• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.409-434
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• 2015

The purpose of this study was to investigate the influences of teaching mathematics for social justice on students'interest towards mathematics and perceptions of mathematical values. Eighteen 6th grade students, at B elementary school in Seocho-gu, Seoul, who wished to involved in the study participated in the 10 hour lessons. During the lessons for social justice, the researchers analyzed the students' reactions in the lessons according to the three categories: Perceiving given problematic situations of social conflicts, searching for problem-solving methods based on mathematical analysis, and changing social behaviors to solve life issues through mathematics. They also examined changes of students' interest towards mathematics and perceptions of mathematical values through the activities and reactions using the preliminary questionnaires, observations of lessons, and students' activity sheets. The research results showed that the students perceived mathematics as a tool for social justice in mathematics lessons, tried to find problem-solving methods based on mathematical analysis, and expressed their active social behaviors by cultivating the will of practice to solve life issues through mathematics. Based on those findings, the study reached the following conclusions. First, the students recognize many of the social problems in their societies as social justice regardless of their economic levels. Second, learning activities need to design in a way that students can accept the social problems as realistic situations in teaching mathematics for social justice. Third, students look at the world from a mathematical perspective, have interest in mathematics, and recognize the values of mathematics in teaching mathematics for social justice.

• The Mathematical Education
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• v.60 no.4
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• pp.555-580
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• 2021

The purpose of this study is to explore the factors of situational interest in math learning, and based on the results, to reveal the factors of situational interest included in teaching and learning methods, teaching and learning activities in mathematics class, and extracurricular activities outside of class. As a result of conducting a questionnaire to high school students, the factors of situational interest in learning mathematics were divided into 10 detail-domain(Enjoy, Curiosity, Competence / Real life, Other subjects, Career / Prior knowledge, Accumulation knowledge / Transformation, Analysis), 4 general-domain(Emotion, Attitude / Knowledge, Understanding), 2 higher-domain(Affective / Cognitive) were extracted. In addition, it was revealed that various factors of situational interest were included teaching and learning methods, teaching and learning activities and extracurricular activities. When examining the meaning of 10 situational interest factors, it can be expected that the factors for developing individual interest are included, so it can be expected to serve as a basis for expanding the study on the development of individual interest in mathematics learning. In addition, in order to maintain individual interest continuously, it is necessary to maintain situational interest by seeking continuous changes in teaching and learning methods in the school field. Therefore, it can be seen that the process of exploring the contextual interest factors included in teacher-centered teaching and learning methods and student-centered teaching and learning activities and extracurricular activities is meaningful.

• Journal of the Korean School Mathematics Society
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• v.3 no.2
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• pp.111-122
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• 2000

This study is focused on vocational high school students who feel hardly interested in mathematics and are considered to have very limited basic scholastic ability. It analyzes the data obtained by applying the material, extracted from the Internet and literature to school classes from March to July, for the purposes of improving the degree of scholastic achievement on the basis of the fact that interest induced learning materials were developed and applied to the students to bring about their motivation resulting in a positive change in understanding and attitudes to mathematics. According to the result of the analysis, the level of students' scholastic ability of both the comparative class and the experimental class were too low to become interested in mathematics. However, the experimental class students seemed to feel familiar to the learning materials rather than reluctant, and it appeared that their interest and behavior of learning began to change gradually in an extent. In addition to that, as an aspect of scholastic achievement there was not considerable difference between the two classes, but as time went, some valuable changes were found. Unfortunately, the size of group of the research was small and the period of the experimental classes was not extensively long, and therefore the same result might not occur in other groups. However, it is believed that in class-time, educating students by putting in learning materials bringing about relevant motivation to the class, will lead them to become interested in mathematics, and change their attitudes and understanding of mathematics. After all, scholastic achievement will be effective.

• Journal of Convergence for Information Technology
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• v.10 no.10
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• pp.183-195
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• 2020

In this study, the objective of this study is to verify the effects between lecturer's capability, education program, education service, and physical educational environment factors, and university students' interest in and attitude toward mathematics. A survey was conducted on 228 male and female students in science and engineering majors attending universities in the Pusan metropolitan area, and empirical analysis was conducted using the SPSS 26.0 program. The research results are as follows. First, among the characteristics of college mathematics maker classes, instructor competency (β=.349, t=6.380, p<.001), educational program (β=.361, t=5.650, p<.001), and physical educational environment (β=.196, t=3.281, p<.01) had a significant positive (+) effect on college students' interest in mathematics. Second, the factors of interest (β=.349, t=6.380, p<.001) in college mathematics maker classes were found to have a significant positive (+) effect on college students' attitudes toward mathematics. Third, among the characteristics of college mathematics maker classes, instructor competency (β=.340, t=6.365, p<.001), educational program (β=.352, t=5.559, p<.001), physical educational environment (β=.226, t=3.537, p<.01) was found to have a significant positive (+) effect on college students' attitudes toward mathematics. Through the results of this study, it was concluded that when the level of education program and teaching ability of the university mathematics maker class are high and the physical educational environment is excellent, it can have a positive effect not only on the university student's attitude towards mathematics but ultimately on the attitude of mathematics.

• Journal for History of Mathematics
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• v.15 no.2
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• pp.125-134
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• 2002

The purpose of this paper is to analyze the the effect on the academic improvement, applying various teaching methods throughout cooperative teaming in small groups to inspire slow-learners'interest on mathematics and impove capability to solve problems and achievement degree of studies. The subject of the study is as follows: 1. What is the difference of students'interest on mathematics between cooperative learning in small groups and large group learning\ulcorner 2. Is there any difference of slow-learners' achievement degree of studies between cooperative learning in small groups and large group learning?

• Journal of the Korean School Mathematics Society
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• v.3 no.2
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• pp.69-82
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• 2000

Mathematics is the subject that requires high mental function such as the ability of logically thinking and investigating. Because of the reason there exists much greater difference in students' individual scholastic abilities in mathematics class than in other classes. Recently many schools organize students into two or three level-based mathematics classes according to each student's level to solve the problem. But in spite of its many merits the new system of class organization has some problems. The problem which is pointed out as the most serious thing frequently is that many teachers still use the same textbook and the same teaching method for all students, not considering student's level. Obviously it causes the reduction of students' interest and motivation. In this point of view, I tried to solve such a problem by development and application of level learning materials reconstructed text book according to students' abilities and levels through this research. As the result of the research to examine the changes of students' emotional factors such as the recognition, interest, and attitude which influence on improving self-educability in learning mathematics has occurred, the following conclusion comes out. 1. Through the mathematics class utilizing level learning materials reconstructed textbook, students come to recognize that level learning materials are more effective than uniformed contents of the same textbook and get more active learning attitude. 2 The application of level learning materials in a level-based class has contributed to increasing students' interest in mathematics. Furthermore it was also effective in the positive changes of students' emotional factors such as the recognition, interest, and attitude which influence on improving self-educability in learning mathematics.

• The Mathematical Education
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• v.58 no.3
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• pp.337-346
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• 2019

The purpose of this paper is to investigate the differences of the mathematics anxiety and mathematical achievement of high school students according to gender and grade, and to find out which mathematics anxiety causes have more influence on mathematical achievement and how much it is. The subjects of this study consist of 459 students selected for a class of unit, in high schools located in Seoul, Korea. Huh(1996)'s Mathematics Anxiety Scale was used. The collected data were analyzed by using the 24.0 SPSS program. The data were also tested by using the t-test, correlation and multiple regression. The major results of this study were as follows: Firstly, there was no difference in mathematics score according to gender, but mathematics anxiety was higher in girl students. Mathematics score and mathematics anxiety have significantly related each other. Boy students' mathematics scores were significantly explained by interest, Mathematical Achievement factor, and mathematical confidence factor. For girl students, mathematics achievement factor, interest were the significant predictors. Secondly, mathematical anxiety and mathematics scores were correlated in the first and third grades, and the variables that predict mathematics scores significantly in all grades were interest.

• Communications of Mathematical Education
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• v.31 no.1
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• pp.125-147
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• 2017

The purpose of this study was to investigate the effects of mathematics-centered STEAM program which was operated in free semester system classes on middle school students' interest in science, technology/engineering, and mathematics(STEM) career and integrated problem solving ability. The study was conducted with 40 first graders in a middle school for 12 weeks using mathematics-centered STEAM program developed for the use of free semester system classes by the support of the Ministry of Education/KOFAC in 2016. According to the results of STEM career interest survey, mathematics-centered STEAM program was effective for improving middle school students' interest in STEM career. And it was also effective in the development of students' integrated problem solving ability.

• Communications of the Korean Mathematical Society
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• v.31 no.2
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• pp.415-422
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• 2016

We derive a closed-form expression for the price of a European quanto call option when both foreign and domestic interest rates follow the Vasicek's short rate model.

• The Mathematical Education
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• v.41 no.2
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• pp.139-155
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• 2002

In this paper we represented the results of surveying on the present condition of mathematics education and the contents of the mathematics text books that are usually taught in Art High Schools interest in mathematics subjects and to achieve the higher level of mathematical abilities. We would like to raise their interest in mathematics and to improve the efficiency of teaching level on the basis of the 7th Mathematics Curriculum Revision. Some suggestions are of offered by considering the level of their mathematical abilities in Art High Schools and the present contents of the mathematical subjects from following views ⑴ the aspect of studying method ⑵ the aspect of revising contents of mathematics textbooks for them ⑶ the aspect of educational policies for Art High Schools