• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.525-548
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• 2010

How to enhance the ability of underachieve students are unsolved problems for mathematics teachers despite of their best efforts to teach them. The purpose of this study is to explore the effectiveness of mathematical journal writing as a method of improving the mathematical attitudes and achievements for underachieve students. Seven students whose performances were below 40% on the final exam in the 1st semester were recruited in order to gather empirical data. Before journal writing procedures, the subjects' characteristics, learning styles and mathematical attitudes were investigated through personal interview and mathematical attitude test. After six-week journal writing, follow-up survey and mathematical attitude test were conducted. The results of this research are as follows: Mathematical journal writing had a positive effect to underachieve students on improving confidence in mathematics and a positive influence on active and effective learning attitude. And mathematical journal writing had an effect on improvement in their mathematics achievement comparing first semester's final exam with second semester's mid-term exam. Finally mathematical journal writing contributes positively to the relationship between students and their teacher.

• 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.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.327-347
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• 2009

The purpose of the present study is to investigate the effects of mathematical communication-centered teaching using peer feedbacks on students' mathematics achievement and mathematical dispositions toward mathematics, and then this study examined the characteristics of feedbacks used by students. To do this study, two sixth grade classes selected from an elementary school in Seoul participated in the current study; one class for a treatment group applying mathematical communication-centered teaching using peer feedback, and the other for a comparison group applying traditional teaching using teacher-centered communication. The results of this study showed the fact that a treatment group of mathematical communication-centered teaching applying peer feedback scored statistically higher than a comparison group applying teacher-centered communication with respect to both students' mathematical achievement and disposition. Especially, this communication-centered teaching program focused on peer feedback was more effective to middle or lower level students than higher level students. In addition, mathematical communication-centered teaching applying peer feedbacks helps students reflect their own thinking process about problem solving, and students experienced the improvement of their confidence about mathematics from opportunities to provide peers with feedbacks. Finally, the present study suggests the important role of communication in mathematics learning, particularly student-to-student feedbacks rather than teacher-to-students feedbacks. That is to say, students need to have many opportunities to represent their own mathematical thinking processes using mathematical language.

• Education of Primary School Mathematics
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• v.20 no.4
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• pp.287-303
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• 2017

In order to understand the characteristics of affect of elementary school students in this study, we used a questionnaire developed by Hannula (2012) to measure elementary students' beliefs and affective factors about mathematics based on the emotional, cognitive, and motivational dimensions of the affect of personal level. Statistical analysis and one-way ANOVA were conducted to identify the characteristics of elementary school students' beliefs and affective factors about mathematics according to mathematics achievement level, grade level, and gender. Regression analysis was performed to analyze the correlation between the factors. The results of this study are compared with the results of the previous study which used comparative study of elementary school students in Finland and Chile using the questionnaire used in this study.

• 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.

• The Mathematical Education
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• v.47 no.1
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• pp.11-25
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• 2008

The characteristics of the pseudo-conceptual or the pseudo-analytical behaviors according to the achievement level(i.e. advanced group, proficient group, basic group, and below-basic group) in grade 9 are as follows. The pseudo-conceptual or pseudo-analytical behaviors to get credit from teachers become conspicuous in lower achievement level. The high achieving students showed more pseudo-conceptual or pseudo-analytical behaviors without undergoing the process of reflection or control. The proficient group was short of control in computation, and the advanced group didn't control well in representation. The proficient group tended to depend on a past successful algorithm and behave habitually. Therefore, it is needed to teach mathematics according to the characteristic of pseudo-conceptual or pseudo-analytic behaviors shown in each achievement level.

• The Mathematical Education
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• v.51 no.4
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• pp.395-413
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• 2012

National Assessment of Educational Achievement(NAEA) is important standard reference to become the basic data for confirming the effect of the curriculum administrated and the educational policies put in force presently and preparing the new curriculum and educational policies. In this paper, we looked into the mean and standard deviation of the calibrated score of whole group and male/female students, the correct answer ratio of each performance level and the correct answer ratio of each content domain, etc. in the results of NAEA at 6th elementary school. The analytic objects are 2010 and 2011 NAEA that are changed into complete enumeration survey and the standard reference prepared on the basis of the new calibrated score is applied to. And we analysed and compared correct answer ratio of the each content domain and each item to conform the difference between male and female students. On the basis of the these informations, we investigated that here is what kind of characteristics and trends to the whole group and what kind of suggestions to the teaching-learning. And we were going to provide the information of the needs to understand which content of mathematics is needed and which thinking methods are needed.

• The Mathematical Education
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• v.48 no.1
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• pp.1-20
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• 2009

The study was to investigate an effect of students' learning for enhancing spatial ability, using a geometric manipulative recently designed. A mixed methodology was chosen to achieve the purpose of the study. To find students' achievement, 152 of the 8th graders in Kyunggi Do participated in data collection. At the same time. students' performance of the class was videotaped and analyzed to see students' responses, The results showed that the effect of using the manipulative was statistically significant at level, p<.05 to enhance the spatial ability. Specifically, in comparison of each component. spatial orientation was more effective than spatial visualization. In the spatial orientation, the part of field was more effective than the reorganized whole. It showed that students were given more opportunities to find mathematical properties and relations between 2nd and 3rd-dimensional figures through their intuitive observation, and also the manipulative helped the students find the property of the part of field because it gave an easy way to manipulate the property of the find parts of whole which was composed of the frame of the solid figures without surfaces. In using the manipulative, students were very flexible in finding the number of plane figures, but the relations between the 2nd and 3rd dimensional figures need to be clearly guided in consideration of the characteristics of the manipulative, based on the definitions of geometric properties(cf. points can make lines, not surfaces directly).

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.67-77
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• 1999

The purpose of this study was to design models of CAI programs for the graphing of quadratic functions. In order to achieve this aim, I researched the relationship between mathematics educations computer programing, and theoretical approaches of CAI. The CAI program, which was developed based on my research was then positively applied to the mathematics education class in a middle school. First of all, I selected two classes -An experimental class and a comparative class. The experimental class was taught using the CAI program and the comparative class was taught by conventional methods of instruction. The results of this study are as follows: 1. The class taught by using the CAI program scored higher academic achievement than the class taught by conventional methods of instruction. 2. The analysis of the two classes' academic scores shows that the instruction using CAI program is more effective than that by conventional methods in improving students' academic achievement. The followings are suggestion for developing CAI programs and students' understanding through this study. 1. Non computer specialists will require a few months to develope an effect CAI program. Thus, development of easier, more clearly defined and flexible models must be constructed. 2. Teachers should be eager to use pre-existing models to motivate their students irregardless of their own development of programs. 3. School should provide computer rooms with a perfect net work in proportion to class size. 4. CAI programs can make students understand faster and more directly than blackboard examples. However, inconsideration of mathematical characteristics, arithmetic by hand is more effective for the students' memory retention. Computers is an effective tool of instruction. But it is most effective when used in conjunction with other methods that complement its use.

• 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.