• Research in Mathematical Education
• /
• v.13 no.1
• /
• pp.31-48
• /
• 2009

Utilizing the path analysis method, the study explores the relationships among the influential factors in mathematics modeling academic achievement. The following conclusions are drawn: 1. Achievement motivation, creative inclination, cognitive style, the mathematical cognitive structure and mathematics modeling self-monitoring ability, those have significant correlation with mathematics modeling academic achievement; 2. Mathematical cognitive structure and mathematics modeling self-monitoring ability have significant and regressive effect on mathematics modeling academic achievement, and two factors can explain 55.8% variations of mathematics modeling academic achievement; 3. Achievement motivation, creative inclination, cognitive style, mathematical cognitive structure have significant and regressive effect on mathematics modeling self-monitoring ability, and four factors can explain 70.1% variations of mathematics modeling self-monitoring ability; 4. Achievement motivation, creative inclination, and cognitive style have significant and regressive effect on mathematical cognitive structure, and three factors can explain 40.9% variations of mathematical cognitive structure.

• Research in Mathematical Education
• /
• v.11 no.3
• /
• pp.197-207
• /
• 2007

Based on a survey on 1620 students in primary school and secondary school., by adopting Eysenck Personality Questionnaire (EPQ), we got the following findings : 1. There is close relationship between emotionality characteristics of temperament and mathematics academic achievement of the subjects at Grade 5 (Primary 5), Grade 8 (Junior Secondary 2), and Grade 10 (Senior Secondary 2). Also there is close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 5 and Grade 8. While there is not close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 10; 2. There is close relationship between temperament types and mathematics academic achievement of the subjects from the three grades. Superior temperament, which benefit learning mathematics, are sanguine, sanguine-phlegmatic and phlegmatic; While inferior temperament types, which don't benefit learning mathematics, are choleric, melancholic and choleric-melancholic. With the rising of grade, temperament types of benefiting learning mathematics converts from external directivity emotion balance to balance of internal-external directivity emotion stability. While temperament of no benefiting learning mathematics converts from internal directivity emotion balance to balance of internal-external directivity emotion instability; 3. In mathematics education, students' temperament difference, which affects learning mathematics, should be recognized. Mathematics teachers should find out the best teaching ways, forms and methods which are suitable for student's temperament type, so that the students with different temperament types can gain better mathematics academic achievement.

• Research in Mathematical Education
• /
• v.27 no.1
• /
• pp.129-150
• /
• 2024

This study utilized South Korean elementary and middle school student data to examine the longitudinal change trajectories of learning motivation types according to the longitudinal change trajectories of mathematics academic achievement. Growth mixture modeling, latent growth model, and multiple indicator latent growth model were used to examine various change trajectories for longitudinal data. As a result of the analysis, it was classified into 4 subgroups with similar longitudinal change trajectories of mathematics academic achievement, and the characteristics of the mathematics subject, which emphasize systematicity, appeared. Furthermore, higher mathematics academic achievement was associated with higher self-determination and higher academic motivation. And as the grade level increases, amotivation increases and self-determination decreases. This study suggests that teaching and learning support using this is necessary because the level of learning motivation according to self-determination is different depending on the level of mathematics academic achievement reflecting the characteristics of the student.

• The Mathematical Education
• /
• v.58 no.1
• /
• pp.21-39
• /
• 2019

This study examines the longitudinal effect of goal perception, mathematics class factors(perceptions about mathematics teachers (PMT), mathematics classroom attitude), and mathematics academic achievement. This study consists of three research models. First, we examined the longitudinal change of goal perception, perceptions about mathematics teachers (PMT), mathematics classroom attitude, and mathematics academic achievement using latent growth curve modeling. Secondly, the slope of PMT is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Finally, the slope of mathematics classroom attitude is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Data were extracted from Seoul Education Longitudinal Study from 2010 to 2012 (in three waves), and the analysis used by middle school students, measured by 4163 students of the three-wave surveys. Latent growth modeling was applied to verify the research problems. The results of the research are as follows. First, the slope of goal perception had positive and significant effects on the slope of PMT and mathematics classroom attitude, respectively. Second, the slope of PMT and mathematics classroom attitude had positively significant effects on the slope of mathematics academic achievement. Finally, it was confirmed that the slopes of PMT and mathematics classroom attitude are critical mediators between the slope of goal perception and the slope of mathematics academic achievement.

• International Journal of Advanced Culture Technology
• /
• v.12 no.1
• /
• pp.34-42
• /
• 2024

This study investigated the academic achievement of science and high school students according to the characteristics of R&E activities in mathematics and science. In addition, based on the survey results, the correlation between R&E activity characteristics and mathematics and science academic achievement was studied through correlation analysis and factor analysis between subjects. There was a difference in academic achievement in mathematics and science according to the characteristics of the R&E activity area, and the experience of R&E activity was found to be closely related to the academic achievement of related subjects. Depending on the area of R&E activity, mathematical and scientific academic achievement was found to be two factors: mathematical logic and natural understanding. Natural understanding factors significantly influenced students' academic achievement in mathematics, physics, and life sciences, and mathematical logic factors significantly influenced the academic achievement of students in chemistry and earth science subjects. In particular, mathematical logic ability was concentrated in excellent physics class students, and natural understanding ability was concentrated in excellent life science class students. Since the characteristics of the R & E activity area greatly influence the academic achievement of mathematics and science, it will significantly contribute to the selection and operation of the R & E activity area of science high school students.

• Journal of the Korean School Mathematics Society
• /
• v.19 no.3
• /
• pp.217-238
• /
• 2016

The purpose of the study is to analyze the influence of the accomplishing pressure of teachers and parents on academic achievement in mathematics in accordance with the differences in the degree of intrinsic motivation in mathematics. The accomplishing pressure of teachers was meaningful on the academic achievement in mathematics in the analysis including the interaction of intrinsic motivation in mathematics. The students with high degree of intrinsic motivation were influenced in a negative manner. Meanwhile the students with middle or low degree of intrinsic motivation were influenced in a positive manner. The result implies that it is more important to consider the level of mathematical intrinsic motivation, when teachers accomplish an achievement pressure to improve academic achievement in mathematics. On the analysis including the interaction of intrinsic motivation of mathematics, the accomplishing pressure of parents showed positive effect in general on the academic achievement in mathematics. The students with high or middle degree of intrinsic motivation were highly influenced in a positive manner than the students with low degree of intrinsic motivation. The result implies the necessity of the implementation of continuous accomplishing pressure on students as the high degree of accomplishing pressure of parents leads to positive influence on the academic achievement in mathematics.

• Journal of Fisheries and Marine Sciences Education
• /
• v.25 no.1
• /
• 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.

• Journal of the Korean School Mathematics Society
• /
• v.5 no.2
• /
• pp.111-128
• /
• 2002

This study concentrates on investigating teaching methods with which students of a commercial high school, located in a rural district, can improve their attitude toward mathematics. To begin with, this study examines the causes which make the students take negative views against it through a survey of their current attitude toward mathematics; offers a special class for them to develop a positive attitude toward it: and then, figure out how much they change their academic attitude within the class and how much they improve their academic achievement as well. The results can be summarized as follows: First, the experimental groups showed terribly negative attitudes toward mathematics, and their academic achievements were very low compared with students of academic high schools nearby, Second, thanks to the special class given to improve their attitude toward mathematics, the experimental groups ended up taking a meaningful positive attitude toward it and developing their academic achievements in the subject. On the other hand, the controlled groups without any chance to receive special lessons remained unchanged. Therefore, it is indicated that a special lesson, properly provided, would play an important role to improve students' positive attitude toward mathematics and develop their basic academic achievements.

• School Mathematics
• /
• v.16 no.1
• /
• pp.157-180
• /
• 2014

This study investigated relationships between academic stress and mathematics learning motivation focusing on the mediating effect of academic motivation types. It also tested differential structural relationship among the variables in the high vs. low academic achievement level groups and the boys vs. girls of middle schools. The participants were 952 second graders from five middle schools. Student scores from the standardized tests that were developed to assess the students' academic stress, mathematics learning motivation, and three types of motivation (amotivation, controlled motivation, and autonomous motivation) were used in this study. The results demonstrate that there were significant differences in the relationship patterns of the research variables. Correlation analysis provided evidences that academic stress was negatively related with mathematics learning motivation and autonomous motivation but positively related with amotivation and controlled motivation. Also, mathematics learning motivation was negatively related with amotivation and controlled motivation but positively related with autonomous motivation. Structural equation modelling analysis provided the evidence that the full mediation model was a significant, in that the students' types of academic motivation mediated the effect of academic stress on mathematics learning motivation. Multiple group analysis revealed that there were group differences in the path coefficients of the structural model. But the academic stress showed negative influence on the mathematics learning motivation via amotivation and autonomous motivation in all groups.

• Communications of Mathematical Education
• /
• v.35 no.1
• /
• pp.97-118
• /
• 2021

Since the characteristics of teachers that affect mathematics academic achievement are constantly changing and affecting mathematics achievement, longitudinal studies that can predict and analyze growth are needed. This study used data from middle and high school students from 2013(first year of middle school) to 2017(second year of high school) of the Seoul Education Longitudibal Study(SELS). By classifying the longitudinal changes in mathematics academic achievement into similar subgroups, the direct influence of teachers' characteristics(professionalism, expectations, academic feedback) perceived by students on the longitudinal changes in mathematics academic achievement was examined. As a result of the study, it was found that the characteristics of mathematics teachers(professional performance, expectation, and academic feedback) in group 1(343 students), which included the top 14.5% of students, did not directly affect longitudinal changes in mathematics academic achievement. Students in the middle 2nd group(745, 32.2%) had academic feedback from the mathematics teacher, and the 2nd group(1225 students) in the lower 53%, which included most of the students, showed that the expectations of the mathematics teacher were the longitudinal mathematics achievement. The change has been shown to have a direct effect. This suggests that support for teaching and learning should also reflect this, as the direct influence of teachers' professionalism, expectations, and academic feedback on longitudinal changes in mathematics academic achievement is different according to the characteristics and dispositions of students.