• Journal of Engineering Education Research
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• v.25 no.4
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• pp.35-41
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• 2022

In order to enhance basic competencies for freshmen at engineering college, whose learning ability is gradually declining, a new course was developed to review basic mathematics and physics through a process of collecting opinions from fellow professors. Tests in six fields of math and physics with the same problems showed the correct answer rate rose from 24.8% at the beginning of the semester to 59.0% at the end of the semester after operating the course developed. According to the survey, the students' self-evaluated confidence on the basic competencies in 16 fields of math and physics showed a significant increase. Students with high confidence in basic competencies also received high actual grades. General high school graduates' confidence point in basic competencies improved from 54.7 at the beginning to 75.3 points at the end of the semester, while specialized high school graduates' enhanced from 38.3 to 64.0 which is higher than that of general high school graduates at the beginning of the semester.

• Journal for History of Mathematics
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• v.19 no.4
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• pp.133-150
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• 2006

This study is to investigate the effects of a mathematics history lecture on elementary students' math learning. Pre- and post-tests were done for 33 6th grade students before and after 3-units of mathematics history lecture by a mathematician. The results show that the lecture improved students' interests and confidence on math. Especially, the tests present a positive change in students' attitudes on math and results in an increased curiosity on and willingness to study math. This study shows a consistent result with previous studies of teaming effects of introducing mathematics history in math. This study also highlights that even 3-units of math history lecture can significantly improve students' attitude and belief on math learning. Given the positive effects of math history lecture on students' math loaming, it is implicated that math history be included in the formal elementary math curriculum and more participation of math history experts in math.learning processes is needed.

• Journal of the Korean School Mathematics Society
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• v.5 no.2
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• pp.71-82
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• 2002

This study purported to develop the learning materials for the optional activities of mathematics, apply them to the students, and examine the effect on the learner's interest and attitude to mathematics. In order to conduct this study, the learning materials for the mathematics optional activities were developed according to the units of grade 8-Ga and the developed learning materials of the mathematics optional activities were inputted in two classes for 18 units after the second grade middle school students in Daejeon area received the questionnaire regarding the learning attitude and the interest in the mathematics. After that, the questionnaire regarding the learning attitude and the interest in the mathematics and the examination regarding the response to the application of the learning materials for mathematics optional activities were conducted and did t-test. The results of the study as follows : First The learning materials applied exciting games for mathematics optional activities aroused interest in mathematics and made the learners have confidence in mathematics learning. Second, There was affirmative change in the interest and attitude to the mathematics learning with the application of the mathematics optional learning materials. Third The leaning materials of the mathematics optional activities made the learners think mathematical questions connected with the real life and try various ways to solve the questions. Here are some suggestions to study the development of the learning materials such as story, game, quiz and craft. First it is necessary to develop the learning materials applied the games or the real life matters connected with mathematics for all grade middle school students and use them in the mathematics optional activities. Second, many students feel a great interest in animation. moving picture, sound graphic, etc. If the multimedia learning materials included the real life matters or the games are developed, the learners will feel more interest in mathematics. Third, the systematic and economical support is continuously needed in order that teachers are given much time to study and the opportunity to attend the training course for the understanding of the optional activities and the development of the various learning materials.

• Journal of the Korean Data and Information Science Society
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• v.24 no.1
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• pp.189-200
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• 2013

In this paper, it will be assumed that there are two distinct populations which are multivariate normal with equal covariance matrix. We also assume that the two populations are equally likely and the costs of misclassification are equal. The classification rule depends on the situation whether the training samples include missing values or not. We consider the conditional bootstrap confidence intervals for classification error rate when a block of observation is missing.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.2
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• pp.151-169
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• 2006

This study is to adjust the Theory in the Mathematics Education, apply it to learning mathematics and to analyse its effectiveness. The results of the study are summarized as follows. First, because learning mathematics is hierarchical, teachers must make and use a task analysis table classified by units. Second, development age and the retention of mathematics concepts are intimately associated with cognitive development theory. Third, learning mathematics through cognitive processes enhances a student's scholastic achievement. Fourth, students interests and self-confidence can be enhanced through the presentation of both examples and non-examples. We cannot understand the higher-order concepts of mathematics by only its definitions. The only way of understanding such concepts is to have experience through suitable examples.

• School Mathematics
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• v.12 no.3
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• pp.273-299
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• 2010

The purpose of the study is designing and implementing 'Sampling Distributions Simulation' to help students to understand concepts of sampling distributions. This computer simulation is developed to help students understand sampling distributions more easily. 'Sampling Distributions Simulation' consists of 4 sessions. 'The first session - Confidence level and confidence intervals - includes checking if the intended confidence level is actually achieved by the real relative frequency for the obtained sample confidence intervals containing population mean. This will give the students clearer idea about confidence level and confidence intervals in addition to the role of sampling distribution of the sample means among those. 'The second session - Sampling Distributions - helps understand sampling distribution of the sample means, through the simulation method to make comparison between the histogram of sampling distributions and that of the population. The third session - The Central Limit Theorem - includes calculating the means of the samples taken from a population which follows a uniform distribution or follows a Bernoulli distribution and then making the histograms of those means. This will provides comprehension of the central limit theorem, which mentions about the sampling distribution of the sample means when the sample size is very large. The forth session - the normal approximation to the binomial distribution - helps understand the normal approximation to the binomial distribution as an alternative version of central limit theorem. With the practical usage of the shareware 'Sampling Distributions Simulation', we expect students to have a new vision on the sampling distribution and to get more emphasis on it. With the sound understandings on the sampling distributions, more accurate and profound statistical inferences are expected. And the role of the sampling distribution in the inferences should be more deeply appreciated.

• East Asian mathematical journal
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• v.30 no.2
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• pp.123-148
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• 2014

The purpose of this article described the effects of mentoring program to the underachiever's attitude in learning Mathematics. In order to do this research, a mentoring class had been carried out for 30 weeks, with two students who was underachievers in mathematics. It was carried out contrastive analysis on the student's learning attitude in the math class before and after the mentoring, using a questionnaire of learning attitude in math with 40 questions, filling the blanks in sentence, recording files of class, and mentoring journals. As a result, before taking the mentoring class, students who were participated in the mentoring program were negative and low in five subordinate concepts(learning attitude, such as their tendency, interest, desire, confidence, attitude, and studying habits in math). However, after the mentoring class, the two students were remarkably changed in positive way on the five concepts in learning mathematics. Therefore, it is helpful to underachievers in mathematics if the mentoring program is used since it yields a positive impact on the learning attitude.

• Journal of Digital Convergence
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• v.10 no.11
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• pp.565-577
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• 2012

Various factors affecting teachers' self-confidence exist in math class using technology such as graphic calculators. For example, internal factors such as teachers' attitude and external factors such as school administrators or colleague's support can be considered. Pedagogical Technology Knowledge(PTK) is the very important factor which determines teacher's self-confidence in educational technology, and the development of PTK is composed of teacher's perception on the technology and its application and instrumentation. This study investigated 19 pre-service and current middle and high school teachers in the respect of their change of self-confidence, attitude, expertise on pedagogical technology, and quality of math class. These are anlayzed with the concept of instrumentation and instrumentalization through various experiences like graphic calculator, GPS and AutoGraph. The result indicated that constraints or obstacles did not affect much if teachers' attitude and self-confidence were strong. Particularly teachers' firm will to learn about technology and their confidence on its value are the critical factors in using technology for mathematics class.

• School Mathematics
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• v.3 no.2
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• pp.295-324
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• 2001

Until now, There have been few studies to investigate a degree of abilities or interesting about mathematical problem-posing of first and second grades in elementary school. This is due to the fact that this students(1st and 2nd grades) have a limited amount of study time and their minds are not fully developed, and are lacking in their representation of ability to use the national language. This being the case, it is difficult to investigate their Mathematical problem-posing in a practical manner. However, our 7th elementary school Mathematics curriculum emphasizes the teaching and learning of Mathematical problem-posing from a basic level of first and second grade with emphasis on activity in teaming Mathematics. Through this study, having analysed the problems those children posed, I have found out they improved in numbers and correctness of their posed problems. And I too could found out showing to their much interesting and confidence to mathematical problem-posing and could confirmed for the children to admit themselves its merits through analyzing some questions to ask their opinions to it. I expect that this study can help to develop the teaching and learning materials for mathematical problem-posing and also to improve its methods of elementary school mathematics. The next study task is, I think, that it is necessary to accumulate the studies to investigate and analyse the practical learning activities of children for problem-posing contents of mathematics text books.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.567-581
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• 2010

The basic direction of mathematical education for a 21st century is focused on helping student to understand mathematics and develop their problem solving abilities, mathematical dispositions and mathematical thinking. Elementary mathematics teachers should help students make sense of mathematics, confident of their ability, and make learning environment comfortable for students to participate in. The best way is to provide chances to play a game for students, considering educational value of game and new directions for mathematical education. Therefore I would like to develop an mathematical game to conform mathematical ideas, and apply it, as well as strengthen students' mathematical disposition such as confidence, flexibility, interest and curiosity to improve quality of mathematical education. If students are helped to be interested in mathematics through mathematical games, they regard mathematics as interesting and challengeable subject to let themselves think many ways.