• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.141-159
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• 2016

The purposes of the study are to recognize importance of motivation in math education and to increase interest in students' motivation problem by comparing math motivation between mathematically gifted and non-gifted 5th graders based on Keller's ARCS theory and analyzing correlations between math motivation, mathematically affective characteristics and mathematical achievements. For this purpose, 436 students who were mathematically gifted and non-gifted 5th grade students were asked to take questionnaires and test to measure math motivation, mathematically affective characteristics and mathematical achievements. After analyzing the data, there are statistically differences in three educational factors between two groups. In addition, there are correlations between three educational factors. This study revealed that highly motivated students showed positive mathematically affective characteristics and high mathematical achievements. As results indicate that motivation could be a crucial factor in learning, teachers should consider motivation strategy to plan students' lessons regarding to learners' giftedness.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.181-205
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• 2019

This study analyzed how university students' motivations for learning mathematics and emotions for learning mathematics occur and how they relate to each other by introducing the factor called needs in the particular context of mathematics learning, mathematics class centered on peer discussions. We conceptualized the key concepts of the study, motivation for learning mathematics and emotion for learning mathematics. Based on them, we drew specific ways to observe motivation and emotion for learning mathematics and conduct the research. As a result, motivations for learning mathematics occurred to satisfy some needs. Also, positive emotions for learning mathematics occurred when some needs were satisfied, whereas negative emotion for learning mathematics occurred when some needs were not satisfied. Furthermore, when the needs leading to motivations for leaning mathematics were satisfied, positive emotions for learning mathematics occurred. The unfulfilled needs leading to negative emotions for learning mathematics make motivations for learning mathematics occur to satisfy those needs.

• School Mathematics
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• v.16 no.1
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• pp.157-180
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• 2014

This study investigated relationships between academic stress and mathematics learning motivation focusing on the mediating effect of academic motivation types. It also tested differential structural relationship among the variables in the high vs. low academic achievement level groups and the boys vs. girls of middle schools. The participants were 952 second graders from five middle schools. Student scores from the standardized tests that were developed to assess the students' academic stress, mathematics learning motivation, and three types of motivation (amotivation, controlled motivation, and autonomous motivation) were used in this study. The results demonstrate that there were significant differences in the relationship patterns of the research variables. Correlation analysis provided evidences that academic stress was negatively related with mathematics learning motivation and autonomous motivation but positively related with amotivation and controlled motivation. Also, mathematics learning motivation was negatively related with amotivation and controlled motivation but positively related with autonomous motivation. Structural equation modelling analysis provided the evidence that the full mediation model was a significant, in that the students' types of academic motivation mediated the effect of academic stress on mathematics learning motivation. Multiple group analysis revealed that there were group differences in the path coefficients of the structural model. But the academic stress showed negative influence on the mathematics learning motivation via amotivation and autonomous motivation in all groups.

• Journal of the Korean School Mathematics Society
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• v.23 no.4
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• pp.491-508
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• 2020

In this study, by measuring and analyzing the motivation of prospective mathematics teachers in learning mathematics, we tried to understand the features of prospective teachers' learning motivation and find the implications of developing expertise in terms of learning motivation. Prior research related to learning motivation identifies the three elements that consist of learning motivation as values, self-efficacy, and interest. Based on these elements, a survey tool was developed to investigate the learning motivation of prospective mathematics teachers. This survey was then carried out for 120 students in the mathematics education department of a local college. In addition, the survey asked what methods prospective teachers would choose for motivating their future students. According to the results of this study, the overall motivation of prospective mathematics teachers differed by grade (academic year) and there were significant differences between grades in self-efficacy and interest factors. In addition, the prospective teachers preferred to use interesting materials rather than inform the value of learning mathematics to induce learning motivation. Therefore, it is necessary to enhance this self-efficacy and interest in learning and to provide various material to strengthen this motivation for learning.

• School Mathematics
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• v.18 no.2
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• pp.397-423
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• 2016

Mathematics learning motivation is an important variable which is not only the primary goal of learning mathematics but also mediates the effects of the mathematics learning. Nevertheless, the present learning environment is full of impeding factors which reduce learners' motivation to learn mathematics and mathematical self-regulatory efficacy. The purpose of this study is to offer various suggestions for program to enhance and forster mathematics learning motivation based on empirical findings and theories on motivation, self-regulatory learning, regulatory focus, reducing academic stress and math anxiety. The concrete and practical ideas are suggested in terms of mathematical self-regulatory efficacy, learners' characteristics, learning task. The analysis of the effects revealed a positive effect on mathematical self-regulatory learning.

• Communications of Mathematical Education
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• v.32 no.2
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• pp.147-174
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• 2018

The purpose of this study was to verify the effect of mathematical disposition and attitude through the foster self-confidence and learning motivation by STAD cooperative learning. For this purpose, we made up an experimental class. And then we investigated the students' change in these aspects after the foster self-confidence and learning motivation by STAD cooperative learning. As a result of the experiment, we find that significant changes on the students' mathematical disposition and attitude utilizing the foster self-confidence and learning motivation by STAD cooperative learning. Therefore, in this study, I want to solve the particular problems that follow. First, what is the reaction of utilizing the foster self-confidence and learning motivation by STAD cooperative learning mathematical program for students? Is it effective utilizing the foster self-confidence and learning motivation by STAD cooperative learning to improve students' mathematical disposition? Third, does utilizing the foster self-confidence and learning motivation by STAD cooperative learning have a positive impact on students' mathematical attitude?

• 한국데이터정보과학회:학술대회논문집
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• 2005.10a
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• pp.49-57
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• 2005

지금의 교실 수업은 토론학습에 익숙한 학생들로 수업에 흥미를 가지는 수업에 관심을 많이 갖고 있으며 수준별 수업을 통한 심화.보충형과 특별 보충과정으로 학생 지도를 하고 있다. 교실마다 수학 학습을 기피하는 현상이 두드려지고 있으며 개인별 수준 차가 더욱 심한 상태라서 학생들에게 동기를 유발하여 수학에 대한 학습 의욕을 고취하고 교실 밖의 학습자를 교실내로 흡수하기 위한 방법론으로 모둠별 돌림수학, 수준별 모둠 구성을 통해 박수를 치기, 구구단을 이용한 학습과 수학 모둠 노래를 통하여 학습동기를 유발하는 학습 모형을 소개한다. 그리고 수행평가나 포트폴리오, 수학 감상문을 통해 동기 유발이 가능한 실제 학습을 개발하여 공교육의 내실화와 창의력을 유발하는 자아실현의 일환으로 신선한 교실 수업의 보탬이 되었으면 한다.

• Journal of the Korean School Mathematics Society
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• v.26 no.2
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• pp.159-184
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• 2023

In this study, after defining motivating efficacy operationally, we developed a draft of the Motivating Efficacy Scale for Mathematics Teachers (MESMT), a measure of mathematics teachers' motivating efficacy, through the literature review and an expert Delphi survey, and conducted the exploratory factor analysis using online survey responses from 347 elementary and secondary mathematics teachers across the country to explore the factor structure of the measure and to test its validity and reliability. The exploratory factor analysis resulted in the deletion of 17 items from the initial 42 items developed through the literature review and expert Delphi survey and the identification of four factors (Providing successful experiences, Eliciting attention and engagement, Creating mathematics case-based relevance, and Providing extrinsic rewards), resulting in a final MESMT of 25 items. The MESMT developed in this study is a valid and reliable measure of mathematics teachers' motivating efficacy, and is expected to serve as a starting point for many subsequent studies to understand mathematics teachers' motivating efficacy and improve mathematics teachers' ability to motivate students' mathematics learning.

• Journal of Korea Game Society
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• v.14 no.4
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• pp.95-104
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• 2014

In this research, we investigated the effect of arithmetic learning utilizing mathematical mobile application on arithmetic fluency and learning motivation of underachieving students in math. 24 4th grade math underachievers were divided into control and experimental groups. Arithmetic learning utilizing mathematical mobile application was conducted for experimental group and arithmetic learning utilizing learning worksheets was conducted for comparative group. After three weeks, the experimental group showed increase in math fluency and motivation compared to control group. Implications are discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.217-239
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• 2010

This study is to understanding characteristics of Mathematical gifted children by comparing and analyzing of the learning strategies between gifted children and average students. The result of this study is as below. First, the mathematical gifted children's application ability on the cognitive meta-cognitive strategies and learning resources management strategies was higher than average students. Second, in case of learning resources management strategies between gender, male mathematical gifted students's t-test showed higher than female gifted students. Also, in case of average students, male student's t-test for the learning motive was higher than average female students. Third, mathematical gifted children are positive correlation among the learning motive, self-efficacy, cognitive meta-cognitive strategies, and learning resources management strategies. And in case of average student, it had a positive correlation among the learning motive, self-efficacy, and cognitive meta-cognitive strategies. But there is no correlation between learning strategies and cognitive meta-cognitive strategies.