• The Mathematical Education
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• v.61 no.4
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• pp.631-651
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• 2022

It has been alerted that Korean students' mathematical affective achievement is very low. In order to solve this problem, various policies related to mathematical affective domains have been promoted, but it is necessary to examine various existing policies and explore the direction for improving them in more essential aspects. Based on previous studies that the growth mindset helps to increase students' affective achievement, this study focused on improving students' math-related growth mindset and ultimately exploring policies that can increase mathematical affective achievement. Therefore, the current status of mathematical affective achievement of Korean students was examined, and the policies and related cases in the mathematical affective domain were investigated. Based on the results, some keywords were derived and then the directions of policy for improving the math-related growth mindset and the affective achievement of students were suggested.

• School Mathematics
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• v.15 no.1
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• pp.61-75
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• 2013

This study analyzed Korean students' affective characteristics in mathematical learning according to school and sex by Factor Analysis and Cognitive Diagnosis Theory. In numerical affective achievements by Factor Analysis, there are mean differences between schools, i.e. elementary school and secondary school. And there are sexual differences within schools and boys show more positive achievement than girls. By Cognitive Diagnosis Theory, I investigated 6 affective attributes' proportions that students achieved according to school and sex. Middle school students' proportion is highest in self-control and anxiety and the attribute that students achieved most in all school is cognizing mathematical value. Boys show higher proportion in self directivity, interest and confidence than girls, but girls show higher proportion in anxiety than boys. In personal profiles, the proportion of students who achieved 5 attributes except anxiety is highest.

• Journal for History of Mathematics
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• v.24 no.3
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• pp.145-163
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• 2011

This study sets the cut points of affective achievement scores based on the criteria referenced assessment. The modified Angoff method is applied to the standardized mathematics affect inventory which had validity and reliability. The cut points are set for 6 factors i.e. learning directivity, self control, anxiety, interest, cognizing value and confidence. As the results, among percentages of factor that middle school 2nd grade students in Korea achieved, the proportion of cognizing value is the highest. And there are no difference of the proportions as for gender, differentiated instruction, and region.

• 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.

• Journal of Science Education
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• v.42 no.2
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• pp.165-181
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• 2018

This study compares and analyzes the characteristics and effects of various educational contextual variables according to students' achievement level and gender groups based on the results of PISA 2015 science domain. PISA 2015 included additional variables about teaching-learning and affective characteristics in the field of science, because science was the main domain of PISA 2015. The results of the mediation analysis using a multiple group structural equation model showed that the environment and strategy for the teaching and learning had a positive effect on the affective characteristics, and also positively affected science achievement through the mediator of the affective characteristics. Particularly, the environment and strategy for the teaching and learning was the most effective in improving the affective characteristics for the low achievement group. It was found that the difference of the mediated effect between achievement level groups was statistically significant, but that between male and female students was not. Therefore, the appropriate the environment and strategy for the teaching and learning will need to be emphasized consistently to improve students' cognitive and affective achievement. The implications and suggestions of these results were discussed.

• 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.

• 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.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.585-603
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• 2012

The purpose of this study is to explore the effects of the contextual variables on mathematics achievement based on TIMSS(the Trends in International Mathematics and Science Study) 2007 using Path Analysis with SEM(a Structural Equation Model). The books in the home, the highest level of education of mother, the highest level of education of father, the ambitions of education, the towards mathematics, the frequence of self study, and the times of homeworks are used as independent variables. The Mathematics achievement is dependent variable. The results of this analysis are as follows. First, parents' the highest level of education, the books holdings at home, and the towards effect the ambitions of education. The Mathematics achievement is indirectly being affected by them. Second, The Mathematics achievement is indirectly being affected by the ambitions of education, the towards mathematics, and the times of homeworks.

• The Journal of the Korea Contents Association
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• v.18 no.2
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• pp.541-552
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• 2018

The purpose of this study was to investigate the effects of 'problem posing from mathematical problems' on the students' affective domain of mathematics, and to conduct evaluation and management of teachers' respectively. The quantitative and qualitative approaches were combined to analyze the changes in the affective achievement of all the students and individual students in the study. The conclusions of this study are as follows: First, problem-posing class improved the problem-solving ability and meaningful experience in the learning activity itself, thus improving students' self-confidence, interest, value, and desire to learn. Second, The students' affective domain of mathematics should be emphasized, and systematic evaluation and management should be carried out from the first grade of middle school to high school senior in mathematics. Third, it is necessary to present and disseminate them in detail on the national-level to evaluation system and method of affective domain of mathematics. Therefore, the teacher should actively implement the problem-posing teaching and learning in the classroom lesson and help students' affective achievement. and teachers need to measure and manage the affective achievement of all students on a regular basis.

• Journal of Gifted/Talented Education
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• v.21 no.1
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• pp.123-139
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• 2011

The research paid attention to the fact that top 10% high achievers of girls in high schools are not equally provided with opportunities for science gifted education in Korea. For this reason, the research examined gender differences in science achievement and science affective domain through employing PISA 2006 science achievement test and survey of science affective domains. The research subjects of 132 students as top 10% high achievers extracted from those 1,409 students who were nationwidely sampled and responded to the science achievement test and science affective domain survey in July 2008. The responses by 132 students of top 10% high achievers were analyzed. The findings revealed that there is no significant difference of science achievement and most items of science affective domain survey between girls and boys of top 10% population in high schools. Further, it was indicated that top 10% high achieving girls have interest, self-concept, self-efficacy, future job aspiration in science as high as boys. In conclusions, further attentions to provide more opportunities of science gifted education for girls are called for.