• Communications of Mathematical Education
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• v.15
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• pp.119-126
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• 2003

학교 현장에서 아이들을 지도하다 보면 문제해결력이 상당히 낮다는 것을 자주 경험하곤 한다. 따라서 그러한 문제점에 대하여 고민하고 다양한 방법을 생각해 보는데, 그 해결 방안으로 소집단 협력학습을 실시하여 아이들의 전반적인 문제해결능력을 높여 보고자 본 연구를 실시하게 되었다. 그러기 위하여 소집단의 구성을 수학 성적을 토대로 하여 5단계로 분류하여 실시하였다. 이에 따른 연구 문제로는 크게 3가지로 정하였는데 다음과 같다. 첫째, 소집단 협력학습이 일제 학습에 비하여 수학 문제해결 능력을 향상시켰는가? (실험반과 비교함) 둘째, 소집단 협력학습이 개인별 수학 문제해결능력을 향상시켰는가? (개인별 비교; 실험반에 국한됨) 셋째, 소집단 협력학습이 수학 교과에 대한 아동들의 수학적인 태도변화를 가져왔는가? 위에서 제시한 연구 문제들을 해결한 결과, 실험반이 비교반보다 문제해결력이 유의미한 수준으로 높게나왔고, 또한 5단계로 분류한 아동들 개개인의 문제해결력에서는 특히 중하위권에 있는 아동들이 실험 후에 문제해결력이 높게 나왔다. 끝으로, 아동들의 수학적인 태도 변화에 관한 설문에서는 소집단 협력학습으로 인하여 수학에 대한 흥미와 자신감이 많이 생긴 것으로 나왔다. 따라서 7차 교육과정에서 주장하는 단계형 수준별 교육과정을 실행하는데 있어서 소집단 협력학습이 하나의 대안이 될 수 있을거라 생각하고, 아동들의 문제해결력을 높이는 또 하나의 수업 형태로서도 시도해 볼만한 것이라 생각한다.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.747-770
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• 2012

In this study, we develop the mathematical modeling teaching materials focused function units of mathematics textbooks and establish the appropriate teaching and learning model. Using mathematical modeling materials and developed instructional materials for teaching high school students is aimed to improve the academic achievement, mathematical attitude and fear. The problem of this study is as follows : First, between the groups using mathematical modeling and a traditional textbook teaching academic achievement groups showed that there is a difference? Second, between the groups using mathematical modeling and a traditional textbook teaching mathematics between groups showed that there is a difference of mathematical attitude and fear? Third, what are the lessons for the students' responses using mathematical modeling?

• East Asian mathematical journal
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• v.27 no.4
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• pp.391-415
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• 2011

Mathematics is to reflect on your or other people's psychological mathematic activities. Thus, learners need to reflect on their mathematical activities in order to cultivate mathematical thinking attitude and perceive learning contents. For this study, first of all, two classes of the fifth grade (29 students in experimental group and 31 students in control group) in 'Y' elementary school in Dae-gu city were selected as research targets and post-test of learning achievement and mathematical attitude examination were carried out in order to verify the differences of learning achievement and mathematical attitudes between experimental and control groups. The findings of this study mean that students' learning achievement and mathematical attitudes can be improved by applying mathematical reflective activities to the actual class.

• The Mathematical Education
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• v.54 no.2
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• pp.195-206
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• 2015

The purpose of this study is to examine the effects of teacher on fourth-grade students' attitudes toward mathematics using data from TIMSS 2011. Students' attitudes toward mathematics included interest in learning mathematics, interest in mathematics lessons, and confidence in their mathematics ability. Teacher factors included mathematics professional development, confidence in teaching mathematics, teacher-centered mathematics instruction, and enhancing student mathematical thinking. The two level Hierarchical Linear Model was employed to analyze the relationship between teacher factors and student attitudes. Results showed that teacher-centered mathematics instruction significantly and positively predicted students' confidence about their mathematics ability. The findings suggest that school systems and mathematics educators need to provide teachers with the curriculum, assessment, and research-based practices and knowledge to overcome the obstacles to change their mathematics classroom.

• Journal of the Korean School Mathematics Society
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• v.12 no.2
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• pp.243-260
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• 2009

Many students have difficulty studying mathematics because of its unique characteristics and the numbers of underachievers in mathematics are increasing, not decreasing, even though great teaching-learning methods have been provided. The purpose of this research is to examine if instruction using mind-map in mathematical studies has positive effects on achievement and attitudes of underachievers in mathematics. For this, mathematics learning ability test before instruction, survey of attitudes toward mathematics before and after instruction and mathematics learning ability test before and after instruction were performed for 32 underachievers in two classes of first grade in C high school in South Chung cheong Province. The positive effects of instruction using mind-map in mathematical studies on academic achievements and attitudes of underachievers were expected, but results indicate that there is no significant effect. However, results indicate that the use of mind-map in mathematics instruction has positive effects partially on the changes of learning attitudes. Therefore, the characteristics of underachievers in mathematics should be understood first, mind-map according to them should be applied and students should have time to properly perceive and draw mind-map skillfully. In teachers' professional knowledge of mind-map and consideration for students, when follow-up researches and systematic instruction proceed together for a long period time, the desired results can be realized.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.311-318
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• 2010

In this paper, we proposed the integrated education program of informatics and math for solving problem using EPL. We applied a integrated math curriculum with EPL and analyzed mathematical thinking and attitude to the 3rd and 5th students. We used mathematical thinking test, mathematical attitude test and interview through student review. We also analyzed data of observers who are elementary school teachers. The results of test are as follows; First, we found effective points of meta-cognition and visualization of thought in solving the mathematical problem using Scratch. Second, mathematical thinking and attitude showed the result that 3rd grade students are more increased than 5th grade students in pre and post t-test of the mathematical. Consequently, we expect that the integrated education program of informatics and math using EPL can be applied to solve problem in math effectively.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.221-240
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• 2019

The purpose of this study is to suggest Reciprocal Peer Tutoring(RPT) for mathematics underachieving students as one way of the instructional strategies to supplement their lack of mathematics learning and to provide them with successful experiences in learning mathematics. We defined underachieving student in mathematics as the student whose mathematics achievement was high or middle level in the middle school but became lower in high school. Four mathematics underachievers voluntarily participated in this study. We examined the effects and roles of RPT by focusing on their positive change in the affective domain. RPT was conducted for about three months, including pre-training, pretest, and posttest. As the results of this research, RPT has generally made positive changes in the affective domain of underachieving mathematics students. Although four students did not show the same pattern of change and the sub-elements of positive change were different for each student, RPT provided opportunities for 4 all students to experience positive change.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.23-41
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• 2010

This research applies the climbing learning method that, a Japanese professor, Saito Noboru established and practiced, to fourth and sixth graders in an elementary school in order to analyze its effect on mathematical creativity, attitude toward mathematical creativity, so called CAS(Creative Attitude Scale) and academic achievement of the subject. The goal is to explore methods that can enhance students' mathematical creativity. To address these tasks, the research developed a teaching-learning scheme and learning structure chart that applies the climbing learning method. Next, the research organized two homogeneous groups among 124 students in fourth and sixth grades in S elementary school, located in the city of Busan. The experiment group went through classes that applied climbing learning method, while the control group received regular teaching. The following describes the research findings. After the experiment, the research conducted t-test for the independent sample based on the test result in terms of mathematical creativity, CAS and academic achievement of the subject. For mathematical creativity, all four constructing factor showed statistically significant differences at significance level of 5%. For CAS, statistically significant difference was revealed at significance level of 0.1%. However, in regard to a test of academic achievement for fourth and sixth graders, statistically significant difference was not detected at significance level of 5% even though the average score of the students in the experiment group was higher by 6 points. The research drew the following conclusion. Firstly, classes that apply climbing learning method can be more effective than regular classes in enhancing mathematical creativity of elementary school students. Secondly, the climbing learning method has positive impact on inclination for mathematical creativity of elementary school students. The research suggests that the climbing learning method can be an effective teaching-learning tool to improve students' mathematical creativity and inclination for mathematical creativity.

• Communications of Mathematical Education
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• v.14
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• pp.327-348
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• 2001

본 연구는 수학 교사가 수학 교과에 대한 학습부진 학생의 이해와 적절한 교수-학습 방법의 탐색을 위한 기초 자료를 제공하기 위해 두 가지 유형의 질적 자료를 중심으로 자료를 수집하고 심리검사, 일반 학습습관, 수학 학습습관, 수학 교과에 대한 태도 등 4가지 선문지를 사용하여 여고생을 대상으로 부진요인 분석에 그 목적을 두었다. 본 연구에 따르면 대표적인 부진 요인은 의문 해결을 위한 의지 결핍과 장기 기억방법을 알지 못하고 수학교과목 자체를 싫어하는 경향이 있는 듯 하였다. 스스로 수학 문제를 풀 수 없다는 선입감 때문에 해답을 보고 문제를 풀게 되고, 검산을 하지 않는 특성을 보였다. 이들 수학 학습부진 학생들을 지도할 때는 선수학습을 반드시 확인하는 수업을 고려해야 하며, 수학적 의사 소통 능력 등 보다 수학적인 내용과 과정에 대한 후속 연구가 필요하다고 본다.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.211-230
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• 2009

The purpose of this study was to investigate the effects of using the play with multiplication activities based on Skemp's theory for mathematics achievements and attitudes toward mathematics of elementary school students. For this study, we rearranged Skemp's play activities according to our curriculum in the area of multiplication and applied them to the 2nd grade classes of an elementary school. The plays with multiplication activities were applied to the experimental group while traditional teaching method was used with the current mathematics textbook for the comparative group. We obtained the following conclusions: First, in terms of mathematics achievement, the experimental group who used the plays with multiplication activities based on Skemp's theory didn't show significant difference with the comparative group. Second, it proved that the plays with multiplication activities based on Skemp's theory was more effective for lower level of students than the higher level of students. Third, the plays with multiplication activities based on Skemp's theory have positive effects on improving students' attitudes toward mathematics. We need to use the plays with multiplication activities based on Skemp's theory in the classrooms and find problems with the applying the activities. In addition, we need to develop a more various activities based on Skemp's theory for a better teaching.