• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.245-270
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• 2001

Math and Science Olympians participated in a study of the role of environmental influences in their talent development. The questions they got was about family and school factors contribute / or hinder to the development of their scientific talents, and the parents' child rearing styles. The questionnaires were originally developed by Campbell(1996) for cross-cultural studies. The major findings were as follows: ⑴ The professional job of the Olympians'father, the high SES, Their parents'discovering their child's talents were positive factors, ⑵ Their family support and learning environment were reported strong and positive, especially books and reading atmosphere, ⑶ The Olympians participated in the accelerated and enriched educational programs, ⑷ The quality of the class and the rigidity of the curriculum were hindering factors, ⑸ Their parents'rearing style were permissive, affective, and supportive.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.453-475
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• 2007

School algebra starts with introducing algebraic expressions which have been one of the cognitive obstacles to the students in the transfer from arithmetic to algebra. In the recent studies on the teaching school algebra, algebraic thinking is getting much more attention together with algebraic expressions. In this paper, we examined the processes of the transfer from arithmetic to algebra and ways for teaching early algebra through algebraic thinking factors. Issues about algebraic thinking have continued since 1980's. But the theoretic foundations for algebraic thinking have not been founded in the previous studies. In this paper, we analyzed the algebraic thinking in school algebra from historico-genetic, epistemological, and symbolic-linguistic points of view, and identified algebraic thinking factors, i.e. the principle of permanence of formal laws, the concept of variable, quantitative reasoning, algebraic interpretation - constructing algebraic expressions, trans formational reasoning - changing algebraic expressions, operational senses - operating algebraic expressions, substitution, etc. We also identified these algebraic thinking factors through analyzing mathematics textbooks of elementary and middle school, and showed the middle school students' low achievement relating to these factors through the algebraic thinking ability test. Based upon these analyses, we argued that the readiness for algebra learning should be made through the processes including algebraic thinking factors in the elementary school and that the transfer from arithmetic to algebra should be accomplished naturally through the pre-algebra course. And we searched for alternative ways to improve algebra curriculums, emphasizing algebraic thinking factors. In summary, we identified the problems of school algebra relating to the transfer from arithmetic to algebra with the problem of teaching algebraic thinking and analyzed the algebraic thinking factors of school algebra, and searched for alternative ways for improving the transfer from arithmetic to algebra and the teaching of early algebra.

• Journal of Gifted/Talented Education
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• v.12 no.1
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• pp.31-60
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• 2002

Several aspects seen to be related to the phenomenon of having few female Olympians. This study focused on the gender stereotypic parental belief in female child's talent area and lack of parental nurturing behavior on female children in math and science. Other aspects such as females dislike of competition, lack of network, dislike of extraordinary achievement are also included for discussion. The find out how girls and boys became Olympians, 23 male Olympians and 4 female Olympians and their parents were surveyed with questionnaire, on the parental belief, encouragement, and nurturing behaviors. Two Olympians and two non-Olympians were also interviewed to find out what made them to continue to participate in Olympiad or give up Olympiad.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.1-17
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• 2014

Recently a student's mathematical thinking and problem-solving skills are emphasized. Nevertheless, the students solved the problem associated with a given type of problem solving using mechanical algorithms. With this algorithm, It's hard to achieve the goal that are recently emphasized. Furthermore It may be formed error or misconception. However, consistent errors have positive aspects to identify of the current cognitive state of the learner and to provide information about the cause of the error. Thus, this study tried to analyze the error happening in the process of solving gearwheel-involved problem and to propose the correct teaching method. The result of student's error analysis, the student tends to solve the gear-wheel problem with proportional expression only. And the student did not check for the proportional expression whether they are right or wrong. This may be occurred by textbook and curriculum which suggests only best possible conditioned problems. This paper close with implications on the discussion and revision of the concepts presented in the curriculum and sequence related to the gearwheel-involved problem as well as methodological suggested of textbook.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.693-701
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• 2014

Based on social cognitive theory, self-efficacy in the context of learning has been steadily emphasized as an indicator of students' motivation and performance. The premise for developing such an instrument was that a specific measure of Physics self-efficacy was deemed to be an important predictor of the change processes necessary to improve students' physics understanding. In this study we described the process of developing and validating an instrument to measure students' beliefs in their abilities to perform essential tasks in physics and then investigated high school students' self-efficacy about physics learning and performance. Validity and reliability of PSEI were tested using various statistical techniques including the Cronbach alpha coefficient, exploratory factor analysis. The result of factor analysis supported the contention that the Physics Self-Efficacy Inventory (PSEI) was a multidimensional construct consisting of at least four dimensions: understanding and application of Physics concepts, achievement motivation, confidence for physics laboratory, confidence for Mathematics. The result showed that Kroean high schools students have low Physics self-efficacy for the all four dimensions. Therefore, researchers should focus on development of students' Physics self-efficacy. In addition, the instrument may lead to further understanding of student behavior, which in turn can facilitate the development of strategies that may increase students' aspiration to understand and study Physics. More specifically, by using the PSEI as a pre- and post-test indicator, instructors can gain insight into whether students' confidence levels increase as they engage in learning Physics, and, in addition, what type of teaching strategies are most effective in building deeper understanding of Physics concepts.where they freely exchanged opinions and feedback for constructing better collective ideas.

• Korean Educational Research Journal
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• v.41 no.2
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• pp.1-23
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• 2020

The purpose of this study is to investigate the relationship between physical fitness factors and academic achievement among high school students. As a research method, cardiopulmonary endurance, flexibility, muscular strength, muscular endurance, quickness, BMI index, and academic achievement of high school students were measured for 641 male and female high school students in 2014 and 2017. The results of this study show that cardiopulmonary endurance is correlated with cardiopulmonary endurance factors (p<0.05), cardiopulmonary endurance is correlated with flexibility and quickness (p<0.05), and flexibility is correlated with academic achievement (p<0.01). Muscle strength was correlated with quickness and body fat (p<0.05), and muscle endurance was correlated with muscle strength, quickness, and BMI (p<0.05), and correlation between quickness (p<0.01), and there was a correlation between academic achievement (p<0.01). The conclusion of this study is that developing and implementing a more effective physical fitness program can contribute to the academic achievement and physical fitness of domestic high school students because various physical activities have a positive relationship with academic achievement in addition to physical fitness.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.359-388
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• 2012

The study aims to extract the framework of sub-factors of spatial sense, to develop test instruments based on the framework to investigate the actual spatial sense ability of fourth to sixth graders in elementary school and to analyze the results. According to the framework of sub-factors of spatial sense of the study, spatial sense has two factors of spatial visualization and spatial orientation. Spatial visualization is divided into mental rotation, mental transformation and figure-ground perception while spatial orientation is categorized into direction sense, distance sense, and location sense. Based on the framework, the test instrument for spatial sense ability was developed and the test was conducted to 430 fourth to sixth students in five elementary schools in capital areas. The following conclusions were drawn from the results obtained in the study. Firstly, the higher school year gets, the more spatial sense grows. However, spatial visualization is developed much more than spatial orientation and their order is reversed with higher graders. Secondly, the most insufficient abilities among fourth to sixth elementary school students' spatial sense were mental transformation of spatial visualization and location sense of spatial orientation. Thirdly, the reasons of differences in sub-factors of spatial sense and graders seem to be from effects of students' learning experiences of spatial sense of mathematics curriculum and the complexities of test items.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.2
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• pp.291-308
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• 2017

In 1946, many native korean mathematical terms are coined newly by the ministry of education of USAMGIK(the United States Army Military Government in Korea) through referring to the opinions of various circles. In native korean mathematical terms created at the time, many of them are coined, either by using native korean words corresponding to the meaning of chines characters, or by abbreviating newly coined native korean mathematical terms. However, in less than 20 years, about half of native korean mathematical terms made in 1946~1947 has been went back to chines character mathematical terms, and most of those chines character mathematical terms has been used up to now from then. Although, in the teaching and learning of mathematics, the discomfort of chinese characters mathematical terms is pointed out and it is claimed that the use of native korean mathematical terms is helpful, it is not everything to hurry to use native korean mathematical terms. Attempts to convert chinese characters mathematical terms into native korean mathematical terms should be prudent. When a certain native korean mathematical term is used, if it must be used only because it is a native korean mathematical term, then the term has no choice but to fail. In this paper, we propose the following three implications as conclusions for the successful use of native korean mathematical terms in this viewpoint. First, attempts to coin native korean mathematical terms should be continued. Second, it is necessary to identify the survival power of well-preserved native korean mathematical terms. Third, it is necessary to identify the failure factors of native korean mathematical terms which does not survive today.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.251-266
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• 2013

With elementary school students who have learned the primary concepts of the four arithmetic operations as its subjects, this study has investigated in depth how schema and transformed schema are composed by recognition of the correct concepts and connection of concepts, that is to say, what schema learners form along with transformed schema with the primary concepts of the four arithmetic operations to understand the secondary concepts when power and mixed calculations are taken into contents. It has also investigated how the subjects use the schema they have formed for themselves and the transformed schema to approach problem solving, and how their composition of concepts and schema in problem solving ability achieve transformations. As a result, we can tell that the recognition of precise primary concepts and transformed schema work as important factors in the development from the primary to the secondary concepts. Here, we can also see learn that the formation of the schema created due to the connection among the primary concepts and the recognition of them and of the transformed schema play more important roles in the development toward the secondary concepts and the solution of arithmetic problems than any other factors.

• Journal of Educational Research in Mathematics
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• v.26 no.2
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• pp.189-204
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• 2016

As compared with the gender differences in the achievement of mathematics of the PISA 2009, the results of this study on the PISA 2012 show that the achievement of male students sharply increased, while that of female students maintained the status quo. Based on the premise that this result is derived from the ratio differences between male and female students of high level, this study analyzed the educational context variable effects on the achievements of gender differences observed between male and female students of high level. In particular, this study inquired into the factors which influence the gender difference, by analyzing the identical variables regarding Singapore and Finland of which the achievement of female students registers high among other top high-ranking countries of the PISA 2012. Hence, the binominal logistic multi-level analysis was conducted in order to consider the characteristics of hierarchical structure of PISA, and to compare the features of the educational context variable effects between the high level (above level 5) by country and the highest level (above level 6) by group. The analysis results are as follows: in terms of after-school learning time realized either in private lessons and private institutes, no significant effects were shown in any of the students of these three countries. In terms of after-school homework time, the students of Korea and Singapore gave significant influences on the probability which would be included in the group of high level or the highest level. In particular, regarding the variables which influence the probability of inclusion of Korean female students in the group of high level or the highest level, they correspond to "Homework set by teacher", "Attitude toward school: learning activities", "ESCS of School" and "Teacher-student relations". And "Cultural possessions at home" gave main influences on the probability of inclusion of the female students of Korea, Singapore and Finland in the group of the highest level.