• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.115-129
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• 2009

The purpose of the study was to investigate the attitudes towards mathematics of high school students by comparing students of a general public school and a foreign language high school. The researchers were interested in how the two groups, middle or middle lower achievers and high achievers, showed their attitudes toward mathematics and where their attitudes were derived from. For the investigation, the researchers surveyed 121 students of general public high school and 64 students of a foreign language high school. Reliability, mean difference with t-test and frequency were analyzed. The results showed that many students from both groups had negative attitudes toward mathematics. However, the causes of the attitudes were different between the two groups. This implies that we need to reform the instructional methods and curricula of mathematics cources.

• Journal of the Korean School Mathematics Society
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• v.22 no.1
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• pp.1-21
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• 2019

Mathematics is one of the subjects in which learners seriously experience under-achievements in school education. Middle school level mathematics especially plays such a role as a bridge between elementary level informal mathematics and high school level formal mathematics that learners' under-achievements in the middle school level mathematics may yield more serious under-achievements later. Therefore it is crucial to prevent learners' later under-achievements that we analyze the status of under achievements including analysing various under-achievers' errors in the middle school level mathematics. From this point of view, we analysed errors of mathematics under-achievers in understanding the concept of the square root of positive numbers and related calculations in this paper. As the results of our research, we found some unexpected errors of 'some mathematics under-achievers regarding the mathematical symbol ${\surd}$ of square root as a parenthesis ( ), and others interpret $x=-2{\pm}{\sqrt{10}}$ as x=-2 or ${\pm}{\sqrt{10}}$.' that suggest the necessity of more various and in-depth discussions and researches of analysis on learners' errors and misconceptions in all areas of school mathematics.

• East Asian mathematical journal
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• v.36 no.2
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• pp.317-330
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• 2020

The purpose of this action research project was to study the effects of incorporating coding into the middle school math classroom affected student dispositions with math and their understanding of mathematical concepts. The project, involving a total of 107 US middle school students, used five data sources to examine these effects: a survey, a chart measuring student engagement, a pre- and post-assessment before and after the coding project, and teacher observation with reflection forms. After analyzing the data, it was found that incorporating coding into the middle school math classroom could have a positive impact on student math dispositions and their understanding of math concepts.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.213-231
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• 2021

This study is intended to investigate contents related to parents' perception and satisfaction level of school mathematics curriculum. Based on the results, this study intended to deduce implications for mathematics education in schools, child education, and parent education. According to the result of the survey, the more positively the parents perceived the value of the mathematics learning, the more positively the child perceived, and the higher the parent's participation rate in mathematics-related education was. In terms of perception of teaching and learning activities, it showed that the willingness to participate in educational programs was lower for the parents of middle and high school students than the parents of elementary school students and the parents of elementary school students also showed higher satisfaction level of school mathematics curriculum. parents have perceived the necessity of teaching and mathematics education to develop artificial intelligence or data analysis skills. It was also found that the parents of middle and high school students' participation experience in education had an effect on the satisfaction level of their children's math teacher's class preparedness. Parents perceived positively to how pragmatic mathematics curriculum can be and provided answers to what they wish in specific mathematics classes in learning methods and future mathematics learning. As this is for educational experts to consider much in-depth in the future, this study suggested the need for diverse parents' education related to mathematics including the expansion of mathematics education with parents' participation, the creation of a mathematics learning environment for future mathematics learning.

• Bulletin of the Korean Mathematical Society
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• v.52 no.3
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• pp.987-998
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• 2015

In the paper, the authors discover an integral representation, some inequalities, and complete monotonicity of the Bernoulli numbers of the second kind.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.505-518
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• 2007

The purpose of this paper is to investigate the meaning of assessment for students, parents and mathematics teachers in middle school mathematics. For this purpose, we made an inspection to find out how the students grasped assessment results of mathematics, an investigation on the parents questionnaire to catch their viewpoints about assessment in school mathematics. Then, we interviewed three students, three teachers to confirm or to supplement the collected data. From the analyzing of data, we found the followings: First, it is not reasonable to evaluate the middle school students' mathematics accomplishment level using only paper test score. Second, almost all parents focus on their interesting to mathematics test score of their children not any other factors, such as intellectual accomplishment. Third, mathematics teachers claim that private education for only the mathematics test score can block the improving of students' mathematical thinking and application ability of mathematical knowledge.

• Journal of the Korean School Mathematics Society
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• v.5 no.2
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• pp.71-82
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• 2002

This study purported to develop the learning materials for the optional activities of mathematics, apply them to the students, and examine the effect on the learner's interest and attitude to mathematics. In order to conduct this study, the learning materials for the mathematics optional activities were developed according to the units of grade 8-Ga and the developed learning materials of the mathematics optional activities were inputted in two classes for 18 units after the second grade middle school students in Daejeon area received the questionnaire regarding the learning attitude and the interest in the mathematics. After that, the questionnaire regarding the learning attitude and the interest in the mathematics and the examination regarding the response to the application of the learning materials for mathematics optional activities were conducted and did t-test. The results of the study as follows : First The learning materials applied exciting games for mathematics optional activities aroused interest in mathematics and made the learners have confidence in mathematics learning. Second, There was affirmative change in the interest and attitude to the mathematics learning with the application of the mathematics optional learning materials. Third The leaning materials of the mathematics optional activities made the learners think mathematical questions connected with the real life and try various ways to solve the questions. Here are some suggestions to study the development of the learning materials such as story, game, quiz and craft. First it is necessary to develop the learning materials applied the games or the real life matters connected with mathematics for all grade middle school students and use them in the mathematics optional activities. Second, many students feel a great interest in animation. moving picture, sound graphic, etc. If the multimedia learning materials included the real life matters or the games are developed, the learners will feel more interest in mathematics. Third, the systematic and economical support is continuously needed in order that teachers are given much time to study and the opportunity to attend the training course for the understanding of the optional activities and the development of the various learning materials.

• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.59-67
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• 1998

Probability and statistics is an important section in mathematics which is deeply related to everyday living, natural science and social science. In spite of its importance, many students will throw away it because it becomes very harder as its step(stage) deepens and probability and statistics' relative importance is very small in Korea-SAT(the test of college entrance in Korea). Therefore, by analyzing the involvement carefully between the curriculum in the elementary, middle, high school and the text book, by studying the problem and improvement direction, it is necessary to investigate an effective teaching method. This study intends to give the students the confidence, interests, and accomplishment motive about probability and statistics field and to make a rational and creative decision-making through mathematical speculation by proposing an effective teaching method through analyzing an existing facts in school's probability and statistics field. The contents of this study are composed of four chapters. Chapter three looks into the mathematical curriculum in the elementary, middle, high school and its teaching meaning, the outline of contents, some tips on teaching and problems and presents an effective and concrete teaching method on the basis of the theoretical background in the chapter two. Chapter four is a conclusive part and gives the general improvement and intentional direction in educating the probability and statistics.

• Journal of Educational Research in Mathematics
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• v.22 no.3
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• pp.353-370
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• 2012

Since the 7th revision of national mathematics curriculum, it has been recommended that the concept of function be introduced based on the dependent relation between variables. The 2009 revision of national mathematics curriculum shares this way of conceptualizing function. In this context, this study analyzes the effect of this revision of the mathematics curriculum on middle school students' conceptualization of function. To be specific, this study investigates the characteristics of students' conceptualization of function through task-based in-depth interviews. It also investigates how teachers introduce function through interview. The analysis show that the middle school students had a lack of understanding about dependent relation in function. The teachers also had difficulties in teaching concept of function based on dependent relation. In the conclusion, this study makes some suggestions for teaching the function in middle school classes.

• Research in Mathematical Education
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• v.11 no.4
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• pp.265-274
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• 2007

The middle school mathematics teachers of the countryside in western China have little chance to further their education and strengthen their research abilities. In this program, we should offer them chance to learn new educational ideas and teaching methods. There will be demonstration lectures and video teaching of course standards followed by group discussion and personalized instructions. These activities prepare the teachers to give their own demonstration lectures. This again is followed by additional personalized instructions. The teachers come to the program with very limited knowledge of these techniques but will leave with the ability to write educational scientific research papers.