• Journal of the Korean School Mathematics Society
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• v.19 no.2
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• pp.123-151
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• 2016

The purpose of this study is to analyze the existing studies about the effect on private tutoring and EBS broadcasting which is considered as the alternative which was presented by education authorities. And this study attempts to measure the degree of the effects of private tutoring and EBS engagement on mathematics achievement using various quantitative methodologies. T-test and OLS multiple regression indicates some selection-bias which has positive direction compared to the PSM method closed to experimental design. So, it will be required to consider the methodology which measures the exact effect of institution or participation when we conduct the observational studies.

• Journal of Educational Research in Mathematics
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• v.22 no.1
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• pp.1-22
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• 2012

The purpose of this study is to understand Korea students' characteristics as well as to give important information of improving our education using comparative analysis of framework, test booklets, test results between PISA 2009 and NAEA 2009. PISA 2009 was administered on May of 2009 and NAEA was administered on October of same year. The summary of the results of comparing two assessment is as follows First, cut score of NAEA Advance level is bigger than the cut score of level 5, which is considered as high achievement level. The cut score of Basic level of NAEA is also higher than the level 2 of PISA, which is considered as basic achievement level. This phenomenon can show that NAEA achievement level is set little bit higher than the achievement level of PISA in mathematics domain. Second, the percentage of female students on higher level was higher than that of male students. In suburban area, the percentage of high level was small and the percentage of low level was big. Third, students of Advanced level are distributed concentrating in PISA levels 4~6, Proficient achievement level concentrating in PISA levels 3~5, Basic achievement level concentrating in PISA levels 2~4, and below basic achievement levels concentrating in below level 1 and level 3 of PISA. Fourth, the correlation between NAEA 2009 and PISA 2009 achievement scores are significantly positive. However, the correlation of subscales were low. Fifth, analysis of non-equivalent group, 11 items located in 'change and relationship', 'uncertainty', 'connection cluster' domains found to be significantly different. The percent correct showed very big difference. The analysis results presents the implication of mathematics curriculum, teaching and learning methods as well as National Assessment of Educational Achievement.

• The Mathematical Education
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• v.46 no.1 s.116
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• pp.1-18
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• 2007

The purpose of this study is to describe theoretical orientations guiding research in mathematics motivation and to discuss findings in terms of how they facilitate or inhibit achievement. First, definitions of motivation and distinctions among types of motivation in education are discussed. Second, theoretical approach and representative research from these approach are described. Third, a set of generalizable conclusions about the contextual factors, cognitive processes, and benefits of interventions that affect students' and teachers' motivational attitudes are noted. Last, criticisms regarding instrument, assessment, and use of theories in motivational research are raised.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.261-288
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• 2011

We examined the effects of pair assistant collaborative learning on academic achievement of the 2nd year middle school students in the three subjects such as the Probability, Properties of Figures and Similarities of Figures. In order to carry out this study, we selected 2 classes of 2nd year students in a girls middle school in the Fall semester of 2009 and set up the experiment group and comparison group by the result of academic achievement tests given in the end of the Spring semester of 2009. Pair assistant collaborative learning was adopted for students in problem solving 2 or 3 times per a week in the experiment group and each academic achievement was given at the end of each subject in both groups. Also, we had a final survey to find out students' attitude to this collaborative learning. The achievement and survey were analysed by statistical methods. We conclude that our pair assistant collaborative learning was effective in Probability and Similarities of Figures Units. According to the result of survey, this collaborative learning brought about an opportunity to promote students' community spirit through reflecting each one's role in the group.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.281-294
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• 2019

The purpose of this study is to analyze errors and treatment behavior during the course of mathematics learning of academic achievement by applying reflective activities in the second semester of the third year of elementary school. The study participants are students from two classes, 21 from the third-grade S elementary school in Seoul and 20 from the comparative class. In the case of the experiment group, the multiplication unit was reconstructed into a mathematics class that applied reflective activities. They were pre-post-test to examine the changes in students' mathematics performance, and mathematical communication was recorded and analyzed for the focus group to analyze the patterns of learners' error handling in the reflective activities. In addition, they recorded and analyzed students' activities and conversations for error type and error handling. As a result of the study, the student's mathematics achievement was increased using reflective activities. When learning double digit multiplication, the error types varied. It was also confirmed that the reflective activities helped learners reflect on the multiplication algorithm and analyze the error-ridden calculations to reflect on and deal with their errors.

• School Mathematics
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• v.13 no.2
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• pp.307-321
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• 2011

Recognizing the importance of affective factors in mathematical learning and achievement, international comparative assessment as PISA and TIMSS survey affective achievement as well as scholastic achievement. On the affective survey those items of PISA are categorized by 5 factors ; interest of mathematics, instrumental motivation, Mathematics self-efficacy, mathematics anxiety, mathematics self-concept) and those of TIMSS are categorized by 3 factors; Positive affect toward mathematics (PATM), Students' Self-Confidence in Learning Mathematics(SCM), and Students' Valuing Mathematics(SVM). In this study we carried out Exploratory Factor Analysis, Confirmatory Factor Analysis and Measurement Equivalence/Invariance to find whether the constructs are well defined and divided. As a result of our analysis, some factors were overlapped in PISA whereas the items of TIMSS were categorized as intended in TIMSS study. Based on these results, it is confirmed that the questionnaire items need to be developed to understand our students affective characteristics. Also, how questionnaire of large-scaled international assessment can give implication to the development of the questionnaire of Korean specific.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.233-256
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• 2023

This study conducted foundational research to derive ways to use ChatGPT in mathematics education by analyzing ChatGPT's responses to questions from the National Assessment of Educational Achievement (NAEA) and the College Scholastic Ability Test (CSAT). ChatGPT, a generative artificial intelligence model, has gained attention in various fields, and there is a growing demand for its use in education as the number of users rapidly increases. To the best of our knowledge, there are very few reported cases of educational studies utilizing ChatGPT. In this study, we analyzed ChatGPT 3.5 responses to questions from the three-year National Assessment of Educational Achievement and the College Scholastic Ability Test, categorizing them based on the percentage of correct answers, the accuracy of the solution process, and types of errors. The correct answer rates for ChatGPT in the National Assessment of Educational Achievement and the College Scholastic Ability Test questions were 37.1% and 15.97%, respectively. The accuracy of ChatGPT's solution process was calculated as 3.44 for the National Assessment of Educational Achievement and 2.49 for the College Scholastic Ability Test. Errors in solving math problems with ChatGPT were classified into procedural and functional errors. Procedural errors referred to mistakes in connecting expressions to the next step or in calculations, while functional errors were related to how ChatGPT recognized, judged, and outputted text. This analysis suggests that relying solely on the percentage of correct answers should not be the criterion for assessing ChatGPT's mathematical performance, but rather a combination of the accuracy of the solution process and types of errors should be considered.

• The Journal of Korean Academy of Sensory Integration
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• v.6 no.1
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• pp.1-12
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• 2008

Objective : The purpose of this study is to provide reference to functional level of sensory integration of in the low-grads school age, based on the Clinical Observation of Motor and Postural Skills (COMPS) and to examine correlation between the function of sensory integration and academic achievement. Method : Two schools ("J" and "S") have been selected indiscriminately among 56 elementary schools located in Gimhae-si, GyeongNam and then one class from each school was voluntarily chosen among all second-grade classes of the schools. The total number of students in those two classes was 69 (34 boys and 35 girls). Subjects had no developmental problem and no history of referral regarding neurological conditions. Three skilled researchers administrated the COMPS together, and each researcher executed two sub-items of the COMPS. As result of the academic achievement, score data of midterm- and final-exam in the spring semester were collected. The scores of 'Korean language' and 'Math', common examination subjects in both schools, were utilized for data analysis in this study. Results : Statically, there was no significant correlation between the COMPS Weighted Scores and any academic achievements. In a dispersion graphic analysis, however, the total achievement showed significant negative-correlation with the area of 'Rapid Forearm Rotation' and significant positive-correlation with the area of 'Supine Flexion'. In terms of the Math achievement, there are significant negative-correlation with rapid forearm rotation and asymmetrical tonic neck reflex, and significant positive-correlation with the area of 'Supine Flexion'. Students with higher score of the Korean language showed a tendency to get higher Weighted Score and Minus Adjustment Score, and those with lower score of the Math showed a tendency to get higher COMPS scores in all area except the area of 'Supine Flexion'. There was a statically significant difference in the COMPS scores depend on the age among general characteristics. As student older, all COMPS scores, except those in the area of 'Slow Motion' and 'Supine Flexion, were higher. Conclusions : There is somehow reliable correlation between sensory integration function and academic achievement although no statistical significance found in this study. The information from this study may contribute to initiate developing a normative-reference to screen earlier and more alertly sensory integration dysfunctions for school-age children. Further study is recommended trying to find out more reliable matter regarding low grade- schooler's academic achievement.

• School Mathematics
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• v.15 no.1
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• pp.179-199
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• 2013

In this study we grasp what contents in the mathematics curriculum the students of multicultural and North Korean migrant families are vulnerable to and we would like to provide the bases to devise the appropriate teaching and learning methods for them. In order to this work we used the results of 2011 National Assessment Educational Achievement. We categorized students from multicultural and North Korean migrant families into children from international marriage family (born in country or immigrated), foreign family, and North Korean migrant family and compared each category with the whole students. First, for each school class we analyzed characteristics of academic achievement by ratio of achievement level, means of calibrated score, and percentages of correct answers in NAEA, mean percentages of correct answers by content domains, and percentages of correct answers by items. In addition to these we analysed items qualitatively and investigated study conditions in which the students of multicultural and North Korean migrant families have difficult times. In every subgroup the more ratio of advanced level decreases and ratio of below basic level increases the more school classes go up. Also these phenomena appear differently by each group and by content domain. For this reason by group, the supporting on learning will be needed.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.383-398
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• 2009

We conduct a survey on mathematics academic achievement to 4th, 5th, and 6th grade elementary school students at Dong-Gu in Busan in order to provide teachers in elementary schools with basic research data. The survey questionnaire includes home background, private education, the difficulty degree of mathematics textbook, practical usage of computers, group-teaching, teaching methods, preview, review, homework amount, learning attitude, problem solving ability, interest for mathematics, and the relationships of a home room teacher and friends. Based on survey data we perform factor analysis to find major factors affecting mathematics academic achievement. We identify if there are statistically significant differences in responses of survey for gender group and grade group with regard to survey questions belonging to the major factors obtained in factor analysis.