• Journal of the Korea Society of Computer and Information
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• v.15 no.6
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• pp.81-89
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• 2010

The purpose of this research is to verify the influence of STEM integrate education using educational robots on improvement of the level of attitude towards Mathematics. The following hypothesis was formulated in order to achieve this purpose: There will be a meaningful difference in the level of attitude towards Mathematics between elementary school students educated by STEM integrated education with robots and by the traditional method of teaching Mathematics. To prove this hypothesis, 56 of first grade students were tested under the nonequivalent control group in the pretest-posttest designs. As a result of the study, it is showed that STEM integrated education has a positive effect on promoting the level of elementary school students' attitude towards Mathematics. Therefore, we need the instructional activities which can combine the knowledge gained from a variety of curriculum with activities by using educational robots.

• The Mathematical Education
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• v.45 no.1 s.112
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• pp.25-34
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• 2006

In this paper, we focus on the creative attitude in mathematics as one aspect of mathematical creativity. To measure the creative attitude, we first introduce some prior studies and CAS (Creative Attitude Scale) designed by Noboru Saito in Japan. We develop the CAS-K (Creative Attitude Scale-Korea) including 33 items of 7 factors based on CAS which has 27 items. The factors are fluency, appropriateness, positiveness, independency, concentration, convergency, and accuracy. In CAS-K, it is important to give the information about students' creative attitude for each factor. Thereby, CAS-K can be useful sources of creative attitude to foster mathematical creativity. Rather than the total scores, we emphasize applications and results from CAS-K relating to the 7 factors.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.311-331
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• 2016

The purpose of this study was to analyze mathematical errors and the effects of reflective problem posing activities on students' mathematical problem solving abilities and attitudes toward mathematics. We chose two 5th grade groups (experimental and control groups) to conduct this research. From the results of this study, we obtained the following conclusions. First, reflective problem posing activities are effective in improving students' problem solving abilities. Students could use extended capability of selecting a condition to address the problem to others in the activities. Second, reflective problem posing activities can improve students' mathematical willpower and promotes reflective thinking. Reflective problem posing activities were conducted before and after the six areas of mathematics. Also, we examined students' mathematical attitudes of both the experimental group and the control group about self-confidence, flexibility, willpower, curiosity, mathematical reflection, and mathematical value. In the reflective problem posing group, students showed self check on their problems solving activities and participated in mathematical discussions to communicate with others while participating mathematical problem posing activities. We suggested that reflective problem posing activities should be included in the development of mathematics curriculum and textbooks.

• Education of Primary School Mathematics
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• v.18 no.1
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• pp.31-44
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• 2015

This study aims to test effect of transfer learning program rather than students' transfer ability. For these purpose, firstly this study design transfer learning program to apply from 'rate concept' in learning math class to 'velocity concept' in science class. Subsequently, this study is to analyze whether this program affect on 'the rate concept understanding' and 'the mathematics learning attitude'. Followings are the findings from this study. First, transfer learning program affect on improving students' rate concept understanding. Moreover, 17 among 35 students' who stay in 'ratio level' move to 'internalized ratio level'. Second, besides transfer learning program is not only cause to change students' learning attitude, this program impact on changing their learning attitude positively. The study has an important implications in that it designed new learning program that students experience transfer and test its effect.

• Communications of Mathematical Education
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• v.29 no.2
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• pp.215-239
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• 2015

A goal of this study is figuring out how fraction learning centered on various representation activities influences the fraction comprehension and mathematical attitudes. The study focused on 33 4th-grade students of B elementary school in Seoul. In the study, 15 fraction learning classes comprising enactive, iconic, and symbolic representations took place over 6 weeks. After the classes, the ratio of the students who achieved relational understanding increased and the students averagely recorded 90 pt or more on the fraction comprehension test I, II and III. Two-dependent samples t-test was conducted to analyze a significant difference in mathematical attitudes between pre-test and post-test. On the test result, there was the meaningful difference with 0.01 level of significance. To conclude, the fraction learning centered on various representation activities improves students' relational understanding and fraction understanding. In addition, the fraction learning centered on various representation activities gives positive influences on mathematical attitudes since it increases learning orientation, self-control, interests, value cognition, and self-confidence of the students and decreases fears of the students.

• School Mathematics
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• v.11 no.4
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• pp.665-683
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• 2009

The purpose of this study is to improve forward mathematics study by analyzing the effects of the teaching and learning process applied situation-based mathematical problem posing activity on problem solving ability and mathematical attitudes. For this purpose, the research questions were established as follows: 1. How the situation-based mathematical problem posing activity(WQA activity) changes the problem solving ability of students? 2. How the situation-based mathematical problem posing activity(WQA activity) changes the mathematical attitudes of students? The results of the study were as follows: (1) There was significant difference between experimental group and comparative group in problem solving ability. This means that situation-based mathematical problem posing activity was generally more effective in improving problem solving ability than general classroom-based instruction. (2) There was not significant difference between experimental group and comparative group in mathematical attitudes. But the experimental group's average scores of mathematical attitudes except mathematical confidence was higher than comparative group's ones. And there was significant difference in the mathematical adaptability. The results obtained in this study suggest that the situation-based mathematical problem posing activity can be used to improve the students' problem solving ability and mathematical attitudes

• Communications of Mathematical Education
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• v.10
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• pp.107-124
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• 2000

정보화 시대의 수학 교육은 수학을 체험해 볼 수 있게 하여(Doing Mathematics) 수학적 힘을 향상시키는 데 초점을 두어야 한다. 이를 위해서는 수학의 기본 지식 ${\cdot}$ 추론 능력 ${\cdot}$ 문제 해결력 ${\cdot}$ 수학적 아이디어의 표현 및 교환 능력 그리고 사고의 유연함 ${\cdot}$ 인내 ${\cdot}$ 흥미 ${\cdot}$ 지적 호기심 ${\cdot}$ 창의력을 길러 주는 다양한 교수 ${\cdot}$ 학습 방법이 필요하다. 본 연구는 연립방정식과 일차함수 단원에서 그래핑 계산기를 활용하여 다양한 표상을 통한 수학 개념의 연계지도와 수학 학습 태도 개선을 위한 교수 ${\cdot}$ 학습 모델을 구안 ${\cdot}$ 적용하는 데 주안점을 두고자 한다.

• Education of Primary School Mathematics
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• v.24 no.1
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• pp.21-41
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• 2021

Despite the necessity and significance of mathematical competencies in the 2015 revised mathematics curriculum, there has been lack of studies analyzing textbooks in which such competencies are intended in detail through various tasks. Given this background, this paper analyzed how mathematical competencies and their sub-elements have been represented in the mathematics textbooks for third and fourth grade. The findings of this study showed that 'communication' was the most prevalent mathematical competence, followed by 'reasoning', 'creativity and integration', 'information processing', 'attitude and practice', and 'problem solving' in order. This study also explored the characteristics of mathematical competencies in the textbooks by analyzing which sub-elements per competence were popular. With illustrative examples, this paper is expected to provide for textbook developers with implications on how to represent mathematical competencies throughout the textbooks.

• Education of Primary School Mathematics
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• v.19 no.2
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• pp.161-175
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• 2016

The purpose of this study is to measure the differences in affective characteristics and mathematical reasoning ability between gifted students and non-gifted students. This study compares and analyzes on the relations between the affective characteristics and mathematical reasoning ability. The study subjects are comprised of 97 gifted fifth grade students and 144 non-gifted fifth grade students. The criterion is based on the questionnaire of the affective characteristics and mathematical reasoning ability. To analyze the data, t-test and multiple regression analysis were adopted. The conclusions of the study are synthetically summarized as follows. First, the mathematically gifted students show a positive response to subelement of the affective characteristics, self-conception, attitude, interest, study habits. As a result of analysis of correlation between the affective characteristic and mathematical reasoning ability, the study found a positive correlation between self-conception, attitude, interest, study habits but a negative correlation with mathematical anxieties. Therefore the more an affective characteristics are positive, the higher the mathematical reasoning ability are built. These results show the mathematically gifted students should be educated to be positive and self-confident. Second, the mathematically gifted students was influenced with mathematical anxieties to mathematical reasoning ability. Therefore we seek for solution to reduce mathematical anxieties to improve to the mathematical reasoning ability. Third, the non-gifted students that are influenced of interest of the affective characteristics will improve mathematical reasoning ability, if we make the methods to be interested math curriculum.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.151-162
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• 2018

The purpose of this study was to investigate the effects of teacher's mathematical belief and student's mathematical performance, sex on the perception of mathematics classroom quality. And this study also detailed the relation between self-directed learning attitude and perception of mathematics classroom quality. For this purpose, this study used 'Students Perception of Mathematics Classroom Quality(SPOCQ)' as an instrument. This instrument focuses on appeal, challenge, choice, meaningfulness, self-efficacy. The 430 5th and 6th grade elementary school students were included in sample. The results obtained in this research are as follows; First, there was a significant difference in the perception of mathematics classroom quality between positive mathematical belief teacher's group and negative mathematical belief teacher's group. So, teacher's mathematical belief influence on the students' perception of mathematics classroom quality. Second, there was a significant difference according to the student's mathematical performance and sex. The students of high mathematical performance usually had positive perception of mathematics classroom quality and the male students also had higher mean than female students. Third, there was positive correlation between self-directed learning attitude and perception of mathematics classroom quality.