• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.5
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• pp.2063-2071
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• 2012

Mathematics is among the most important subjects in the middle school curriculum, yet the most hated subjects by students. The present study investigated the role of perceived executive functioning on the middle school student's mathematics achievement, after controlling for other psychological factors. Results showed that the students levels of executive functioning was predictive of their mathematics achievement test scores, even after motivational and attitude variables were controlled. The impact of the executive functioning was especially noticeable for the low achievers. On the other hand, for those whose scores were high, biological variables were the only significant predictors of their scores. The results of the present study imply that the intervention programs for improving mathematics achievement of middle school students should consider the different effect of cognitive and psychological factors on their achievements.

• Journal of the Korean Institute of Telematics and Electronics T
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• v.36T no.3
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• pp.85-93
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• 1999

Because of the local college students' learning ability stands on a relatively low level, this research is accomplished to inspire students with further desires, considering students' learning ability and desire. As a result of research we can find the existence of the learning ability difference between the students in local colleges and in the capital area colleges. From the multiphasic personality inventory and the personal orientation inventory it is confirmed that the personalities of the students in both areas are almost same, and from the question investigation it is confirmed that the students in local colleges have relatively low interests of their curriculums and few confidence of success as a expert.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.225-243
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• 2013

This study was to analyze the effects of basic computational abilities using G-learning contents, which was developed for mathematically slow learners. The participant students were 146 mathematically slow learners in grade 3-6 in Seoul. The researchers analyzed the difference between pre and post test scores to check their effectiveness. Also, teachers and parents as well as students responded survey items to check dispositions and satisfactions towards the program. The research results showed that the application of the G-learning contents on basic computation areas was effective to develop students' basic computational skills. In addition, students also showed that they were satisfied studying basic computations with the G-learning contents. They had increased beliefs about and decreased difficulties in mathematics. Parents and teachers also had satisfactions in using the G-learning programs in spite of some negative effects such as errors in the contents, use of computers, and concentration on the game itself. For the improvement of G-learning contents, we need to keep studying on G-learning contents with wide range of areas and long term studies.

• Research in Mathematical Education
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• v.4 no.1
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• pp.33-43
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• 2000

The purpose of this paper was to introduce sociocultural theory which is a different epistemological perspective from constructivism and to understand the sociocultural theory in a systemic way by providing four specific criteria for a sociocultural theory from the analysis of Vygotsky's ideas. The four criteria are the followings: first, the origin of learning is not at the individual level, but at the social. Second, Learning takes place in a sociocultural framework through ZPD and there exists the stage of pseudo concept before it gets to a true concept. Third, a clear focus on action, especially mediated action, and the concept of psychological tools should be discussed in the boundary of a sociocultural theory. Fourth, actors in a learning process are not an individual child alone. In consequence, the role of adults, particularly teachers, are significant in a child's learning, and this fact provides a great potential for the active role of teachers in the students' learning of mathematics from the sociocultural perspective.

• 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.22 no.2
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• pp.229-259
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• 2012

The purpose of the present study is to develop instrument of mathematical belief of middle school and high school students and to analysis results of test using the instrument. Based on the results of literature review, mathematical belief is the cumulative effects of self-assessment and self-concept in mathematical learning and achievement experience. Four sub-components of mathematical belief is identified belief of school mathematics, belief of mathematical problem solving, mathematical self-concept, belief of mathematical teaching and learning. The instrument was developed to investigate mathematical belief by reflecting Korean middle school and high school students' psychological characters. To develop the appropriate items for the mathematical belief, after reviewing literature thoroughly, first version of the instrument was developed and exploratory factor analysis and confirmatory factor analysis were conducted. Then, to reduce the effect of the gender difference and achievement level difference, Correlation Analysis and 1-way ANOVA was performed. Also, using multiple group confirmatory factor analysis, this instrument was investigated to see whether this can be used for both middle school and high school. The final items for middle school students is consisted 7 items of belief of school mathematics, 9 items of belief of mathematical problem solving, 11 items of mathematical self-concept, 10 items of belief of mathematical teaching and learning. Instrument of mathematical belief for high school students is consisted 9 items of belief of school mathematics, 9 items of belief of mathematical problem solving, 11 items of mathematical self-concept, 11 items of belief of mathematical teaching and learning. This study examined the differences about mathematical belief's sub-factors shown by three groups of mathematics achievement level. Students of higher achievement level showed that the degree of most factors ware the highest excepting stereotype of belief of school mathematics. Also, Male students preferred more positive in mathematics belief than female students.

• Proceedings of The KACE
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• 2017.08a
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• pp.235-239
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• 2017

학습자는 교육의 3요소인 교육자, 학습자, 교육내용의 하나로 학습자 특성과 이가 학업성취에 미치는 영향을 이해하는 것이 중요하다. 컴퓨터 비전공자를 대상으로 하는 컴퓨팅 교육이 점점 활발해지고 있다. 비전공자 컴퓨팅 교육이라는 맥락에서 학습자 특성과 학업성취의 관계를 이해할 필요가 있다. 본 연구는 비전공자 컴퓨팅 교육에서 학습자 특성과 학업성취의 관계를 실증적으로 이해하기 위해 실행되었다. 학습자 특성을 이전경험/사전지식, 인지적 요인, 심리적 요인의 3가지로 분류하였고, 연구대상을 3그룹으로 설정, 다양한 하위 요소 데이터를 수집하였다. 그 결과, 대상 1의 경우 학습스타일(순차적: 부적상관, 통합적: 정적상관), 대상 2는 자기 효능감(사후), 대상 3은 수학 사전지식, 컴퓨팅과 전공의 연계성 인식, 정보적 사고에 대한 인식이 학업성취와 유의미한 상관관계가 있었다. 하지만 상관성이 모두 0.5이하로 크지 않고, 자기 효능감과 전공 연계성 인식의 경우 대상에 따라 결과가 상이하였다. 향후 연구에서 다루지 않은 변수에 대한 연구와 상관관계가 밝혀진 변수만을 대상으로 인과성을 확인하는 연구가 필요하다. 또한 현상학적 관점으로 학습자 특성을 고찰할 필요가 있다.

• The Mathematical Education
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• v.63 no.1
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• pp.1-18
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• 2024

This study aims to analyze low-performing high school students' difficulties in constructed response (CR) mathematics assessments and explore ways to use writing activities to support student learning. The participants took CR assessments, engaged in guided writing activities across 15 lessons, and provided responses to our interviews. The study identified 20 types of student difficulties, which were sorted into two main categories: "mathematical difficulties" and "CR difficulties." The difficult nature of mathematics as a school subject included a lack of understanding of mathematical concepts, students' difficulty with mathematical symbols and notations, and struggles with word problems. Challenges specific to CR assessments included students' difficulties arising from the testing conditions unlike those of multiple-choice items, and included issues related to constructing appropriate responses and psychological barriers. To address these challenges in CR assessments, the study conducted guided writing activities as an intervention, through which six themes were identified: (1) internalization of mathematical concepts, (2) mathematical thinking through relational understanding, (3) diverse problem-solving methods, (4) use of mathematical symbols, (5) reflective thinking, and (6) strategies to overcome psychological barriers.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.307-319
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• 2009

Current school mathematics introduces addition/subtraction between natural numbers, fractions, decimal fractions, and square roots, step-by-step in order. It seems that, however, school mathematics focuses too much on learning the calculation method of addition/subtraction between each stages of numbers, to lead most of students to understand the coherent principle, lying in addition/subtraction algorithm between real numbers in all. This paper raises questions on this problematic approach of current school mathematics, in learning addition/subtraction. This paper intends to clarify the fact that, if we recognize addition/subtraction between numbers from the viewpoint of 'measuring' and 'common measure', as Dewey did when he argued that the psychological origin of the concept of number was measuring, then we could find some common principles of addition/subtraction operation, beyond the superficial differences among algorithms of addition/subtraction between each stages of numbers. At the end, this paper suggests the necessity of improving the methods of learning addition/subtraction in current school mathematics.

• School Mathematics
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• v.9 no.1
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• pp.119-139
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• 2007

The purpose of this study is to analyze students' misconception in the teaming of the conic sections with the cognitive and pedagogical point of view. The conics sections is very important concept in the high school geometry. High school students approach the conic sections only with algebraic perspective or analytic geometry perspective. So they have various misconception in the conic sections. To achieve the purpose of this study, the research on the following questions is conducted: First, what types of misconceptions do the students have in the loaming of conic sections? Second, what types of errors appear in the problem-solving process related to the conic sections? With the preliminary research, the testing worksheet and the student interviews, the cause of error and the misconception of conic sections were analyzed: First, students lacked the experience in the constructing and manipulating of the conic sections. Second, students didn't link the process of constructing and the application of conic sections with the equation of tangent line of the conic sections. The conclusion of this study ls: First, students should have the experience to manipulate and construct the conic sections to understand mathematical formula instead of rote memorization. Second, as the process of mathematising about the conic sections, students should use the dynamic geometry and the process of constructing in learning conic sections. And the process of constructing should be linked with the equation of tangent line of the conic sections. Third, the mathematical misconception is not the conception to be corrected but the basic conception to be developed toward the precise one.