• 제목/요약/키워드: Learning Difficulty in Mathematics

검색결과 101건 처리시간 0.019초

Relationships Between Teachers′ Knowledge of School Mathematics and their Views of Mathematics Learning and Instructional Practice: A Case Study of Taiwan

  • Huang, Hsin-Mei
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제6권1호
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    • pp.1-28
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    • 2002
  • This study explored teachers (n = 219) from northern, central, southern and eastern Taiwan concerning their views about children's learning difficulties, mathematical instruction and school mathematics curricular. Results showed that teachers' mathematics knowledge or their instruction methods had no significant influence on their views of children's learning difficulties. Even though teachers indicated that understanding of abstract mathematical concepts was the most prominent difficulty for children, they tended to employ direct instruction rather than constructive and cooperative problem solving in their teaching. However, teachers' views of children's learning difficulties did influence their instructional practice. Results from in-dept interviews revealed that there were some obstacles that prevented teachers from putting constructiveism perspectives of instruction into teaching practice. Further investigation is needed to develop a better understanding of epistemology and teaming psychology as well as to help teachers create constructive learning situations.

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2007년 개정 수학과 교육과정에 따른 선택과목 교과서의 수학교사 체감난이도 분석 (The analysis of sensed difficulty on the selective tracks textbooks based on 2007 revised mathematics curriculum)

  • 이봉주;김창일
    • 한국수학교육학회지시리즈A:수학교육
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    • 제52권1호
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    • pp.1-17
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    • 2013
  • The goal of the textbooks of 2009 revised curriculum is to make customized lectures possible considering learning characteristics and understanding level of students. However, it is not easy to find a research result on sensed difficulty of the mathematics textbook, which is able to provide valuable information on the development of the diverse level textbooks. This research suggested criteria in analysing sensed difficulties of field teachers on the textbooks, and analysed sensory difficulty on the selective tracks textbooks based on 2007 revised mathematics curriculum using the criteria. The results of the analysis on 59 mathematics selective tracks textbooks show that all have average sensed difficulty. The criteria and research results are expected to provide valuable information in future mathematics textbook development.

무한 개념의 이해와 직관의 역할 (Understanding of the concept of infinity and the role of intuition)

  • 이대현
    • 대한수학교육학회지:수학교육학연구
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    • 제11권2호
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    • pp.341-349
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    • 2001
  • Infinity is one of the important concept in mathematics, science, philosophy etc. In history of mathematics, potential infinity concept conflicts with actual infinity concept. Reason that mathematicians refuse actual infinity concept during long period is because that actual infinity concept causes difficulty in our perceptions. This phenomenon is called epistemological obstacle by Brousseau. Potential infinity concept causes difficulty like history of development of infinity concept in mathematics learning. Even though students team about actual infinity concept, they use potential infinity concept in problem solving process. Therefore, we must make clear epistemological obstacles of infinity concept and must overcome them in learning of infinity concept. For this, it is useful to experience visualization about infinity concept. Also, it is to develop meta-cognition ability that students analyze and control their problem solving process. Conclusively, students must adjust potential infinity concept, and understand actual infinity concept that is defined in formal mathematics system.

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Effects of a Flipped Classroom using Khan Academy and Mathematical Modeling on Overcoming Difficulties in Learning Mathematics

  • Lee, Jiyoon;Shin, Dongjo
    • 한국수학교육학회지시리즈D:수학교육연구
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    • 제25권2호
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    • pp.99-115
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    • 2022
  • This study examined difficulties middle school students have in learning mathematics and proposed a flipped classroom consisting of Khan Academy activities, small-group problem solving, and mathematical modeling to help improve their learning. A mixed-method approach was used to identify difficulties students have in learning mathematics, explore how the flipped classroom helped them reduce the learning difficulties identified, and examine if there were differences in students' mathematics achievement and their affective characteristics after participating in the flipped classroom. Qualitative analyses showed that students had difficulties in understanding mathematical concepts and finding effective ways to learn as well as negative views towards learning mathematics. This study also found that each activity of the flipped classroom had a different impact on student learning. Before class, the Khan Academy activities were most likely to help students understand mathematical concepts. In class, small-group problem solving activities were most helpful for students who had trouble finding effective learning methods and environments. Mathematical modeling activities were most likely effective in changing students' negative views towards mathematics. A quantitative analysis showed that the flipped classroom not only significantly improved the students' mathematics achievement, but also positively affected their confidence and motivation and how much they valued learning mathematics.

대학수학능력시험 수리 영역 문항 난이도 예측을 위한 회귀모형 추정 (Estimating the regression equations for predicting item difficulty of mathematics in the College Scholastic Ability Test)

  • 이상하;이봉주;손홍찬
    • 한국수학교육학회지시리즈A:수학교육
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    • 제46권4호
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    • pp.407-421
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    • 2007
  • The purpose of this study is to identify the item characteristics that are supposed to affect item difficulty and to estimate the regression equations for predicting item difficulty of mathematics in the College Scholastic Ability Test(CSAT). We selected six variables related to item characteristics based on learning theories: contents, cognitive domain, novelty, item type, number of concepts, and the amount of computation. With data of the CSAT mathematics test administered in 2004-2006, item difficulty was regressed on the six variables, the location of an item, and the item writer's judgment on difficulty. The novelty of an item was found to be a statistically insignificant variable in explaining item difficulty. Four regression equations with different sets of independent variables could explain $70%{\sim}80%$ of the item difficulty variance and were validated as predicting item difficulty of the mock CSAT in 2006.

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예비 수학교사의 멘·튜터링 활동에 관한 사례 연구 (A Case Study on the Men-tutoring Activities of Pre-Service Math Teacher)

  • 허유진;고호경;허난
    • East Asian mathematical journal
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    • 제37권2호
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    • pp.197-221
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    • 2021
  • In this study, a men-tutoring model was applied to four second-year high school students in mathematics learning counseling that could cultivate cognitive and affective domains. By observing and analyzing the cases, we examined the effects of mathematics learning counseling on students' mathematical attitudes and self-regulated learning ability. The results of mentoring applied to mathematics learning counseling had a positive effect on reinforcing prerequisite learning, improving self-regulated learning ability, strengthening mathematical strategies, and inducing learning motivation and maintaining interest. We are looking forward to that men-tutoring can be used effectively for students who have difficulty learning mathematics.

교육소외 학생들을 위한 수업모형과 통계이해수준에 관한 연구 (A Study on an Instructional Model and Statistical Thinking Levels to Help Minority Students with Low-SES and Learning Difficulty)

  • 백정환;고상숙
    • 한국수학교육학회지시리즈A:수학교육
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    • 제50권3호
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    • pp.263-284
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    • 2011
  • We took note of the fact that there were not many studies on improvement of mathematics learning in the field of statistics for the minority students from the families who belonged to the Low-SES. This study was to help them understand the concepts and principles of mathematics, motivate them for mathematics learning, and have them feel familiar with it. The subjects were 12 students from the low-SES families among the sophomores of 00 High School in Gyeonggi-do. Although it could not be achieved effectively in the short-term of learning for the slow learners, their understanding of basic concepts and confidence, interests and concerns in statistical learning were remarkably changed, compared to their work in the beginning period. Our discourse classes using various topics and examples were well perceived by the students whose performance was improved up to the 3rd thinking level of Mooney's framework. Also, a meaningful instructional model for slow learners(IMSL) was found through the discourse.

엑셀을 활용한 통계 수업의 흥미도 신장 방안 (A STUDY ON THE STIMULATIONOF INTEREST IN LEARNING STATISTICS THROUGH SPREADSHEET)

  • 김동제;박용범
    • 대한수학교육학회지:학교수학
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    • 제3권1호
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    • pp.109-129
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    • 2001
  • The concern of this paper is to provide learning opportunities to participate in the class of statistics with interest for the students who dislike mathematics and especially find difficulty in understanding statistics. The students were encouraged to arrange data collected in their daily life by the use of spreadsheet program and to interpret the result of data with graphs, so that they could have a great interest in statistics and make steady progress in their voluntary study. The further study to use computers in teaching mathematics should be continued and recommended in the rapid age of information and knowledge-based.

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2015 개정 수학과 교육과정 초등학교 1~2학년 적용에서의 쟁점 분석 (Analysis of the issues derived from the implementation of the 2015 revised mathematics curriculum in 1st and 2nd grade)

  • 김성경;오택근
    • 한국수학교육학회지시리즈A:수학교육
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    • 제58권2호
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    • pp.263-282
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    • 2019
  • 2015 개정 수학과 교육과정의 초등학교 1~2학년 적용 실태 분석 결과, 대부분의 교사들은 '놀이 수학' 코너가 교과역량 함양에 도움이 되며, 수학 학습량 및 내용의 수준, <수학> 및 <수학 익힘>의 어휘 수준과 문장의 길이 등은 적절하다고 보았으나 일부 교사들은 어휘가 어렵고 문장도 길다고 인식하였다. 또한 수학 이해 및 한글 해득에 있어서의 학생 간 수준 차이가 크다는 것이 초등학교 1~2학년 수업 운영의 주된 어려움이라는 교사들의 인식을 토대로 본 연구에서는 수학 이해 및 한글 해득에 어려움을 겪는 학생을 위한 적극적인 지원의 필요성을 제안하였다.

구성주의가 수학 교과용 도서에 주는 시사와 난점 (Comments on Developing Mathematics Textbooks Based on Constructivism)

  • 황혜정;임재훈
    • 대한수학교육학회지:수학교육학연구
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    • 제9권1호
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    • pp.295-309
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    • 1999
  • The primary purpose of this study is to investigate problems with the current mathematics textbook. According to a survey, the following were the findings: Textbook is only a tool-book for introducing mathematical facts. It is a unique book for all students possessing different level of mathematical ability. There is difficulty in teaming math using technological devices and in activating(mental and concrete) manipulative activities. There is difficulty in communicating while doing mathematics. There is lack of defined and developed layout of textbook, et. al. It can be however found that these problems can be solved to some degrees, when mathematics textbook is developed based on constructivism. Recently, in mathematics education, it has been gradually emphasized that constructivism can be powerful in teaching and learning mathematics. There are however some difficulties in developing mathematics textbooks to reflect constructivism, such as to fill the gap between the contents written in the national curriculum determined in advance and the contents which students construct psychologically or socially in mathematics class.

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