• 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 Sustainable Design and Educational Environment Research
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• v.8 no.1
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• pp.23-33
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• 2009

The purpose of this study was to examine the basic academic achievement of technical high school students, their learning capability about major, their adaptability to school instruction and whether those factors of them was linked to their career in an effort to suggest workable reform measures. Technical high school seniors to grasp their basic learning capabilities and their opinions on the curricula. The findings of the study were as follows: First, the civil engineering students at technical high school weren't fully able to understand what they learned because of their poor basic achievement. They should take all the required courses to fix their academic deficiencies in the first year of high school, and client-centered additional education should be provided about particular subjects, such as mathematics, which they should learn to study their major. Second, many of the students chose technical high school through the advice of parents or since they weren't able to go onto academic high school. So they entered technical high school without knowing well about their major, and vocational education wasn't properly publicized. As students make a critical career decision in middle school, the government should build permanent pavilions for vocational-education exhibition where interested students can acquire information and explore their career without any restraints. Current fragrant vocational education that is based on experiential learning should be avoided. Third, the government substituted regular classroom teaching for field practice, and that resulted in providing just uniform instruction, destroying learning atmosphere and eventually holding teachers back from offering quality education. To remedy the situation, two different sorts of classes should be prepared. One type of classes are for college- bound students, and the others are for job-seeking students. College- bound students should receive education about humanities to improve their academic deficiencies, and job-seeking seniors should be allowed to take field-practice courses at authorized companies in the second semester. It's advisable personally and socially to help ensure their successful and immediate social adjustment.

• The Mathematical Education
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• v.59 no.1
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• pp.63-80
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• 2020

This study analyzed 3,114 articles published in KCI journals and 1,636 articles published in SSCI journals from 2000 to 2019 in order to compare domestic and international research trends of mathematics education using a topic modeling method. Results indicated that there were 16 similar research topics in domestic and international mathematics education journals: algebra/algebraic thinking, fraction, function/representation, statistics, geometry, problem-solving, model/modeling, proof, achievement effect/difference, affective factor, preservice teacher, teaching practice, textbook/curriculum, task analysis, assessment, and theory. Also, there were 7 distinct research topics in domestic and international mathematics education journals. Topics such as affective/cognitive domain and research trends, mathematics concept, class activity, number/operation, creativity/STEAM, proportional reasoning, and college/technology were identified from the domestic journals, whereas discourse/interaction, professional development, identity/equity, child thinking, semiotics/embodied cognition, intervention effect, and design/technology were the topics identified from the international journals. The topic related to preservice teacher was the most frequently addressed topic in both domestic and international research. The topic related to in-service teachers' professional development was the second most popular topic in international research, whereas it was not identified in domestic research. Domestic research in mathematics education tended to pay attention to the topics concerned with the mathematical competency, but it focused more on problem-solving and creativity/STEAM than other mathematical competencies. Rather, international research highlighted the topic related to equity and social justice.

• Journal of the Korea Convergence Society
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• v.8 no.6
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• pp.209-218
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• 2017

Flipped Learning is being suggested which is well known as a teaching method which lets students learn the contents they will learn in advance through the advance online video and have a discussion through the team interaction in the main class for them to solve the assignment through the cooperation in a self-initiated way. Therefore, this study was intended to confirm if the flipped learning class could improve the students' learning ability and raising the interest in math by complementing the problem on the lecture-type class by applying the flipped learning class to the college basic math subject. As a result, in the unit test result, the average score of the experimental group was more than 20 higher than one of the control group indicating that Flipped Learning had a great effect on improving the learning ability, and as for the introspection journal analysis, many subjects from the experimental group showed the positive attitude toward math they felt difficult unlike ones from control group indicating that it was effective in improving the interest level.

• Journal of Practical Engineering Education
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• v.12 no.2
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• pp.363-369
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• 2020

This study intends to examine effects of python education for adolescents. 6 primary studies were chosen through careful search process and investigated through meta-analysis. Research findings were as follows. The total effect size was 0.684. Second, the effect sizes of dependent variables were academic achievement 0.871, cognitive domain 0.625, and affective domain 0.428 in order. Third, for cognitive domain, the effect sizes were self-efficacy 0.833, problem-solving 0.283, computing thinking 0.276, and coding competency 0.251 in order. Fourth, for affective domain, the effect sizes were learning interest 0.560 and programming interest 0.417 in order. Fifth, regarding school level, the effect sizes were middle school 0.851, high school 0.585, and college 0.435 in order. Finally, for subject areas, the effect sizes were mathematics 1.057, design 0.595, information 0.585, and software 0.28 in order.

• The Journal of Korean Association of Computer Education
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• v.17 no.2
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• pp.77-86
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• 2014

By PISA 2007, TIMSS 2011, Korean high school students had high academic achievement to science and mathematics, while they had low attitude. Prospective college students are increasingly avoiding natural science and engineering. Moreover, the opportunities to learn to computer science in middle and high school are disappeared rapidly. The necessity of STEAM program based on Physical computing arise under these situation. Therefore, we developed STEAM program and studied the effects of the program in 2012. The result showed that students' scientific interests and attitude, scientific problem solving ability, scientific creative problem solving ability, personality test for children, and satisfaction of school life were enhanced. This study is follow-up study for the same students who improved every domain of the measurements. They were administerd pre-test at start of 2012, post-test at end of 2012, and delayed post-test at the end of 2013, on same test. The result of the study showed that only attitude to Scientific Inquiry was enhanced, but there was no significant result on the other domain of the test in comparison with start of 2012. But this result demonstrate the effect of STEAM education conversely.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.9
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• pp.1-16
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• 2019

This study was carried out to develop a physics education program for foreign students of university in Korea to improve their ability to major in the field and to prevent them from becoming dropout. The subjects of the study are five Chinese students attending a natural science and engineering college. Prior to the development of the physics education program, the researchers developed basic physics textbooks for the foreign students and questionaries for diagnosis and summative evaluation, and utilized them to apply a total of seven classes. After the application of the classes, the results of the student's diagnosis and summative evaluation, the teacher's diaries, the observer's diaries, and the transcripts were analyzed by triangulation method. In addition, Nvivo12 was used for the analysis of the teacher's and observer's diaries to help with qualitative analysis. The results of the study are as follows: First, the oder and contents of physics education program for students of the natural science and engineering college were presented in detail, and basic physics textbooks and tools for diagnosis and summative assessment were developed. Second, as a result of the analysis of the diagnosis and summative assessment results of the program, the students' basic physics achievement improved by an average of 40 points due to the application of the developed program. Third, as a result of the application of the program using Nvivo12, meaningful node and actual cases were extracted. There were 10 types of nodes created such as understanding of the students, teaching method, rate of the participation, level differences, language problems, relevance to majors, curriculum and methods of education in the country of origin, cooperative learning, and interest inducement. The researcher provided suggestions on physics education methods for students of science and engineering colleges in Korea based on the related cases.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.95-103
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• 2023

This paper proposes an artificial intelligence convergence education program for teaching the main concept and principle of Support Vector Machines(SVM) at elementary schools. The developed program, based on Jeju's natural environment theme, explains the decision boundary and margin of SVM by vertical and parallel from 4th grade mathematics curriculum. As a result of applying the developed program to 3rd and 5th graders, most students intuitively inferred the location of the decision boundary. The overall performance accuracy and rate of reasonable inference of 5th graders were higher. However, in the self-evaluation of understanding, the average value was higher in the 3rd grade, contrary to the actual understanding. This was due to the fact that junior learners had a greater tendency to feel satisfaction and achievement. On the other hand, senior learners presented more meaningful post-class questions based on their motivation for further exploration. We would like to find effective ways for artificial intelligence convergence education for elementary school students.