• The Mathematical Education
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• v.62 no.1
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• pp.151-173
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• 2023

In this study, we explored factors that affect high school student's affective attitude on mathematics with respect to the school mathematics instructoin, school mathematics assessment, mathematics textbook, private mathematics education, college entrance and career, and social atmosphere. Considering students' grade, major, academic level, gender, and school location, 1,029 high school students participated in the survey. To analyze the survey results, descriptive statistics, t-test, ANOVA, and chi-square test were conducted using SPSS ver 29.0. Results are as follows. First, generally, college entrance and career and school mathematics instruction affected students' affective attitude on mathematics. Second, according to student's academic level and gender, there was a statistically significant difference in the factors affecting the affective attitude on mathematics. Third, according to students' background, there was a statistically significant difference in students' responses to sub-categories of each factor. We suggested that to improve student's affective attitude on mathematics, diversity of the school mathematics instruction, improvement of the mathematics textbook, student's appropriate participation in the private mathematics education, improvement of student's perception of the utilization of the mathematics in the future and the importance of the mathemaitcs in the society, and parents' emotional support are needed.

• Korean Educational Research Journal
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• v.38 no.3
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• pp.211-230
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• 2018

The purpose of this study is to analyze the effectiveness of secondary school SMART education. In order to achieve this, the paper separated the high school which implements the smart education for the high school and the high school which did not apply the smart education concept, then figuring out the answer about what school is more effective, the influence of the smart education concept on the students' emotions and academic achievement. This paper analyzed the effectiveness of SMART Education between Hansol high school in SeJong city and Jungang high school in Gwachen city by using 'schoolinfo (www.schoolinfor.go.kr) SMART education.' This study first presented the SMART Education's concept and characteristics through reviewing some literature, and then categorized the characteristics by using the items included academic achievement and emotional effect. These items consist of the 'students academic scores' for the academic achievement, 'the number of students dropped out' and 'the damage rate of school violence' for the emotional items. The conclusion of this study is that Hansol high school indicates lower school violence rate than Gwachen high schools with the two school's violence rate decreasing. Moreover, students' score of Hansol high school is higher than high schools in Gwachen city. The SMART education school budget structure is 'Common type', which requires a lot of investment to 'Basic education activities', 'educational activities support', 'School general operating expenses' among education budget items.

• School Mathematics
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• v.8 no.2
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• pp.215-237
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• 2006

In this study, we research distinctive features of geometry problem solving of middle school students whose mathematical achievement levels are distinguished by National Assessment of Educational Achievement. We classified 9 students into 3 groups according to their level : advanced level, proficient level, basic level. They solved an atypical geometry problem while all their problem solving stages were observed and then analyzed in aspect of development of geometrical concepts and access to the route of problem solving. As those analyses, we gave some suggestions of teaching on mathematics as students' achievement level.

• The Korean Journal of Elementary Counseling
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• v.11 no.1
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• pp.21-33
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• 2012

This study examined the differences of academic achievement by social status types through sociometry. This study analyzed 201 students in grade 6 in S elementary school. The social status is classified by 7 (popular, average, rejected, aggressive-rejected, submissive-rejected, neglected, controversial) with academic achievement of each type as dependent variables to figure out the relation between social status types and academic achievement. To classify 5 social status types, a sociometry program developed by Ahn, Ie-Hwan (2007) was used, 2 social status types was classified with experimental condition, and its dependent variable was the score by subjects in the mid-term exam of the 1st semester in 2011. The average values of humanities courses (Korean and social studies) and natural science courses (math and science) were compared by both sexes and 7 social status types. The reference group was average group. As a result, as to male students, N type had the highest score both in humanities courses and natural science courses while C type had the lowest score in both groups. As to female students, P, N, C types had the highest score in both groups with similar range while R type had the lowest score in both groups. This result demonstrates that the academic achievement of students had relatively high relevance with social status. and also, suggestion that how teachers can do to enhance the academic achievement of elementary school students.

• Communications of Mathematical Education
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• v.22 no.2
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• pp.109-124
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• 2008

A characteristic of the national mathematics curriculum revised in 2007 is to repeal the level-oriented individualized curriculum and choose substance of individualized teaching and learning based on the student's achievement level and quality. To do this we first have to think through how to compare students' achievement and differentiate classes. In this paper, we introduce the (modified) Angoff method as a method for comparing students' achievement and the concept of representative items for each achievement level in the National Assessment of Educational Achievement of Mathematics, and discuss how to use them in individualized teaching and learning, especially comparing students' achievement.

• The Mathematical Education
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• v.52 no.3
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• pp.303-317
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• 2013

Recently in South Korea, various methods are followed in decreasing educational gap between region and social classes through school education. The National Assessment Educational Achievement(NAEA) intends to strengthen responsibility of school education and manage quality of curriculum. Besides, the NAEA intends to bridge achievement gap which is one of educational gaps by grasping the characteristics of academic ability to guarantee basic academic ability. There is not much research about the educational gap among regional scales. Therefore in this study, to examine the achievement characteristics among regional scales closely, we analyse the 2010, 2011 NAEA results in elementary mathematics subject and explore characteristics of items which have sharp differences between local population sizes. The results of the analysis has been showed that the educational gap between 'big-sized cities' and 'small and midium-sized cities' has been increased, but the overall educational gap among regional scales has been decreased.

• The Mathematical Education
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• v.51 no.4
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• pp.395-413
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• 2012

National Assessment of Educational Achievement(NAEA) is important standard reference to become the basic data for confirming the effect of the curriculum administrated and the educational policies put in force presently and preparing the new curriculum and educational policies. In this paper, we looked into the mean and standard deviation of the calibrated score of whole group and male/female students, the correct answer ratio of each performance level and the correct answer ratio of each content domain, etc. in the results of NAEA at 6th elementary school. The analytic objects are 2010 and 2011 NAEA that are changed into complete enumeration survey and the standard reference prepared on the basis of the new calibrated score is applied to. And we analysed and compared correct answer ratio of the each content domain and each item to conform the difference between male and female students. On the basis of the these informations, we investigated that here is what kind of characteristics and trends to the whole group and what kind of suggestions to the teaching-learning. And we were going to provide the information of the needs to understand which content of mathematics is needed and which thinking methods are needed.

• Journal of The Korean Association of Information Education
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• v.8 no.4
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• pp.461-470
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• 2004

All over the world, the number of internet users has been increasing rapidly. In the middle of this rapid increase, there is Avata, which is popular to both adults and children by providing motivation and self-satisfaction. Therefore, the current study tried to find whether an instruction using Avata for the purpose of motivation has an effects on students' achievement among 6th graders. the results showed that the students' achievement in Language Arts, Mathematics, Social Study, and Science were improved significantly.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.183-190
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• 2004

학습부진아에 대한 정의는 여러 가지가 있지만, 일반적으로는 선수 학습 요소의 결손이나 환경요인 및 그 영향을 받은 개인의 성격이나 태도, 학습 습관 등의 요인으로 인해 수락할 수 있는 최저 학업성취 수준에 도달하지 못한 학습자를 지칭하는 용어로 쓰이고 있다. 본 연구에서는 학습부진아의 수학 기피성향 심리 검사지를 이용하여, 중학교 수학 학습부진아의 경우11개의 기피요인 중 어느 요인에서 두드러진 기피 현상을 나타내는지 그 특징에 대하여 알아보았다.

• Journal of the Korea Convergence Society
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• v.8 no.6
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• pp.209-218
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• 2017

Flipped Learning is being suggested which is well known as a teaching method which lets students learn the contents they will learn in advance through the advance online video and have a discussion through the team interaction in the main class for them to solve the assignment through the cooperation in a self-initiated way. Therefore, this study was intended to confirm if the flipped learning class could improve the students' learning ability and raising the interest in math by complementing the problem on the lecture-type class by applying the flipped learning class to the college basic math subject. As a result, in the unit test result, the average score of the experimental group was more than 20 higher than one of the control group indicating that Flipped Learning had a great effect on improving the learning ability, and as for the introspection journal analysis, many subjects from the experimental group showed the positive attitude toward math they felt difficult unlike ones from control group indicating that it was effective in improving the interest level.