• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.04a
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• pp.133-148
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• 2006

Although gifted students are well ready in the perspective of intelligence, in order to make their Beaming highly effective, it is necessary to revitalize their intellectual abilities and progress it into proactive learning behaviour. It is requisite to stress on the affective variables for achieving this. This study examined and analyzed affective variables for the subject mathematics on self-concept toward mathematics, attitude, interest, mathematical anxiety, and learning habits.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.385-406
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• 2018

The purpose of this study is to investigate the effect of mathematics classes focused on mathematical problem posing activities on 10th grade students' mathematics achievement and affective characteristics of mathematics. This study was conducted in a total of 45 regular mathematics classrooms with 81 students from two classes through a nonequivalent control group design. The results of the study showed that the teaching method based on mathematical problem posing activities had a more positive effect on students' mathematics achievement and the affective characteristics of mathematics than the teaching method that focuses on problem solving. The teaching method based on problem posing activities proposed in this study could induce students' self-reflective learning motivation, which in turn gave them a more solid understanding of the mathematical concepts they had learned. In addition, it was found that students' problem solving ability, mathematical communication ability, and mathematical thinking ability were positively influenced by problem posing activities. Regarding the affective characteristics of mathematics, the mathematical problem-posing activity suggested in this study turned out to be a very effective strategy for improving students' interest in mathematics.

• Communications of Mathematical Education
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• v.8
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• pp.137-150
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• 1999

본 연구의 목적은 아동들의 수학 교과에 대한 정의적 특성과 수학적 문제 해결력, 추론 능력간의 상호 관계를 구명하고, 이러한 관계들은 아동의 지역적인 환경에 따라 차이가 있는지를 분석하는 것이다. 본 연구를 통하여 얻은 결론은 다음과 같다. 정의적 특성의 하위 요인 중 수학적 문제 해결력과 귀납적 추론 능력에 대한 설명력이 가장 높은 요인은 수학교과에 대한 자아개념인 것으로 나타났으며, 연역적 추론 능력에 대한 설명력은 학습 습관이 가장 높은 것으로 나타났다. _그리고 귀납적 추론 능력이 연역적 추론 능력 보다 수학적 문제 해결력에 대한 설명력이 더 높은 것으로 나타났으며, 수학적 문제 해결력과 귀납적 추론 능력은 지역별로 유의한 차가 나타났으나 연역적 추론 능력은 지역간 유의한 차이가 나타나지 않았다.

• Journal of the Korean School Mathematics Society
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• v.9 no.1
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• pp.41-55
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• 2006

Although gifted students are well ready in the perspective of intelligence, in order to make their learning highly effective, it is necessary to revitalize their intellectual abilities and progress it into proactive learning behaviour It is requisite to stress on the affective variables for achieving this. This study examined and analyzed affective variables for the subject mathematics on self-concept toward mathematics, attitude, interest, mathematical anxiety, and learning habits.

• Communications of Mathematical Education
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• v.23 no.1
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• pp.1-38
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• 2009

This study investigates the relationships of perfectionism and the affective traits(academic self-concept, learning attitude, interest, mathematical anxiety, learning habits) in mathematics between the gifted students and the regular students in Korean Middle Schools. The findings of this study can be used for the understanding of the gifted students, and as data or resources for counsellors when they advise the gifted students on enhancing study strategies and developing future courses. This study was investigated by measuring the relationships between perfectionism and the affective traits on mathematics between two groups. Here, the correlation analysis, t-test, and regression analysis of the SPSS for Window 12.0 Program were applied to measure the differences of both groups. Therefore, there were no differences in perfectionism between the gifted students and the regular students. But the self-oriented perfectionism of the gifted students appeared higher compare with regular students. The affective traits in mathematics of the gifted students appeared more positive compare with regular students. There were a few correlations between the perfectionism and the affective traits in mathematics at two group all. however the self-oriented perfectionism and the affective traits in mathematics showed to correlation. There were several suggestions based on the results of this study. First, the results showed that professional assistance is needed for the gifted students so that their perfectionism flows positively into developing their gifts. Secondly, the results suggested that specialized mathematical program reflecting on the affective traits of the gifted students in mathematics should be offered.Lastly, tthe results of this study suggested a researcher regarding relevance with perfectionism and affective traits regarding subject shall be performed more. The result of research shall be included to contents of training for the gifted students and their parents.

• School Mathematics
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• v.5 no.4
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• pp.441-457
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• 2003

The purpose of this paper is to compare affective characteristics of mathematically gifted children and average students, by analying self-tests of self-efficacy and attitudes about mathematics. we survey 109 children from Mathematically Gifted Education Institutes located in Busan, and students from 6 elementary schools, each two graded A, B, and C, where schools graded A and B refer to so-called schools with concurrent and general classes and C schools with, semi-special and special classes ones. Those schools are determined through the consideration of geographical, cultural, and environmental conditions of 48 elementary schools under Seobu Educational Office, Busan Metropolitan City. From each of the six schools, a 5th-grade class is selected. That is, 205 students from 6 classes are finally selected. Results of the study can be described as follows. First, mathematically gifted children score higher on whole attitudes about mathematics and interest, preference, and confidence in each subarea than children from schools whose location is classified as A, B, and C. Irrespective of genders, mathematically gifted children are scored higher in the whole attitudes about mathematics than children from schools classified as A, B, and C. Second, mathematically gifted children are higher in score for self-efficacy than children from schools graded A, B, and C. Regardless of gender, mathematically gifted children are scored higher in self-efficacy than other groups of children. But mathematically gifted children's score is not significantly higher than that of children form schools graded A.

• Communications of Mathematical Education
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• v.28 no.2
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• pp.235-253
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• 2014

This study aims to develop strategies for improving the affective characteristics of Korean students based on results from international achievement tests. In pursuing the goal, different research methods are employed including a) analysis of the theories and literature regarding the affective domains included in PISA and TIMSS studies; b) analysis of the current situation and needs of Korean students with respect to the affective factors based on PISA and TIMSS results; c) case studies of best practices in relation to students' affective domains in Korea and abroad; and d) development of strategies for improving and supporting Korean students' affective characteristics. Especially, this paper deals with the analysis of the results from in-depth interviews and class observations, so as to identify the current situation and best practice cases of students' affective characteristics education in Korea. The results are classified into a) curriculum, which is in turn divided into national curriculum and reconstruction of curriculum school and classroom; and b) teaching, learning and evaluation, which is in turn divided into learner characteristics, motivation, teaching strategies, class grouping, activities and interaction, question and feedback, evaluation methods, and evaluation tools. Support plans in terms of school and social environments are also suggested based on the results.

• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.23-43
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• 2014

This study aims to develop strategies for improving the affective characteristics of Korean students based on results from international achievement tests. In pursuing the goal, different research methods are employed including a) analysis of the theories and literature regarding the affective domains included in PISA and TIMSS studies; b) analysis of the current situation and needs of Korean students with respect to the affective factors based on PISA and TIMSS results; c) case studies of best practices in relation to students' affective domains in Korea and abroad; and d) development of strategies for improving and supporting Korean students' affective characteristics. Especially, this paper describes meta-analyses of the results from the previous PISA and TIMSS studies. Afterwards, it reports statistical analyses results on the relationship between students' affective achievements and educational context variables. Data from TIMSS 2011, TIMSS 2007, PISA 2006, and PISA 2003 are used for the analyses, and contextual variables are selected through rigorous statistical analyses including frequency and correlation, and expert consultation. The effects of educational contextual variables on students' affective achievement in mathematics and science are analyzed through Hierarchical Linear Model.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.19-44
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• 2014

This study aims to develop strategies for improving the affective characteristics of Korean students based on results from international achievement tests. In pursuing the goal, different research methods are employed including a) analysis of the theories and literature regarding the affective domains included in PISA and TIMSS studies; b) analysis of the current situation and needs of Korean students with respect to the affective factors based on PISA and TIMSS results; c) case studies of best practices in relation to students' affective domains in Korea and abroad; and d) development of strategies for improving and supporting Korean students' affective characteristics. In this paper, first of all, relevant theories on affective characteristics in literature are introduced. In other words, the concepts of three affective domains in question - interest, self-efficacy, and value - are reviewed, and their definitions for the present study are made. Also, teaching strategies and support plans for improving students' affective factors are extracted from previous studies. Furthermore, this paper reviews recent trends in research on how the affective domains are related to mathematics education and how one can teach them effectively. The teaching guidelines for each affective domain are developed according to the instruction principles extracted through literature review in general for all subjects. Based on the results of the findings mentioned above, this paper establishes and suggests the guidelines on how to teach mathematics reflecting the affective characteristic.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.491-518
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• 2011

According to a number of recent studies, Korean students' affective achievement was at much lower level than cognitive achievement, which indicated the needs for nationwide researches. Although a variety of effort was put into finding ways to improve students' affective achievement, few researches focused on teachers was being underway. Thus, this study was conducted with 327 secondary school mathematics teachers in Gyeonggi-do- by survey method to investigate on how teachers feel affective domain in their teaching practice, how much they it into account at class, and what their wills or plans are to put it into action. According to the results, there existed a distinctive gap between teachers and students in affective domain.