• Journal for History of Mathematics
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• v.22 no.1
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• pp.89-110
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• 2009

This paper observed the effect of CAS calculator usage while studying algebra on the achievement of low-achievement students. Participants were composed of 70 low-achievement tenth grade students from a high school located in a metropolitan city. That had never used a mathematics educational calculator before. Target participants were divided into two groups: an experiment group that studied activity papers with the aid of a CAS calculator, and a control group that studied the same activity papers using only paper-and-pencil. The content of the activity papers for the two groups was the same, but the structure differed. Content consisted of numbers and operations, equations and inequalities(character and expressions), and functions. Students in the experiment group exhibited matacognition learning using a CAS calculator. The two groups completed mathematics achievement tests both before and after the activity papers. Therefore, ANCOVA analysis results showed that compared to the pretest, results of the experiment group improved considerably more than the control group.

• The Mathematical Education
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• v.39 no.2
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• pp.127-144
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• 2000

School mathematics are composed of five major units of numbers& algebraic expressions, equations & inequalities, functions, figures, and statistics & probabilities. But if we look into the general activities of mathematics teachers in their class, they rather do not take into account students\` cognitive and affective traits or degree of difficulty which each of the unit has. For successful teaching of mathematics, teachers should take into consideration many affective items which influence the students\` scholastic achievement. Among them student\`s liking for the mathematics is commonly accepted as the most important factor for successful learning. In this study, with the five units of school mathematics, we investigated the students\` degree of likings for each unit. To fined out whether there are any differences in students\` likings for the mathematics, between regions and kind of schools, we classified the population according to the locations and kinds of schools. To do this, we divided the whole region into four parts such as Seoul, large city, medium city and town. Moreover, we partitioned the whole secondary school students into four groups of middle school students, vocational high school students, pro-science students of academic high schools, and pro-liberal arts students of academic high schools. From each partition, we sampled similar size of experimental groups which came up to total 1260 students. Analysing the answer sheets which the students responded about the questionnaire, we investigated the following questions using the ANOVA test. 1. Is there any differences in the trend of likings for each unit between the regional classifications? 2. Is there any differences in the trend of likings for each unit between the classifications of secondary schools? 3. What trends of changes are there in the degree of likings for each unit according to the rising of students\` grade?

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.53-80
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• 2012

This study was designed to find the characteristics of mathematical errors and discourse in simultaneous equations and inequalities for migrant students from North Korea. 5 sample students participated, who attended in an alternative school for the migrant students from North Korea at the study in Seoul, Korea. A total of 8 lesson units were performed as an extra curriculum activity once a week during the 1st semester, 2011. The results indicated that students showed technical errors, encoding errors, misunderstood symbols, misinterpreted language, and misunderstood Chines characters of Koreans and the discourse levels improved from the zero level to the third level, but the scenes of the third level did not constantly happen. Nevertheless, the components of discourse, explanation & justification, were activated and as a result, evaluation & elaboration increased in ERE pattern on communication.

• Health Policy and Management
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• v.34 no.3
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• pp.282-292
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• 2024

Background: This study aimed to identify the relationship between regional health outcomes and the living population, which may reflect the characteristics of population migration in Seoul. Methods: This study used raw data on cause of death statistics from Statistics Korea's Micro Data Integration Service. To identify the independent variable, the living population, we used living population data provided by Korean Telecom for 25 districts of Seoul. The control variables were based on the four domains of SDoH (social determinants of health; economic stability, healthcare access and quality, neighborhood and built environment, and social and community context). Panel generalized estimating equations (GEE) analysis was used to determine the relationship between living population and regional health outcomes. Results: The panel GEE analysis showed that all mortality-related health outcomes (avoidable, preventable, and treatable mortality) had a statistically significant negative relationship with the living population. This indicated that an increase in living population had a positive effect on mortality-related health outcomes. Conclusion: The identification of a notable relationship between regional health outcomes and population density underscores the utility of incorporating living population metrics as key indicators in the development of policies aimed at mitigating health disparities. Moreover, this finding advocates for strategic expansions of local infrastructure, with a particular emphasis on areas characterized by low living populations.

• The Mathematical Education
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• v.63 no.1
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• pp.1-18
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• 2024

This study aims to analyze low-performing high school students' difficulties in constructed response (CR) mathematics assessments and explore ways to use writing activities to support student learning. The participants took CR assessments, engaged in guided writing activities across 15 lessons, and provided responses to our interviews. The study identified 20 types of student difficulties, which were sorted into two main categories: "mathematical difficulties" and "CR difficulties." The difficult nature of mathematics as a school subject included a lack of understanding of mathematical concepts, students' difficulty with mathematical symbols and notations, and struggles with word problems. Challenges specific to CR assessments included students' difficulties arising from the testing conditions unlike those of multiple-choice items, and included issues related to constructing appropriate responses and psychological barriers. To address these challenges in CR assessments, the study conducted guided writing activities as an intervention, through which six themes were identified: (1) internalization of mathematical concepts, (2) mathematical thinking through relational understanding, (3) diverse problem-solving methods, (4) use of mathematical symbols, (5) reflective thinking, and (6) strategies to overcome psychological barriers.