• Journal of the Korean School Mathematics Society
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• v.26 no.2
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• pp.87-110
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• 2023

This study aimed to proposed repeated reading aloud, which combines repetitive reading and reading aloud, as a method for teaching and learning mathematics. We investigated the effect of repeated reading aloud on students' academic achievement and cognitive load, and explored the implications of repeated reading aloud as a method for teaching and learning mathematics. To this end, we conducted a case study involving repeated reading aloud for two units: the limit of a function and the number of cases. The study targeted four 9th-grade students and four 10th-grade students, analyzing how their academic achievement and cognitive load changed. As a result, the eight students showed positive changes in academic achievement and cognitive load as the repeated reading aloud accumulated. When comparing the units, the academic achievement was lower for the limit of function than the number of cases. In terms of cognitive load, students exhibited higher cognitive load in the unit on the limit of function. When compared cognitive load by grade, there was no significant difference after 3rd repeated reading. However, in both units, the academic achievement of four 10th-grade students was higher than that of four 9th-grade students. Nonetheless, the gap narrowed as the reading aloud was repeated.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.585-603
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• 2012

The purpose of this study is to explore the effects of the contextual variables on mathematics achievement based on TIMSS(the Trends in International Mathematics and Science Study) 2007 using Path Analysis with SEM(a Structural Equation Model). The books in the home, the highest level of education of mother, the highest level of education of father, the ambitions of education, the towards mathematics, the frequence of self study, and the times of homeworks are used as independent variables. The Mathematics achievement is dependent variable. The results of this analysis are as follows. First, parents' the highest level of education, the books holdings at home, and the towards effect the ambitions of education. The Mathematics achievement is indirectly being affected by them. Second, The Mathematics achievement is indirectly being affected by the ambitions of education, the towards mathematics, and the times of homeworks.

• East Asian mathematical journal
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• v.28 no.4
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• pp.435-451
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• 2012

In this paper, we carry out personal lessons in order to improve the problem-solving abilities of students who have a low level of university general mathematics, and find the efficient teaching method of the personal lessons by analyzing the mathematic achievement of the participating students.

• Communications of Mathematical Education
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• v.19 no.2 s.22
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• pp.435-444
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• 2005

본 연구에서는 수학성취도에서의 불평등도를 모색하였다. 구체적으로 경제적인 불평등도로서 널리 사용하는 지니계수를 활용하여 학업성취에서의 불평등도를 계산하였고, 불평등성에 대한 언어적 해석의 기준을 마련하였다. 자료 분석 결과는 농촌지역보다는 중소도시, 중소도시보다는 대도시, 대도시의 일반고 보다는 과학 고등학교에서의 불평등도가 약하게 나타났다.

• The Korean Journal of Applied Statistics
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• v.13 no.1
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• pp.11-18
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• 2000

대학의 학업성취도를 나타내는 평점평균은 많은 요인의 영향을 받는 것으로 알려져 있다. 본 논문은 형행입시제도하에서 획득 가능한 요인과 평점평균과의 관련성을 일반 화선형모형(GLM)을 이용하여 통계적으로 분석·평가하고자 한다. 여기서 얻어진 경과는 요즈음 변화가 모색되고 있는 입시제도나 대학교육제도의 개선에 적으나마 도움이 되는 기초자료를 제공할 수 있으리라 믿어진다. 분석자료는 1996, 97학년도 인제대학교에 입학한 학생들의 입시자료와 96,97학년도의 평점평균, 기숙사입사 여부 등을 대상으로 삼았다.

• Education of Primary School Mathematics
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• v.13 no.2
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• pp.67-84
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• 2010

The purpose of the research is to assure the effect of learner-centered instruction driven from the constructivism. The school in participation of the research is one of them called "achievement increase intensive school". Quasi-experimental design is applied for the research. Some conclusions were drawn from the research. Experimental group' achievements of both "learned contents" and "none learned contents" were more superior than ones gained from comparative group with statistically significant difference. The results implied that learner-centered instruction is effective for students who have low achievements from standards tests.

• The Mathematical Education
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• v.61 no.2
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• pp.257-271
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• 2022

As information and communication technologies are being developed so rapidly, education research is actively conducted to provide optimal learning for each student using big data and artificial intelligence technology. In this study, using the mathematics learning data of elementary school 5th to 6th graders conducting blended mathematics classes, we tried to find out what factors predict mathematics academic achievement and developed an artificial intelligence model that predicts mathematics academic performance using the results. Math learning propensity, LMS data, and evaluation results of 205 elementary school students had analyzed with a random forest model. Confidence, anxiety, interest, self-management, and confidence in math learning strategy were included as mathematics learning disposition. The progress rate, number of learning times, and learning time of the e-learning site were collected as LMS data. For evaluation data, results of diagnostic test and unit test were used. As a result of the analysis it was found that the mathematics learning strategy was the most important factor in predicting low-achieving students among mathematics learning propensities. The LMS training data had a negligible effect on the prediction. This study suggests that an AI model can predict low-achieving students with learning data generated in a blended math class. In addition, it is expected that the results of the analysis will provide specific information for teachers to evaluate and give feedback to students.

• Journal of the Korean School Mathematics Society
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• v.12 no.2
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• pp.171-193
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• 2009

Although Korea students have been showed the top academic achievement in the international evaluation test for mathematics academic achievement, they have the low confidence, low interest and unwelcome attention about mathematics. In order to change student's affective aspects about mathematics, we introduced the problem based learning(PBL) method which is based on constructivist learning theories. By applying PBL to the middle and high class students, we investigated the effect of PBL on the students' academic achievement and mathematical attitudes. The study shows that there are the statistically significant differences between a control group and a comparison group both in academic achievement and mathematical attitudes.

• Journal for History of Mathematics
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• v.25 no.3
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• pp.97-117
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• 2012

Our government has used the result of National Assessment of Educational Achievement(NAEA) with one of data to check and improve the existing curricula and educational policies. The reason to devote these efforts is for the purpose of boosting the students' academic ability. Here, one of works based on the growth of the students' academic ability is to grasp what contents they are vulnerable to. Next work is to improve the methods to teach the appropriate content. So, in this paper I grasped the tendencies of the whole students and male/female students in middle school to appear in the results of 2010, 2011 NAEA. On the basis of those I grasp what contents the whole students and male/female students are vulnerable and I suggest the implications of teaching and learning for those contents.

• School Mathematics
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• v.15 no.2
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• pp.289-314
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• 2013

Achievement profile by attribute in Korean students' mathematics was analyzed by applying cognitive diagnostic model, which is the newest measurement theory, to 2011 NAEA(National Assessment of Educational Assessment) results. The results are as follows. As the level of school is higher from 6th grade, 9th grade to 11th grade, the percentage of students mastering cognitive attribute 9(expressions using picture, table, graph, formula, symbol, writing, etc) drastically declined from 78%, 35% to 26%. It is necessary to have learning strategies to reinforce their abilities of expressing table, graph, etc. that higher graders in mathematics are more vulnerable to. Next, the property of mastering cognitive attributes according to gender, multi-cultural family was analyzed. In terms of mathematics, the percentage of girls mastering most of the attribute generally is higher than that of boys from 6th grade to 9th grade, however, boys show higher mastery in almost attributes than girls in the 11th grade. Compared to boys, the part where girls have the most trouble is attribute 9 in mathematics(expressions using picture, table, graph, formula, symbol, writing, etc). As international marriage, influx of foreign workers, etc. increase, the number of students from Korea's multi-cultural families is expected to be higher, therefore, identifying the characteristics of their educational achievement is significant in reinforcing Korea's basic achievement. In mathematics, gap of mastery level of attributes between multi-cultural group and ordinary group is more severe in higher grade and the type of multi-cultural group that needs supports for improving achievement most urgently changed in 6th grade, 9th grade and 11th grade respectively. In the 6th and 11th grade, migrant students from North Korea show the lowest level of mastering attributes, however, in the 9th grade, the mastery rate of immigrant students is lowest. Therefore, there is an implication that supporting plans for improving achievement of students from multi-cultural family should establish other strategies based on the characteristics of school level.