• Title/Summary/Keyword: Mathematical

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Correlation between Gifted and Regular Students in Mathematical Problem Posing and Mathematical Creativity Ability (수학 영재학생과 일반학생의 수학 창의성과 문제설정과의 상관 연구)

  • Lee, Kang-Sup;Hwang, Dong-Jou
    • The Mathematical Education
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    • v.46 no.4
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    • pp.503-519
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    • 2007
  • In this study, the instrument of mathematical problem posing ability and mathematical creativity ability tests were considered, and the differences between gifted and regular students in the ability were investigated by the test. The instrument consists of each 10 items and 5 items, and verified its quality due to reliability, validity and discrimination. Participants were 218 regular and 100 gifted students from seventh grade. As a result, not only problem solving but also mathematical creativity and problem posing could be the characteristics of the giftedness.

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An analysis of mathematical tasks in the middle school geometry (중학교 수학 교과서에 제시된 기하영역의 수학 과제 분석)

  • Kwon, JiHyun;Kim, Gooyeon
    • The Mathematical Education
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    • v.52 no.1
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    • pp.111-128
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    • 2013
  • The purpose of this study was to examine and analyze the cognitive demand of the mathematical tasks suggested in the middle school textbooks. In particular, it aimed to reveal the overall picture of the level of cognitive demand of the mathematical tasks in the strand of geometry in the textbooks. We adopted the framework for mathematical task analysis suggested by Stein & Smith(1998) and analyzed the mathematical tasks accordingly. The findings from the analysis showed that 95 percent of the mathematical tasks were at high level and the rest at low level in terms of cognitive demand. Most of the mathematical tasks in the textbooks were algorithmic and focused on producing correct answers by using procedures. In particular, the high level tasks were presented at the end of each chapter or unit for wrap up rather than as key resources.

Effects of Content Reviews using Mathematical Games on Students' Mathematical Disposition (수학 게임을 활용한 복습 활동이 학생의 수학적 성향에 미치는 영향)

  • Jang, Myeong Seok;Noh, Jihwa
    • East Asian mathematical journal
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    • v.38 no.4
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    • pp.517-532
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    • 2022
  • This study looked at how content reviews with mathematical games in class would influence the mathematical disposition of middle school students. In doing so, three games adapted from prior research were used as a supplementary instruction after school hours over three months. The mathematical topics of the games involved concepts of probability and trigonometry at the middle school level. The results of the pre- and post-survey on mathematical disposition indicate that incorporating mathematical games appeared to have some positive impacts on whether students might be more eager to learn mathematics and actually put more effort in learning materials.

The Effects of Small-Group Mathematical Word Problem Activity with Concrete Materials on 5 Years Old Children's Mathematical Abilities and Attitudes (구체물을 이용한 소집단 문장제 수학활동이 유아의 수학 능력과 태도에 미치는 영향)

  • Kwon, Eunseo;Lee, Jeonghwa
    • Korean Journal of Childcare and Education
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    • v.13 no.6
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    • pp.69-86
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    • 2017
  • Objective: This study was conducted to investigate the effects of small-group arithmetic word problem activities with concrete materials on 5 year old children's mathematical ability and attitude. Methods: A total of 34 five-year-old children (control group 16 children, experimental group18 children) attending two kindergartens in P city participated in this study. Fifteen small-group arithmetic word problem activities with concrete materials were conducted in the classroom of the experimental group twice a week for eight weeks. Before and after the activities, all the participants individually took a basic arithmetic test, mathematical word problem solving test, and mathematical attitudes test. Results: First, we observed that the children in the experimental group achieved significantly higher scores on the mathematical ability tests, including the basic arithmetic test and mathematical word problems solving test when compared to the children in the control group. Second, we also found that children in the experimental group showed higher improvement in the mathematical attitudes test than their counterparts. Conclusion/Implications: The results of this study suggest that small-group arithmetic word problem activities with concrete materials are effective in improving children's mathematical ability and attitudes.

Difference between Gifted and Regular Students in Mathematical Creativity and Mathematical Self-Efficacy

  • Seo, Jong Jin;Hwang, Dong Jou
    • Research in Mathematical Education
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    • v.8 no.3
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    • pp.183-202
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    • 2004
  • The former study results demonstrate that differences between people of creativity and non-creativity lie in differences of the self-efficacies rather than those of cognitive aspects and a man of higher self-efficacy has a tendency to set up a higher goal of achievement and higher self-efficacy influences his or her achievement results as well (Zimmerman & Bandura 1994). Using the method of mathematical creative responses of open-ended approach (Lee, Hwang & Seo 2003), difference of mathematical self-efficacies has been surveyed in the study. Results of the survey showed that some students of a high mathematical self-efficacy even had bad marks in the originality or creativity but, in some cases, some students of a low mathematical self-efficacy rather had good marks in the fluency. Therefore, the response results mathematical creativity ability may be a special ability and not just a combination of self-efficacy ability. The fluency of the mathematical creative ability may be a combination of mathematical motivation ability that have been surveyed in the study suggest that not only cognitive components but also social and emotional components should be included in a development process of new creative method for teaching and learning mathematics.

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A Study of Mathematical Game and Puzzles With Learners (학습자와 함께 하는 수학게임 및 퍼즐 활용에 관한 연구)

  • Kim, Sang-Lyong
    • 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.

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The Effects of Lessons Using Reading Materials on Mathematical Communication, Disposition and Attitudes (읽기 자료를 활용한 수업에서 나타난 수학적 의사소통과 수학적 성향 및 태도 분석)

  • Kim, Su-Mi;Shin, In-Sun
    • The Mathematical Education
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    • v.49 no.4
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    • pp.463-488
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    • 2010
  • The purpose of this study was providing implications in teaching and learning activities to vitalize mathematical communication and to raise positive attitudes about mathematics. We analyzed mathematical communication, disposition and attitudes of the students who had lower mathematical achievement rather than that of Korean language in class using reading materials and strategies. We found that teaching-learning activities using the reading materials and strategies let the low achievers in mathematics communicate more about mathematical notions and problem-solving process actively. The activities triggered interests and attention of mathematics and self-study. In addition, the lessons with reading materials and strategies aroused confidence, will and responsibility to mathematics learning to the students. They made the learners notice mathematics' values and roles and gave the opportunity of reflection about students' learning processes. As a result, the teaching-learning using reading materials and strategies should be developed and accomplished actively in classroom to turn mathematical inclination and attitudes of the students who had had negative inclination and attitudes to mathematics into those of positive and to vitalize mathematical communication to the lower achievers in mathematics.

An Analysis of Mathematical Modeling Process and Mathematical Reasoning Ability by Group Organization Method (모둠 구성에 따른 수학적 모델링 과정 수행 및 수학적 추론 능력 분석)

  • An, IhnKyoung;Oh, Youngyoul
    • Journal of Elementary Mathematics Education in Korea
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    • v.22 no.4
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    • pp.497-516
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    • 2018
  • The purpose of this study is to compare the process of mathematical modeling in mathematical modeling class according to group organization, and to investigate whether it shows improvement in mathematical reasoning ability. A total of 24 classes with 3 mathematical modeling activities were designed to investigate the research problem. The result of this study showed that the heterogeneous groups performed better than the homogeneous groups in terms of both the performance ability of mathematical modeling and mathematical reasoning ability. This study implies that, with respect to group design for applying mathematical modeling in teaching mathematics, heterogeneous group design would be more efficient than homogeneous group design.

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An analysis of the correlation between the fundamental mathematical capability and the reading capability of the elementary 3rd graders (초등학교 3학년 학생의 기초수학 능력과 읽기 능력의 상관 분석)

  • Lee Bong-Ju
    • The Mathematical Education
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    • v.45 no.1 s.112
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    • pp.97-104
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    • 2006
  • The purpose of this study is to extract some suggestions in developing the elementary students' abilities to solve the fundamental mathematical problems by analyzing the degree of the correlation between the fundamental mathematical capability and the reading capability of the elementary 3th graders. In order to achieve this goal, this article analyzed the correlation between the fundamental mathematical capability and the reading capability on the basis of the studying result about the diagnostic evaluation conducted on 20,556 elementary 3th graders by the KICE as a national level basic scholastic achievement evaluation. The coefficient of correlation between the fundamental mathematical capability and the reading capability was .621. As such, it shows that the reading capability plays an important role in solving the fundamental mathematical problems. Particularly, the coefficient of correlation between the corollary arguments and the problem solving ability and the reading capability was the highest among the sub-capabilities of fundamental mathematical capability. In addition, judging from the result that the coefficient of correlation between the practical understanding capability and the solving capability of the fundamental mathematical problems was .528, it informs that the practical understanding capability takes an' important part in developing the fundamental mathematical capability of the elementary students. The results of this study support the hypothesis that the understanding capability plays the very important role in solving the fundamental mathematical problems. In particular, the results suggest that it is necessary that the pupils should be simultaneously supported not only by the capability of the mathematical basis, but also by the reading capability, especially the practical understanding capability about the problems, in order to develop the capability to solve the fundamental mathematical problems.

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Analysing High School Students' Mathematical Belief System and Core Belief Factors (고등학생의 수학적 신념체계 및 중심신념요인 분석)

  • Kim, Yun Min;Lee, Chong Hee
    • School Mathematics
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    • v.16 no.1
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    • pp.111-133
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    • 2014
  • This study aims to explore mathematical belief system and core belief factors to be found. The mathematical belief system becomes an auto regulation device for students' using mathematical knowledge in mathematical situations and provides them with the context to perceive and understand mathematics. They have individual mathematical beliefs for each of mathematics subject, mathematical problem solving, mathematical teaching and learning and self-concept, and these beliefs of students construct mathematical belief system according to mutual relationships among the mathematical beliefs. Using correlation analysis and multiple regression, mathematical belief system was structuralized and core belief factors were found. Mathematical belief system is structuralized and, as a result the core belief factors that are psychological centrality of high school students' mathematical belief system are found to be persistence, challenge, confidence and enjoyment. These core belief factors are formed on the basis of personal experiences and they are personal primitive beliefs that cannot be changed with ease and cannot be shared with other people but they are related with many other beliefs influencing them.

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