• Education of Primary School Mathematics
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• v.24 no.1
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• pp.1-20
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• 2021

Factors influencing mathematics academic achievement are constantly changing and have direct and indirect effects on mathematics achievement, so longitudinal studies that can predict and analyze their growth are needed. This study uses longitudinal data on students from 2011 (5th grade of elementary school) to 2015 (2nd grade of middle school) of the Seoul Education Longitudinal Study, and divides them into groups with similar longitudinal changes in mathematics academic achievement. The direct and indirect effects of learning attitudes and achievement goals were examined. As a result of the study, it was found that learning effort and learning attitude had a direct effect on mathematics achievement in 1 group (2277 students, 67.7%), and learning attitude had a direct effect on mathematics achievement in 3 groups (958 students, 28.5%). And it was found that learning effort h ad an indirect effect. In addition, it was found that both learning attitudes, learning efforts, and achievement goals had no effect on the academic achievement of mathematics in the second group (127 students, 3.8%).

• The Mathematical Education
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• v.23 no.2
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• pp.5-11
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• 1985

There arc numerous techniques available to appraise pupil achievement in elementary school mathematics. The teacher must utilize a variety of approaches to assess pupil growth in the mathematics curriculum. Each evaluation technique has its strengths as well as weaknesses. Thus, a specific evaluation technique may be utilized as a check on other approaches to appraisal. Pupil achievement must be assessed in terms of stated relevant understandings. skills, and attitudinal objectives. It is not adequate to appraise pupil growth in terms of understandings objectives only. Pupils must also be assessed in terms of skills objectives. The understandings acquired by learners must be utilized; thus, skills objectives need to be stressed adequately in ongoing units of study in elementary school mathematics. Adequate emphasis also needs to be placed upon pupils achieving attitudinal goals. Desireable attitudes on the part of learners aid in achieving understandings and skills objectives. A defensible program of evaluation would then stress that pupil achievement be adequately appraised in terms of understandings, skills, and attitudinal objectives.

• The Mathematical Education
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• v.58 no.1
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• pp.21-39
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• 2019

This study examines the longitudinal effect of goal perception, mathematics class factors(perceptions about mathematics teachers (PMT), mathematics classroom attitude), and mathematics academic achievement. This study consists of three research models. First, we examined the longitudinal change of goal perception, perceptions about mathematics teachers (PMT), mathematics classroom attitude, and mathematics academic achievement using latent growth curve modeling. Secondly, the slope of PMT is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Finally, the slope of mathematics classroom attitude is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Data were extracted from Seoul Education Longitudinal Study from 2010 to 2012 (in three waves), and the analysis used by middle school students, measured by 4163 students of the three-wave surveys. Latent growth modeling was applied to verify the research problems. The results of the research are as follows. First, the slope of goal perception had positive and significant effects on the slope of PMT and mathematics classroom attitude, respectively. Second, the slope of PMT and mathematics classroom attitude had positively significant effects on the slope of mathematics academic achievement. Finally, it was confirmed that the slopes of PMT and mathematics classroom attitude are critical mediators between the slope of goal perception and the slope of mathematics academic achievement.

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.207-227
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• 2020

The demand for private education in Korea is steadily increasing every year, and the participation rate of private education is increasing as the grade goes down. In order to empirically verify the effectiveness of private education, it is necessary to analyze through longitudinal data that has been mainly investigated over a long period of time. This study investigated the longitudinal changes in mathematics academic achievement and participation time in mathematics private education using longitudinal data from 2013 (4th grade in elementary school) to 2017 (2nd grade in middle school) of the Seoul Education Longitudinal Study. The students were divided into groups in which mathematics academic achievement changed similarly as the grade went up, and the effect of mathematics academic achievement was examined according to the change of participation time in private mathematics education for each group. As a result of the study, it was found that the participation time of private math education of all students continuously increased from the 5th grade of elementary school to the 2nd grade of middle school, and the participation time of private math education by group was different. In addition, the effect of private tutoring by group was different according to the group.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.325-354
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• 2020

This study utilized longitudinal data from the 2013 year (Secondary Middle School) to 2017 year (Secondary High School) of the Seoul Education Termination Study. Using the latent growth model and the piecewise growth model, we investigated the changes in mathematics academic achievement, internal factors(self-concept, self-control, self-assessment of life satisfaction), and external factors(school climate, guardians) as students' grades increased, and examined whether internal factors and external factors influence the changes in mathematics academic achievement. We examined whether internal and external factors influence the change in academic achievement. As a result of analysis, it was found that mathematics academic achievement remained unchanged from the first grade of middle school to the second grade of middle school, and steadily increased from the second grade of middle school to the first grade of high school, and then decreased slightly in the second grade of high school. The internal and external factors had little change. It has been found that self-concept, self-control as internal factors, and school climate as external factors influence changes in mathematics academic achievement.

• Bulletin of the Korean Mathematical Society
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• v.54 no.6
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• pp.2065-2079
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• 2017

This paper is devoted to the minimal and maximal bounded solutions for general time interval quadratic backward stochastic differential equations with stochastic conditions. A general existence result is established by the method of convolution, the exponential transform, Girsanov's transform and a priori estimates, where the terminal time is allowed to be finite or infinite, and the generator g is allowed to have a stochastic semi-linear growth and a general growth in y, and a quadratic growth in z. This improves some existing results at some extent. Some new ideas and techniques are also applied to prove it.

• East Asian mathematical journal
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• v.32 no.4
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• pp.465-482
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• 2016

This study aims to investigate research trends relevant to mathematics teachers and discuss implications on professional development of mathematics teachers. For the purpose of this study, we review 156 articles written between 2006 and 2015 related to mathematics teachers. The articles are analyzed using the model of professional growth suggested by Goldsmith, Doerr, Lewis(2014). The model discusses personal domain, external domain, domain of practice, and domain of consequence. In the results of this study, articles focusing on the personal domain of mathematics teachers appear a lot in reviewed ones, whereas studies relevant to external domain or domain of practice of mathematics teachers are relatively small.

• Research in Mathematical Education
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• v.15 no.4
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• pp.341-355
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• 2011

A research group consisting of some mathematics education scholars and school teachers has been formed to build a website which intended to combine both theories and practices of mathematical teaching since 2002. There were three working stages: video-tapping realistic math teaching, developing video discs of different themes, and designing e-Learning. The group members learned knowledge of teaching by actual participating. On the other hand, the products enabled the audience to get professional development in knowledge of both mathematics and teaching. Management process of this group and effects upon the participants and users will be presented and discussed in this paper. A research group consisting of some mathematics education scholars and school teachers has been formed to build a website which intended to combine both theories and practices of mathematical teaching since 2002. There were three working stages: video-tapping realistic math teaching, developing video discs of different themes, and designing e-Learning. The group members learned knowledge of teaching by actual participating. On the other hand, the products enabled the audience to get professional development in knowledge of both mathematics and teaching. Management process of this group and effects upon the participants and users will be presented and discussed in this paper.

• The Pure and Applied Mathematics
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• v.16 no.1
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• pp.155-165
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• 2009

We investigate the growth of solutions of complex linear differential equations in the unit disc. We obtain properties of solutions of differential equations with entire coefficients. We use the concept of the hyper order to estimate the growth of solutions.

• The Pure and Applied Mathematics
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• v.19 no.3
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• pp.289-295
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• 2012

We research the properties of solutions of general higher order non-homogeneous linear differential equations and apply the hyper order to obtain more precise estimation for the growth of solutions of infinite order.