• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.117-129
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• 2000

The purpose of this research consists in understanding how the effects of Teaching Method by Questions on the achievement ability of math study and learning attitude are in the aspect of teaching and learning procedure, compared with those of the traditional teaching way. To attain the purpose, the research questions have been set up as follows: ［Research Question 1］ How to make a teaching plan of effective Learning by Questions\ulcorner ［Research Question 2］ Can Learning by Questions bring about a meaningful difference between two groups (experimental group and comparative group) in the aspect of the achievement ability of math study\ulcorner ［Research Question 3］ Can Learning by Questions change the Learning attitude of the students positively\ulcorner The outcome is as follows: First, it shows that the experimental group with Learning by Questions have marked more significant difference than the comparative group in the aspect of the achievement ability of math study. That is, Learning by Questions has a positive effect on the achievement ability of math study. Second, the experimental group with Learning by Questions have brought about more positive learning attitude than the comparative group without Learning by Questions.

• Journal of the Korean School Mathematics Society
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• v.4 no.1
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• pp.115-124
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• 2001

This research is focused on the development of Math teaching and/or learning materials in which the students are centered, not teachers, and which can, in turn, activate and reinforce the students' extra curricular Math activitie The findings I came to have through my research can be summarized as follows: 1. Math teaching and/or learning materials developed based on the students' interactions in the Math extra-curricular activities helped students to learn Math better and to be more interested in Math. 2. There was a positive attitude change toward Math on the side of the students after being introduced in and exposed to Math through the above mentioned Math teaching and/or learning materials. 3. There was a positive attitude change toward Math on the side of the students after being taught Math using the above mentioned Math teaching and/or learning materials. The suggestions I came to have through my research are as follows: 1. There need to be more consistent efforts in developing the Math teaching and/or learning materials which can be used in the Math extra-curricular activities. 2. There need to be more consistent efforts in developing Math teaching paradigms which can be used in Math extra-curricular activities. 3. There need to be more consistent efforts in developing the Math teaching and/or learning materials which can be used in the Math class as well as in Math extra-curricular activities. 4. There need to be more consistent efforts in developing the Math teaching and/or learning materials which are more grade-, unit-, and category-conscious.

• Journal of Digital Convergence
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• v.17 no.12
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• pp.67-75
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• 2019

This study was conducted to analyze the effects of mathematics classes using engineering tools on students' mathematics academic achievement and mathematics learning attitude, focusing on the basic figure and drawing sections of the first grade of middle school. Eighty students of first-grade at H Middle School in South Gyeongsang province were divided into two groups, taking a total of six weeks of classes using engineering tools(Algeomath) and traditional tools, and covariate analysis(ANCOVA) was used to analyze students' mathematics academic achievements and changes in mathematical learning attitude. The analysis found that classes using engineering tools were effective in students' mathematics academic achievements and attitude of learning math. Based on the results of the study, the necessity of utilizing various engineering tools in the future secondary school math class and the prospect and implications of the classes were discussed.

• 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 the Korean School Mathematics Society
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• v.19 no.4
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• pp.329-356
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• 2016

The purpose of the study was to develop project based math learning using future prospective jobs to find out its effects on elementary school student's attitude toward mathematics and career awareness. Also, this study aims at implementation of this project based math learning program in school math education. The project based math learning using future prospective jobs was conducted through 19 lessons for 7 weeks. As a result, the project based math learning using prospective jobs is turned out to be effective on developing attitudes on mathematics and career awareness positively.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.465-484
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• 2020

The purpose of this study was to prove the effect of Mathematics field experience trip program on students' attitude in learning Mathematics. For this we developed Jejumok-Gwanna Math-Tour program in 2019 for students which would make them to walk and experience mathematics in the field. In that program, we suggested several Mathematics examples about natural objects and artifacts in Jejumok-Gwanna. After that, we let A middle school students within Jeju to experience this program in order to see the effect of this program. We asked participants to write pre- and past- questionnaire, have an interview, and write review. After analyzing those, this study concluded that the effect of Jejumok-Gwanna Math-Tour on student's attitude in learning mathematics was statically significant. The result of this study suggested that Mathematics Field Experience Study Program could be useful to improve student's attitude in learning mathematics.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.215-230
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• 2006

In this paper, we performed research about the successful and unsuccessful factors for college math education. In addition, on the basis of the results from the comparative study on the Korean/foreign students' attitude toward the role of computers in math study, we tried to find out the ways to reflect the results on college math education. As the ways to improve college math education we propose that the professors should emphasize the significance of math and explain the successful and unsuccessful factors for math learning during the initial period of each semester. Furthermore, the professors should recognize the importance of computers in math study and ask for the university authority's support to provide necessary softwares and establish computer labs.

• Communications of Mathematical Education
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• v.22 no.2
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• pp.91-108
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• 2008

One of the essential factors for successful college mathematics class is to provide a strong motivation for learning to students. In this respect, this paper attempted to find out how the letter-writing assignment can change students' learning attitude and enhance their motivation for further mathematical investigation. The process is to have all students write up letters containing a summary of the major points covered during the semester, and to find out how valuable is the letter-writing assignment. The major finding of this research is that the letter-writing assignment makes a notable contribution to the desirable change of students' learning attitude. From this finding, we suggest that the letter-writing assignment be adopted by more math classes and expect that such expansion of the letter-writing assignment would have a positive influence on the students' learning attitude.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.79-91
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• 1999

The aim of this study focused on student-centered learning not teacher-centered teaching in middle school math classes. This study was performed to check the growth of students' problem-solving abilities, learning attitudes and changes in learning motivation among affective characteristics. The results of this study is as followings: 1) The controlled group a heterogeneous group which had classes in a math room, had more meaningful growth than the uncontrolled group. The results of the study show that the problem-solving abilities of the high-leveled group were better than those of the low-leveled group. 2) The controlled group has shown meaningful difference in their mean in learning aptitude test and attitude test converted their score into 100 points than uncontrolled group, and various kinds of learning materials suitable for problem solving are proved as a good learning factor to induce students' motivation and interest. 3) Students prefer to have classes in a math room to the small-sized and large-numbered classrooms. The atmosphere in a math room is more suitable to improving their problem-solving abilities. In this context, the classes performed in a math room are fairly positive. Consequently, students' leveled learning activities performed in a math room can get their learning motivation and attention from those who are lack of interest and think math is difficult and be effective to increase their problem-solving abilities as a learning method for acquiring the whole course of solving the problems.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.357-377
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• 2014

The purpose of this study is to identify whether math class with clip-type contents has a significant impacts on the academic achievement and attitude of students. To answer the questions, two classes of 4th graders at Sinlim Elementary School in Gwanak-gu, Seoul were selected as subjects; they were divided into experimental group and comparative group. They were confirmed as a homogeneous group at the significance level of 0.05 during a pre-test. The findings are as follows. First, math class with clip-type contents had positive influence on the academic achievement. Second, math class with clip-type contents had positive influence on the attitude towards learning. Furthermore, proper clip-type contents for class boost their understanding and enhance their mathematical thinking with multiple views. It led to their self-confidence in learning math, developing a positive attitude towards math. The benefits of the present research can be summarized as follows. First, the math class with clip-type contents benefited both teachers and students. For teachers, it helped them boost the quality of their teaching. For students, it helped them understand the class better, improving their academic achievement. Second, the diverse, interesting contents had a positive impact on the following of the students: self-concept of math; attitude towards math; learning habits.