• Title/Summary/Keyword: Mathematics

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Singapore's Higher Social Gender Equality and Girls' Higher Mathematics Achievement in TIMSS 2011 (싱가포르의 높은 양성평등수준과 TIMSS 2011에 나타난 여학생의 높은 수학성취도)

  • Yoo, Yang Seok
    • The Mathematical Education
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    • v.56 no.2
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    • pp.147-160
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    • 2017
  • The purpose of this study was to examine (1) if sociocultural factors that are known to influence gender gap in mathematics achievement are gender equitable for Singaporean eighth grade students, (2) if there is a higher level of gender equitability in students' attitudes towards mathematics and (3) how sociocultural factors influence mathematics achievement for Singaporean eighth grade students. This study is based on 5,923 Singaporean eighth grade students who participated in TIMSS 2011 assessment. The study found that there were no statistically significant gender differences in 'parental involvement in education' and 'teacher efficacy.' There were no statistically significant gender differences in students' attitudes of 'like learning mathematics,' and 'value learning mathematics'. A significant gender difference was identified for the attitude of 'confident with mathematics.' The boys displayed a higher level of confidence in mathematics than the girls consistent with other study findings for Asian students. The degree of effect from 'parental involvement in education,' 'teacher efficacy,' and 'confident with mathematics' on mathematics achievement are found to be stronger for girls than boys. The finding implies that girls' mathematics achievement can benefit from having more positive encouragement and involvement of parents and teachers and strengthening confidence in mathematics.

A Study of Anxiety Factor for the Learning of Mathematics (수학학습에 대한 불안요인 연구)

  • 오후진;이종배
    • Journal of the Korean School Mathematics Society
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    • v.3 no.1
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    • pp.47-57
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    • 2000
  • The purpose of this study is to investigate the degree of anxiety factors for learning mathematics and look into the reason of anxiety of mathematics and show the method of eliminating negative and anxious factors in elementary school, secondary school and high school. To have learner take an interest in learning mathematics, develop the positive attitude about learning mathematics and maximize the effect of learning of mathematics, three kinds of hypotheses are established as follows: 1. There would be difference in anxiety factor of learning mathematics according to elementary school, secondary school and high school. 2. There would be difference in anxiety factor of learning mathematics according to sex. 3. There be difference in anxiety factor of learning mathematics according to the level of achievement. The results of this study are as follows: 1. Hypotheses I was testified. The anxiety factor between mathematics learning and mathematics teacher was significant difference according to elementary school, secondary school and high school. 2. Hypotheses II was testified. The result of hypotheses II was significant difference only in high school. The anxiety factor of mathematics teacher was significant difference according to boy student and girl student. 3. Hypotheses III was testified. The anxiety factor of mathematics, teacher and test was significant difference only in elementary school and high school.

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Mathematics Teachers(算學訓導) and Professors(算學敎授) in Chosen Dynasty (조선(朝鮮)의 산학훈도(算學訓導)와 산학교수(算學敎授))

  • Hong Sung-Sa;Hong Young-Hee
    • Journal for History of Mathematics
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    • v.19 no.3
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    • pp.1-20
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    • 2006
  • The administrative service in Chosun Dynasty relating to mathematics was carried out by the middle class(中人) mathematicians selected by the official selection examination(取才). They belong to HoJo(戶曹) department and their ranks are GyeSa(計士), ByulJe(別提), HunDo(訓導 = mathematics teacher), and GyoSu(敎授 = mathematics professor). We call them SanWon(算員). HunDo and GyoSu played very important role although their ranks are low, for they educate SanWon and manage the official selection examination. Using JuHakSeonSaengAn(籌學先生案, List of mathematics teachers) and JuHakIpGyukAn(籌學入格案, List of successful candidates in the official selection examination for mathematics), we investigate HunDo and GyoSu in Chosun Dynasty.

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School Mathematics and Mathematics Education Focusing on the Change in the Enlightenment Period (개화기를 중심으로 살펴본 학교수학과 수학교육)

  • Cha Joo-Yeon
    • Communications of Mathematical Education
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    • v.20 no.2 s.26
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    • pp.207-214
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    • 2006
  • Mathematics can be divided into practical mathematics and logical mathematics. The 'Enlightenment Period' is the period in which our mathematics shifted from practical mathematics to logical mathematics. Considering the change of our school mathematics and mathematics education in the enlightenment period, we reach the following conclusions. First, the contents and forms of mathematics books followed to Western style, but the attitudes adhered to on. Second, making much of results than process, we are afraid of proof. Third, we necessitate the mathematics culture of enjoying itself.

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A Study of Relationship between SDLR, the Score of Mathematics Diagnostic Assesment and Achievement in College Mathematics of Engineering Students (공과대학 신입생의 자기주도학습준비도와 수학기초학력평가성적 및 대학수학학업성취도 관계 연구)

  • Lee, Gyeoung-Hee;Kwon, Hyuk-Hong
    • Journal of Engineering Education Research
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    • v.16 no.1
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    • pp.54-63
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    • 2013
  • This study aims to investigate relationships among self-directed learning readiness [SDLR], prerequisite mathematics test score and achievement level in college mathematics. For this purpose, the adjusted SDLRS (self-directed learning readiness scale) of Guglielmino's model, the score of mathematics diagnostic assesment and first semester college mathematics score among 424 freshmen students of engineering department of D university in 2011 were used and analyzed. Research results are as follows: Firstly, freshmen of engineering department had average level of SDLR, though they showed relative low level of self-direction, passion and time control ability. Secondly, considering SDLR with the mathematics diagnostic assesment score (3 groups: high, middle, low), there were no statistically significant differences. Thirdly, concerning SDLR according to the achievement level in college mathematics, a group which acquired good achievement showed higher level of SDLR compared with middle or lowachievement group. Differences among three groups were statistically significant. Lastly, there were affirmative relationships between SDLR, mathematics diagnostic assesment score and achievement in college mathematics. Furthermore, mathematics diagnostic assesment score and achievement level in college mathematics were found to be the most closely related. Based on the results, we suggest strategies to elevate SDLR of engineering department students and improve their achievement in college mathematics.

Forty-five Years of HPM Activities: A Semi-personal Reflection on What I Saw, What I Heard and What I Learn

  • Keung, Siu Man
    • Journal for History of Mathematics
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    • v.33 no.5
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    • pp.261-275
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    • 2020
  • HPM (History and Pedagogy of Mathematics) activities deal with integrating the history of mathematics with the teaching and learning of mathematics. As a teacher of mathematics the author will share his personal experience in the engagement of HPM activities during the past forty-five years with fellow teachers who are interested in such activities and who may wish to know how another teacher goes about doing it.

The Teaching of Mathematics and the Mathematics Curriculum in France (프랑스의 수학교육 및 수학교육과정)

  • 장혜원
    • School Mathematics
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    • v.3 no.2
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    • pp.401-421
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    • 2001
  • This paper describes the teaching of mathematics in France at the elementary and secondary levels. It consists of four parts: the structure of the french education system and the status of mathematics within it, the evolution of mathematics teaching in France from 1968 to nowadays, the teacher training in France, the mathematical contents in the elementary school curriculum and the mathematics curriculum in the lower secondary school. From this review, we can extract some characteristics of the teaching of mathematics in France.

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A Study on Mathematics for Elementary Teachers (part 1) A Search for the Direction for Establishing the Concept of Mathematics for Elementary Teachers (초등학교 교직수학에 관한 연구(1) - 초등학교 교직수학의 개념 정립을 위한 방향 탐색)

  • 정은실;박교식
    • Journal of Educational Research in Mathematics
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    • v.9 no.2
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    • pp.405-418
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    • 1999
  • In this paper, we tried to establish the concept of 'Mathematics for Elementary Teachers(MET)'. There are 4 kinds of Mathematics for Teachers(MT). MET is one of tried to establish the concept in contradistinction to school mathematics(SM), mathematics, and Teaching Materials(TM). We suggested the outline of MET by suggesting the parts to which SM, MTs. The concept of MET is established variously according to various views. Here, we mathematics, and TM can not approach.

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A Comparison of Elementary and Secondary Mathematics Education (초등수학교육과 중등수학교육의 비교)

  • 이경화
    • Journal of Educational Research in Mathematics
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    • v.11 no.2
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    • pp.321-340
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    • 2001
  • The researcher compared the curricula, the textbooks, the methods of didactic transposition, teacher practices of elementary and secondary mathematics education. The study reviewed several mathematics education theories in the aspect of the differences between the two levels. Findings from this study show a little difference between elementary and secondary mathematics education. There are special difficulties in didactic transposition in elementary mathematics education since it is so far from scientific mathematics. From this study we can conclude that further research needs to be done in the area of development of perspectives on elementary mathematics education.

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Teaching Mathematics as an Alternative Approach to School Mathematics

  • Yanagimoto Tomoko
    • Research in Mathematical Education
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    • v.9 no.3 s.23
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    • pp.233-241
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    • 2005
  • Mathematics has developed dramatically in today's world and come to be increasingly put into practical use in various fields in society. However, many Japanese students dislike mathematics. We have to study mathematics education with this situation in our mind. When we consider a better educational material, we don't have to consider only within the framework of the current school mathematics. We can expect to find good mathematical materials in fields beyond the school mathematics. In this paper, we study how the inclusion of idea such as 'fuzzy theory' and 'graph theory' influences pupils' approaches to learning mathematics.

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