• Journal of the Korean School Mathematics Society
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• v.26 no.2
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• pp.87-110
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• 2023

This study aimed to proposed repeated reading aloud, which combines repetitive reading and reading aloud, as a method for teaching and learning mathematics. We investigated the effect of repeated reading aloud on students' academic achievement and cognitive load, and explored the implications of repeated reading aloud as a method for teaching and learning mathematics. To this end, we conducted a case study involving repeated reading aloud for two units: the limit of a function and the number of cases. The study targeted four 9th-grade students and four 10th-grade students, analyzing how their academic achievement and cognitive load changed. As a result, the eight students showed positive changes in academic achievement and cognitive load as the repeated reading aloud accumulated. When comparing the units, the academic achievement was lower for the limit of function than the number of cases. In terms of cognitive load, students exhibited higher cognitive load in the unit on the limit of function. When compared cognitive load by grade, there was no significant difference after 3rd repeated reading. However, in both units, the academic achievement of four 10th-grade students was higher than that of four 9th-grade students. Nonetheless, the gap narrowed as the reading aloud was repeated.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.747-770
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• 2012

In this study, we develop the mathematical modeling teaching materials focused function units of mathematics textbooks and establish the appropriate teaching and learning model. Using mathematical modeling materials and developed instructional materials for teaching high school students is aimed to improve the academic achievement, mathematical attitude and fear. The problem of this study is as follows : First, between the groups using mathematical modeling and a traditional textbook teaching academic achievement groups showed that there is a difference? Second, between the groups using mathematical modeling and a traditional textbook teaching mathematics between groups showed that there is a difference of mathematical attitude and fear? Third, what are the lessons for the students' responses using mathematical modeling?

• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.11-22
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• 2011

The purpose of the research is examine the effect of STEM integration education using educatinal robot on academic achievement and subject Attitude of mathematics and science. The participants were 73 students of two classes, sampled from 6th graders of an elementary school. They were divided into a control group who learned a traditional mathematics and sciences education based textbooks and an experimental group who learned STEM integration education using educational robot during 12 sessions. The results are summarized as follows : First, there is a significant difference in academic achievement between two groups. STEM integration education using educational robot based group accomplished higher achievement than textbook based instruction group. Especially, post test analyzes results on the three factors of academic achievement, knowledge, understanding and adaptation, indicate statistically meaningful difference between two groups in understanding and adaptation area except knowledge area. Second, it shows that it greatly affected a positive influence on experimental group's attitude toward subjects in affective area. So we can expect STEM integration education using educational robot to be an alternative for stimulating children's higher learning interest on mathematics and science subject.

• School Mathematics
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• v.16 no.2
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• pp.237-257
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• 2014

The purpose of this study is to investigate the academic achievement characteristics in terms of proficiency levels through the in-depth analysis of mathematics test items and achievement standards of the National Assessment of Educational Achievement(NAEA) from 2010 to 2012, and to provide suggestions for teaching and assessing mathematics in middle schools. The results showed that 'Advanced level' students could fully understand the concept of mathematical terms and symbols as well as various mathematical properties presented in the national curriculum. However, 'Proficient level' students tended to feel difficult to apply linear function, properties of a plane figure, and a solid figure, while 'Basic level' students seemed to have trouble solving mathematical problems in almost all areas. Thus, it is necessary to identify the mathematical misconceptions that students have and to strengthen teaching, particularly, the areas of number and operation.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.4
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• pp.923-933
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• 2014

The purpose of this study was to investigate the moderating effect of cultural disposition in the relationship between parenting and academic achievement. Five-hundred thirty five middle school students(male 247; female, 288) participated in this study, These students completed parenting scale and Individualism-Collectivism Scale. Academic achievement was calculated using academic scores from language, english, mathematics and science. Collected data were analyzed using multiple regression. The major findings of this study can be summarized as follows. First, parenting was significantly associated with academic achievement albeit weak. Second, influence of affective and autonomy parenting on academic achievement for both father and mother were not significant. Third, moderating effects of individualism were significant in only fathers' autonomy parenting. Fourth, moderating effects of collectivism were significant in fathers' affective parenting and autonomy parenting. These results were discussed in relation to pervious studies. Finally limitations were commented and future study were suggested.

• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.407-428
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• 2021

This study compares and analyzes the mathematics assessment items of the middle school's national-level academic achievement tests in Korea and Japan, recently revised as a competency-focused curriculum. By comparing and analyzing the assessment items in each country, the analytic framework is integrated into content areas, contexts, and competencies. The characteristics of each country's assessment items developed for each content area were analyzed using the framework. We suggested some implications on developing and improving national-level academic assessment items.

• Journal of Engineering Education Research
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• v.22 no.5
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• pp.13-19
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• 2019

It is important to encourage students who are having difficulty learning mathematics and majors due to lack of basic knowledge, and encourage them to improve their academic performance by focusing on and participating in class. The purpose of this study is to confirm the applicability of the Jigsaw Method by analyzing the change of the learner's academic achievement and the attitude of the learner's mathematics by applying the Jigsaw Model. During the four weeks, the Jigsaw Model was applied to 30 experimental students and the instructor-led lectures were given to 36 students in the comparative group. As a result of the study, it was confirmed that the average of the experimental groups applying the Jigsaw model was higher than the average of the comparative group in the lecture class. The results of the survey showed that the Jigsaw Model increased class concentration and participation, helped self - directed learning, and had high learning satisfaction.

• 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.

• Research in Mathematical Education
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• v.22 no.3
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• pp.175-201
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• 2019

Spending as much time outside of school as in school, gifted youth are affected by non-school aspects including parents, other family members, peers, mentors, mathematics competitions and camp participations. These influences have been known to shape children's intellectual development, academic achievement, interests, and eventually college and career choices. From interviews with five former Olympians from Korea to identify out-of-school influences on their academic achievement and development, we discovered, in addition to confirmation of previously identified factors, additional sources of positive influence seldom previously mentioned and more common to Korean culture were gleaned - mathematics workbooks and Ha-Gwon. The findings of this study are informative for teachers and parents who are interested in development of gifted youth in providing ways to accommodate their special needs and in showing how they can carefully individualize those sources to be positively affecting intellectual development as well as academic achievement.

• Communications of Mathematical Education
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• v.28 no.3
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• pp.395-422
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• 2014

In this paper, we obtain the step inteaching high school leve-based class utilizing cooperative learning lessons using level-type tutoring to improve academic achievement and mathematics attitudes. The details are as follows. First, we develop the teaching and learning model for the level-type instructional development and for the application to project work. Second, we seek to height academic achievement by applying the level-type work sheets in conjunction with cooperative learning. For this problem, we will focus on the following issues. First, how will you using level-type tutoring level TAI cooperative learning in order to improve academic achievement and develop the learning ability in mathematics? Second, how can you step utilizing TAI instructional level of cooperative learning in mathematics classes to improve mathematics learning attitudes? Third, how will you some reaction step work sheets utilizing level TAI cooperative learning of students for mathematics. Results of this study are as follows. First, in the experimental group compared to the comparison group was improved academic achievement. Second, in the experimental group compared to the comparison group learning attitudes could help. Third, the level of cooperative learning instructional model utilizing the TAI in the experimental group compared to the comparison group represents a significant response was seen.