• 한국수학교육학회지시리즈A:수학교육
• /
• 제56권4호
• /
• pp.435-452
• /
• 2017

The purpose of this study is to see correlation between parental psychological control and volition control in mathematics learning of 6th grade of elementary school. This study has carried out a survey for 371 male and female students in 6th grade of elementary school in Gyeongnam. We analyzed the collected data statistically, and the results are as follows. First, there was a significant difference in the level of volition control in mathematics learning between male and female students. The level of volition control in mathematics learning was found to be higher in female groups than in male groups. Second, there was no significant difference in father and mother's psychological control level perceived by 6th grade elementary school students. Third, there was a significant negative correlation between parental psychological control and their children's level of volition control in mathematics learning. In this study, by examining the correlation between parental psychological control and volition control level in mathematics learning of elementary school students, the higher the parental psychological control, the lower the level of volition control of their children. So, that it is important to have a parenting attitude that respects their children's emotion and expression.

• 수산해양교육연구
• /
• 제25권1호
• /
• pp.233-245
• /
• 2013

The purpose of this study is to analyse the effects on the academic achievement and learning motive in mathematics class by use of Cornell-note method at an elementary school. Thus, Cornell-mathematic note is designed for the experiment in order to recognize the effects how the Cornell-note influences students' mathematics academic achievement and learning motive. This experiment was carried out for 13 weeks and the target was 28 students. The group was consisted of 6rd grade students in elementary school located in Busan. To see the effects of Cornell-note method after experiment, post-test was carried out about mathematics academic achievement and learning motive. The results of this study are as follows: There was meaningful difference before and after test about mathematics academic achievement and learning motive. The academic achievement and learning motive in mathematics were improved after Cornell-note applied. Improvement of learning motive caused progress of academic achievement in mathematics class. The Cornell-note way is not appropriate, however, to reinforce mathematical communication ability and to attract students' interest. Therefore, systematic symbol is necessary and consider about adoption of story-telling way.

• 한국융합학회논문지
• /
• 제8권7호
• /
• pp.331-339
• /
• 2017

수학은 오랜 역사를 가진 학문으로 수학으로부터 새로운 학문이 발생하기도 하고 다른 학문과의 관련을 계속 이어왔기에 수학과 타 교과 통합 교육은 수학의 학문적 특성에 비추어 자연스러운 시도라 할 수 있다. 그렇지만 과학 과목의 주제를 수학의 학습 소재로 다루는 시도 외에 타 교과와 통합을 통한 수학 교육 연구는 별로 이루어지지 않았다. 본고에서는 수학과 타 교과 통합 교육의 유형과 통합 교육에 대한 국내 연구 동향을 살펴보고 고등학교 수학 교과와 사회 교과의 통합 교수-학습자료를 중심으로 하여 수학과 타 교과와의 통합 교수-합습자료를 문헌연구를 통하여 알아보았다. 그 결과, 수학의 유용성에 대한 인식 제고 및 흥미도 향상에 도움을 줄 수 있도록 수학과 과학 또는 수학과 사회 외에도 예술, 체육, 국어 교과와의 통합 자료도 최근 개발되었음을 알 수 있는데, 이에 대한 수정 보완에 대한 연구는 본고를 토대로 하여 앞으로 더 수행되어야 할 것이다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제58권1호
• /
• pp.41-54
• /
• 2019

The purpose of this study was to examine the effects of career identity on learning persistence and academic achievement, and mediating effect of utility value. To examine the effect of mediating role of utility value, we divided utility value into two types, utility value of daily matters and utility value of career. This study was conducted on 228 senior students in high school, to investigate relations among career identity, utility value, learning persistence and academic achievement in mathematics, by using the structural equation model. The results are as follows. First, career identity positively predicted learning persistence in mathematics. Second, career identity positively predicted the utility value of daily matters and career. Third, both type of utility value in mathematics positively predicted learning persistence in mathematics. Fourth, the utility value of daily matters and career, in mathematics subjects, showed differential predictability toward learning persistence and academic achievement. Both type of utility value in mathematics positively predicted learning persistence, but showed differential predictability toward learning academic achievement. Specifically, the utility value of daily matters in the near future did not predict the academic achievement, but the utility value of career in the distant future positively predicted the academic achievement. Fifth, the utility value was found to play a mediating role in the relationship between career identity and learning persistence. Based on the results of this study, implications for mathematics education were discussed.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제42권4호
• /
• pp.465-480
• /
• 2003

The main purpose of this work is to propose programs of mathematics education and mathematics history courses for the department of mathematics education of teacher training universities. Foundation of Mathematics Education, Mathematics Teaching and Learning Theories, Mathematics Problem Solving, Analysis and Evaluation of Mathematics Teaching Materials and Mathematics History are discussed in this article.

• 한국학교수학회논문집
• /
• 제9권3호
• /
• pp.265-286
• /
• 2006

본 논문은 수학 교사 학습 및 교수법 변화에 관한 이론적 고찰을 추구하기 위한 노력으로 먼저 교사교육 프로그램의 저변에 암묵적으로 반영되어 있는 지식과 교수 관행간의 관계를 분석하여 교사 학습을 세 가지 개념으로 정리한 후, 각각의 모델이 교사교육에 제공하는 시사점을 고려해보았다. 또한 최근에 새롭게 부각되는 인지의 상황적 사회적 분배적 본질의 핵심적인 아이디어를 바탕으로 각각의 관점이 수학교사 교육에 제공하는 구체적인 시사점을 도출하였다.

• East Asian mathematical journal
• /
• 제37권4호
• /
• pp.443-460
• /
• 2021

This study analyzes the characteristics of elementary math gifted classes through the development and application of teaching and learning materials. We used the guided reinvention methods including quasi-experiential perspectives. To this end, the applicability of Lakatos' quasi-empirical mathematical philosophy in elementary mathematics was examined, and the criteria for the development of teaching and learning materials for gifted students were presented, and then this study was conducted in this theoretical background. The subjects of the study were 21 elementary students at P University's Institute of Science and Gifted Education, and non-face-to-face real-time classes were conducted. Classes were divided into introduction, deployment1, deployment2, organization stages, and in each stage, small group cooperative learning was conducted based on group activities, and in this process, the characteristics of elementary mathematics gifted were analyzed. As a result of the study, elementary mathematics gifted students did not clearly present the essence of justification in the addition algorithm of fractions, but presented various interpretations of 'wrong' mathematics. They also showed their ingenuity in the process of spontaneously developing 'wrong' mathematics. On the other hand, by taking interest in new mathematics starting from 'wrong' mathematics, negative perceptions about it could be improved positively. It is expected that the development of teaching and learning materials dealing with various and original topics for the gifted students in elementary school will proceed through follow-up research.

• 한국학교수학회논문집
• /
• 제23권4호
• /
• pp.491-508
• /
• 2020

본 연구에서는 예비 수학교사들의 수학에 대한 학습동기를 측정 및 분석함으로써, 예비 수학교사들의 정의적 측면을 이해하고 유능한 수학교사를 양성하기 위한 수학교사 전문성 개발의 시사점을 찾아 보고자 하였다. 학습동기와 관련된 선행 연구를 통해 학습동기를 구성하는 3가지 요소를 추출하였고, 이를 바탕으로 예비 수학교사들의 수학 학습동기를 조사할 자체 설문도구를 개발하였다. 한 지방의 사범대학 수학교육과 학생 120명을 대상으로 설문조사를 실시하여, 대학생활 동안 예비 수학교사들이 겪는 전반적인 수학 수업에서의 학습동기와 그 구성 요소인 가치, 자기효능감, 흥미에 대한 특징, 그리고 미래의 수학교사로서 선호하는 학습동기 유발 방법을 파악하였다. 본 연구 결과에 따르면, 예비 수학교사들의 전반적인 학습동기는 학년별로 차이가 있었으며, 특히 학습동기의 3가지 구성 요소 중 자기효능감과 흥미 요소에서 학년 간에 유의미한 차이가 있는 것으로 나타났다. 또한 미래의 수학교사로서 학생들의 수학 학습동기를 유발하는데 주로 선호하는 방법은 수학 학습의 흥미를 유도하는 유형이었으며, 구조적인 측면이나 수학 학습의 관련성을 중시하는 유형은 선호도가 상대적으로 낮았다. 따라서 학습동기를 강화시키기 위해 예비 수학교사들의 자기효능감과 학습의 흥미 또는 즐거움을 증진시킬 필요가 있으며, 수학교사로서의 전문성 개발 측면에서 수학 학습동기 유발 형태에 대한 여러 가지의 다양한 소재 개발의 경험을 시켜줄 학습지도 방안을 준비해야 한다는 시사점을 주고 있다.

• 공학교육연구
• /
• 제16권1호
• /
• pp.54-63
• /
• 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.

• East Asian mathematical journal
• /
• 제30권2호
• /
• pp.123-148
• /
• 2014

The purpose of this article described the effects of mentoring program to the underachiever's attitude in learning Mathematics. In order to do this research, a mentoring class had been carried out for 30 weeks, with two students who was underachievers in mathematics. It was carried out contrastive analysis on the student's learning attitude in the math class before and after the mentoring, using a questionnaire of learning attitude in math with 40 questions, filling the blanks in sentence, recording files of class, and mentoring journals. As a result, before taking the mentoring class, students who were participated in the mentoring program were negative and low in five subordinate concepts(learning attitude, such as their tendency, interest, desire, confidence, attitude, and studying habits in math). However, after the mentoring class, the two students were remarkably changed in positive way on the five concepts in learning mathematics. Therefore, it is helpful to underachievers in mathematics if the mentoring program is used since it yields a positive impact on the learning attitude.