30 students) was a class that was taught based on traditional textbooks. As a result of this study, first, in this study, it was possible to improve academic achievement and math attitudes by setting learning contents for each unit and applying reciprocal peer learning activities for each level. Second, the experimental group taught by applying leveled reciprocal peer learning activities was effective in academic achievement and math attitudes compared to the comparative group taught based on traditional textbooks to students in the upper, middle, and lower groups. Third, in the class applying leveled reciprocal peer learning activities, low-level students who were neglected in math classes were also interested in the class and actively participated in it, showing improvement.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.311-331
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• 2016

The purpose of this study was to analyze mathematical errors and the effects of reflective problem posing activities on students' mathematical problem solving abilities and attitudes toward mathematics. We chose two 5th grade groups (experimental and control groups) to conduct this research. From the results of this study, we obtained the following conclusions. First, reflective problem posing activities are effective in improving students' problem solving abilities. Students could use extended capability of selecting a condition to address the problem to others in the activities. Second, reflective problem posing activities can improve students' mathematical willpower and promotes reflective thinking. Reflective problem posing activities were conducted before and after the six areas of mathematics. Also, we examined students' mathematical attitudes of both the experimental group and the control group about self-confidence, flexibility, willpower, curiosity, mathematical reflection, and mathematical value. In the reflective problem posing group, students showed self check on their problems solving activities and participated in mathematical discussions to communicate with others while participating mathematical problem posing activities. We suggested that reflective problem posing activities should be included in the development of mathematics curriculum and textbooks.

• Journal of Digital Convergence
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• v.17 no.12
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• pp.67-75
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• 2019

This study was conducted to analyze the effects of mathematics classes using engineering tools on students' mathematics academic achievement and mathematics learning attitude, focusing on the basic figure and drawing sections of the first grade of middle school. Eighty students of first-grade at H Middle School in South Gyeongsang province were divided into two groups, taking a total of six weeks of classes using engineering tools(Algeomath) and traditional tools, and covariate analysis(ANCOVA) was used to analyze students' mathematics academic achievements and changes in mathematical learning attitude. The analysis found that classes using engineering tools were effective in students' mathematics academic achievements and attitude of learning math. Based on the results of the study, the necessity of utilizing various engineering tools in the future secondary school math class and the prospect and implications of the classes were discussed.

• 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.8 no.1
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• pp.23-43
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• 2004

The purposes of this study are, by referring to various previous studies on problem posing, to re-construct problem posing steps and a variety of problem posing learning materials with a problem posing teaching-learning model, which are practically useful in math class; then, by applying them to 4-Ga step math teaming, to examine whether this problem posing teaching-learning model has positive effects on the students' problem solving ability and mathematical attitude. The experimental process consisted of the newly designed problem posing teaching-learning curriculum taught to the experimental group, and a general teaching-learning curriculum taught to the comparative group. The study results of this experiment are as follows: First, compared to the comparative group, the experimental group in which the teaching-teaming activity with problem posing was taught showed a significant improvement in problem solving ability. Second, the experimental group in which the teaching-learning activity with problem posing was taught showed a positive change in mathematical attitude.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.315-335
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• 2010

The goal of this research was to study the effects of the Mathematical Problem Generating Program on problem solving ability and learning attitude. The experiment was carried out between two classes. One class was applied with the experimental program (treatment group), and the other continued with normal teaching and learning methods (comparative group). In this study, two 5th grade elementary classes participated in Seoul city. In this study, the students were tested their problem solving abilities by the IPSP test and learning attitude by the Korean Education Development Institute (KEDI) before and after use of the program. The collected results were t-tested to find any meaningful changes. The results showed the followings. First, use of the mathematical generating program showed meaningful progressive results in problem solving ability. Second, the students that used the program showed positive results in learning attitude. In conclusion, learning mathematics using the problem generating method helps students deeper understand and solve complex problems. In addition, problem solving abilities can be improved and the attitude towards mathematics can be changed while students are using an active and positive approach in problem solving processes.

• East Asian mathematical journal
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• v.27 no.4
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• pp.391-415
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• 2011

Mathematics is to reflect on your or other people's psychological mathematic activities. Thus, learners need to reflect on their mathematical activities in order to cultivate mathematical thinking attitude and perceive learning contents. For this study, first of all, two classes of the fifth grade (29 students in experimental group and 31 students in control group) in 'Y' elementary school in Dae-gu city were selected as research targets and post-test of learning achievement and mathematical attitude examination were carried out in order to verify the differences of learning achievement and mathematical attitudes between experimental and control groups. The findings of this study mean that students' learning achievement and mathematical attitudes can be improved by applying mathematical reflective activities to the actual 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.

• Communications of Mathematical Education
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• v.14
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• pp.229-250
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• 2001

협동 학습은 학습자간의 긍정적 상호 작용을 촉진하여 학습의 극대화를 도모하고자 하는 수업 방법으로, 수학 과목에서 협동 학습은 수학에 대한 성취도, 태도, 문제 해결력 등 인지적, 정의적 영역에서 긍정적인 효과를 나타내고 있다. 이에 본고에서는 수학 과목에서 협동학습에 대한 국${\cdot}$내외의 연구 동향을 살펴보고, 중학교 학생들의 학습양식과 수학성취도와의 관계를 조사하여 학습양식에 따라 소집단을 구성한 수학에서의 협동 학습을 모색하고자 한다.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.121-142
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• 2001

The purpose of this study is to investigate elementary teacher's beliefs and attitudes about mathematics and how those reflect their teaching practices. For this goal : (1) Designing questionnaire to measure elementary teachers' beliefs and attitudes about mathematics (2) Inquiring into character of elementary teacher's beliefs and attitudes about mathematics after analyzing questionnaire (3) Analyzing two teachers' mathematics teaching practices to understand how teacher's beliefs and attitudes affect mathematics teaching practices.