• Communications of Mathematical Education
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• v.25 no.1
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• pp.167-184
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• 2011

In D university, 2010 year engineering freshmen were taken basic mathematical ability test and were given basic mathematical ability improvement program based on the test. In order to study the effect of this program for scholastic achievement, we analyse basic mathematical ability test score and college mathematics score among student groups. And to study the effect of this program for scholastic motivation, we survey the mathematical inclination, the recognition of mathematics, and classes of mathematics. As results, engineering freshmen in D university were poor at basic mathematical ability and basic mathematical ability improvement program effected scholastic achievement and motivation in mathematics, greatly. For the success of college mathematics in engineering college, this study suggests basic mathematical ability test and the survey for engineering freshmen's mathematical background. Finally, we suggest that college mathematics must be focused on the improvement of basic mathematical abilities.

• Research in Mathematical Education
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• v.13 no.1
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• pp.31-48
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• 2009

Utilizing the path analysis method, the study explores the relationships among the influential factors in mathematics modeling academic achievement. The following conclusions are drawn: 1. Achievement motivation, creative inclination, cognitive style, the mathematical cognitive structure and mathematics modeling self-monitoring ability, those have significant correlation with mathematics modeling academic achievement; 2. Mathematical cognitive structure and mathematics modeling self-monitoring ability have significant and regressive effect on mathematics modeling academic achievement, and two factors can explain 55.8% variations of mathematics modeling academic achievement; 3. Achievement motivation, creative inclination, cognitive style, mathematical cognitive structure have significant and regressive effect on mathematics modeling self-monitoring ability, and four factors can explain 70.1% variations of mathematics modeling self-monitoring ability; 4. Achievement motivation, creative inclination, and cognitive style have significant and regressive effect on mathematical cognitive structure, and three factors can explain 40.9% variations of mathematical cognitive structure.

• 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.

• Korean Journal of Childcare and Education
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• v.19 no.4
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• pp.29-52
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• 2023

Objective: This research aims to examine the effect of a young children's engineering-focused STEAM program based on the project approach - a program that constructs components aligned with children's interests in their play through an engineering design process - on their scientific inquiry ability, mathematical problem-solving ability, and creativity. Methods: In this research, 42 five-year-old children from a public kindergarten in S district, I city, were randomly divided into experimental and comparative groups, each with 21 children. The engineering-focused STEAM program was conducted from April 18 to June 10, 2022, with the experimental group exploring the 'car' theme and the comparison group focusing on a different theme. The study employed an independent sample t-test and analysis of covariance(ANCOVA), using the pretest as a covariate to control variables. Results: The children-selected 'cars' themed engineering-focused STEAM program was effective in enhancing their scientific inquiry ability, mathematical problem-solving ability and creativity. Conclusion/Implications: The engineering-focused STEAM program, which emerges from young children's interesting daily play, had positive effects on enhancing their scientific inquiry ability, mathematical problem-solving ability, and creativity. This research can serve as fundamental data for developing education programs focused on engineering within the STEAM framework, guided by children's emergent play.

• Korean Journal of Child Studies
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• v.28 no.3
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• pp.175-185
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• 2007

This study examined types of errors made by young children on the Mathematical Ability Picture Test for Young Children(Hwang & Choi, 2007). The subjects were 30 5-year-old children. The process of taking the Mathematical Ability Picture Test was videotaped and the videotape was transcribed for analysis of errors. Findings were that in most of the sub-areas, strategy selection errors were dominant, followed by comprehension errors. Second, there was a tendency for boys and girls to make similar types of errors in every sub-area of the Mathematical Ability Picture Test for Young Children.

• Education of Primary School Mathematics
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• v.2 no.2
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• pp.113-131
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• 1998

The purpose of this study is to investigate the relationships among affective characteristics, mathematical problem-solving abilities, and reasoning abilities of the 6th graders for mathematics, and to analyze whether the relationships have any differences according to the regions, which the subjects live. The results are as follows： First, self-awareness is the most important factor which is related mathematical problem-solving abilities and reasoning abilities, and learning habit and deductive reasoning ability have the most strong relationships. Second, for the relationships between problem-solving abilities and reasoning abilities, inductive reasoning ability is more related to problem-solving ability than deductive reasoning ability Third, for the regions, there is a significant difference between mathematical abilities and deductive reasoning abilities of the subjects.

• East Asian mathematical journal
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• v.27 no.4
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• pp.381-389
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• 2011

The flexible mathematical thinking - the ability to generate and connect various representations of concepts - is useful in understanding mathematical structure and variation in problem solving. In particular, the flexible mathematical thinking with the inventive mathematical thinking, the original mathematical problem solving ability and the mathematical invention is a core concept, which must be emphasized in all branches of mathematical education. In this paper, the author considered a case of flexible mathematical thinking with an inventive problem solving ability shown by his student via real analysis courses. The case is on the proofs of the equivalences of three different definitions on the concept of limit superior shown in three different real analysis books. Proving the equivalences of the three definitions, the student tried to keep the flexible mathematical thinking steadily.

• The Mathematical Education
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• v.41 no.2
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• pp.157-172
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• 2002

The purpose of this study is to improve middle students'mathematical communication ability. We designed the mathematics instruction model based on Vygotsky's ZPD to develop the mathematical communication ability, and applied to 2nd grade students in Middle School. And we investigated the significant differences between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation in aspects of learning achievement, mathematical disposition, and mathematical communication abilities. The results of the study are as follows : 1. There is no significant difference in learning achievement within significance level .05 between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation by t-test. 2. There is a significant difference in reflection within significance level .01 and in self-confidence within significance level .10 by MANCOVA. 3. There is a significant difference in mathematical communication ability within significance level .01 between two groups by covariance analysis. In particular, there is a significant difference in reading within significance level .01 and in speaking within significance level .05 by t-test.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.303-313
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• 2013

Spatial ability has been valued as one component of intelligence and associated with the achievements in science, technology, engineering, and mathematics (STEM) disciplines and important in STEM education. The purpose of this study is to assess elementary school students' spatial ability and analyze the relationship with mathematical achievement, gender and grade level. This study explored the spatial visualization ability of 1288 elementary school students (grade 4-6) in Seoul and Gangwon province and investigated association between spatial ability and students' mathematics achievement, the students' spatial ability according to their gender and grade level. As a result, this study showed that there were significant correlations between spatial ability and mathematical achievement. And also, boy students were better than girl students in spatial ability and higher grader were better than lower graders in spatial ability. According to these results, spatial ability should be included as one of the important components in identifying students for gifted education programs. Furthermore, more research is needed on how to effectively structure educational opportunities to students both who have high spatial ability and have low spatial ability.

• Journal of the Korean School Mathematics Society
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• v.13 no.1
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• pp.105-124
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• 2010

The purposes of this study were to explore in depth about 5th graders' mathematical speaking and writing abilities and to investigate differences on those abilities. The study involved three-5th graders and their speaking and writing abilities in geometry area were analyzed. According to the results of the study. the children had difficulties in selecting and using appropriate mathematical languages to explain mathematical concepts, mathematical ideas, and problem solving steps. The children who participated in the study showed higher ability in speaking than writing.