• Title/Summary/Keyword: belief of school mathematics

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The Moderated Effects of Mathematics Test-preparation Strategies in the Relation between Elementary School Students' Epistemological Beliefs about Mathematics and Test Anxiety (초등학생의 수학 인식론적 신념과 시험불안의 관계에서 수학 시험준비전략의 조절효과 분석)

  • Yoo, Hyunseok;Yum, Sichang
    • Journal of Elementary Mathematics Education in Korea
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    • v.23 no.4
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    • pp.365-382
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    • 2019
  • This study aimed to analyze the moderated effects of mathematics test-preparation strategies in the relation between elementary school students' epistemological beliefs about mathematics and test anxiety. The moderated effects were tested by using structural equation modeling with the Ping's two-step approach. The subjects were 810 6th graders (411 male, 399 female) from 13 elementary schools situated in G Metropolitan City. Tests for epistemological beliefs about mathematics, test anxiety, and mathematics test-preparation strategies were used as measurement scales. The results of this study were as follows. The moderated effects of mathematics test-preparation strategies in the relation between epistemological beliefs about mathematics and test anxiety were statistically significant. Higher level of epistemological belief about mathematics were linked to lower level of test anxiety, while lower level of epistemological belief about mathematics led to an increased influence of test-preparation strategies levels on test anxiety. Students who had higher levels of epistemological belief about mathematics displayed lower level of test anxiety when using high levels of test-preparation strategies. Students who scored lower in the epistemological belief about mathematics had lower level of test anxiety when employing low levels of test-preparation strategies. Therefore, to lower the level of test anxiety among elementary students, the intervention program need to consider the appropriate levels of test-preparation strategies in accordance with each student's level of epistemological belief about mathematics.

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Effects of the mathematics integrated career education on students' affective characteristics (수학교과 통합 진로교육이 학생들의 정의적 특성에 미치는 효과)

  • Chung, Hea Jin;Kim, Won Kyung
    • The Mathematical Education
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    • v.54 no.2
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    • pp.167-194
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    • 2015
  • The purpose of this study is to analyze effects of the mathematics integrated career education on students' affective characteristics. For this purpose, 3 hours of lesson materials of the mathematics integrated career education were developed and applied to 65 students of the 10th ~11th graders selected in two high schools. After 3 hours of lessons, the following research findings are obtained. Fisrt, it is revealed from the pre-post test of 65 subjects that the mathematics integrated career education can help students improve their mathematical attitude and belief. Second, it is shown from the interview with 4 students that they became not only to recognize the usefulness and value of mathematics, but also got changed their self-concept for mathematics.

Educational Articulation Between Kindergarten and Primary School : Perceptions of Teachers and Mothers (유·초 연계교육에 대한 교사와 학부모의 신념, 지식 및 실제 간의 차이)

  • Hwang, Yoon-Se;Choi, Mi-Sook
    • Korean Journal of Child Studies
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    • v.27 no.4
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    • pp.147-163
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    • 2006
  • The purpose of this study was to investigate whether there are any differences among kindergarten teachers', primary school teachers', and children's mothers's perceptions-belief, knowledge, practice-about the educational articulation between kindergarten and primary school. The results of this study were as follows; First, there were differences among kindergarten teachers, primary school teachers, and mothers about the belief of articulation content. Second, in the knowledge of educational articulation, kindergarten teachers's understandings of the counterpart's curriculum were higher than that of primary school teachers's. Third, in the practice of educational articulation, kindergarten teachers and mothers were focused language and mathematics learning for educational articulation. But primary school teachers were focused school adjustment.

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Analysis on the Belief about Mathematics Teaching of Elementary Preservice Teachers and Mathematics Teachers (초등교사와 예비교사의 수학 수업에 대한 신념 분석)

  • Lee, Dae Hyun
    • School Mathematics
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    • v.15 no.1
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    • pp.201-219
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    • 2013
  • The purpose of this study was to analyse the belief about mathematics teaching of elementary preservice teachers and mathematics teachers. This study involved 100 respondents from the preservice teachers and 114 respondents from the mathematics teachers. The instruments used in this study consist 15 items of mathematical knowledges and 19 items of mathematical activities. The finding showed that preservice teachers emphasized the conceptual knowledge, whereas mathematics teachers emphasized the procedural knowledge in the mathematical knowledges. And preservice teachers emphasized the knowledge representation, knowledge generation, knowledge deliberation, knowledge communication, whereas mathematics teachers emphasized the use of knowledge(syntax) in the mathematical activities. Finally, even though two groups showed the significant difference in some items, preservice teachers and mathematics teachers emphasized the various mathematical knowledges and mathematical activities.

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Prospective Primary School Teachers Views on the Nature of Mathematics

  • Kang, Eun Kyung
    • Research in Mathematical Education
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    • v.18 no.4
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    • pp.257-272
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    • 2014
  • This paper examines and presents descriptions of 12 prospective primary teachers' views on the nature of mathematics in USA. All the participants were elementary teacher candidates enrolled in the same mathematics method courses. Interview data show that the prospective primary teachers possess two kinds of views on the nature of mathematics: primarily traditional and even mix of traditional and nontraditional beliefs in terms of Raymond's (1997) belief criteria. Implications for teacher education were discussed at the end of the paper.

Analysis on the Sociomathematical norms in math gifted classroom according to the Teacher's belief (교사의 신념에 따른 수학영재교실의 사회수학적 규범 비교 분석)

  • Cho, Yoomi;Song, Sang Hun
    • Journal of Educational Research in Mathematics
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    • v.23 no.3
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    • pp.373-388
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    • 2013
  • This paper is to investigate how two elementary school teacher's belief mathematics as educational content, and teaching and learning mathematics as a part of educational methodology, and what the two teachers believe towards gifted children and their education, and what the classes demonstrate and its effects on the sociomathematical norms. To investigate this matter, the study has been conducted with two teachers who have long years of experience in teaching gifted children, but fall into different belief categories. The results of the study show that teacher A falls into the following category: the essentiality of mathematics as 'traditional', teaching mathematics as 'blended', and learning mathematics as 'traditional'. In addition, teacher A views mathematically gifted children as autonomous researchers with low achievement and believes that the teacher is a learning assistant. On the other hand, teacher B falls into the following category: the essentiality of mathematics as 'non-traditional', teaching mathematics as 'non-traditional, and learning mathematics as 'non-traditional.' Also, teacher B views mathematically gifted children as autonomous researchers with high achievement and believes that the teacher is a learning guide. In the teacher A's class for gifted elementary school students, problem solving rule and the answers were considered as important factors and sociomathematical norms that valued difficult arithmetic operation were demonstrated However, in the teacher B's class for gifted elementary school students, sociomathematical norms that valued the process of problem solving, mathematical explanations and justification more than the answers were demonstrated. Based on the results, the implications regarding the education of mathematically gifted students were investigated.

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A Study on Elementary Gifted Children's Mathematical Belief (초등학교 영재교육대상자의 수학적 신념에 대한 연구)

  • Park, SungSun
    • Journal of Gifted/Talented Education
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    • v.23 no.6
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    • pp.947-963
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    • 2013
  • This study investigated the difference of mathematical beliefs between common children and the gifted children, and then the effect of current mathematics gifted education on gifted children's mathematical belief. Gifted children from institution for gifted education and school based gifted classroom, and common children from regular classroom from S-city office of education in Gyenggi province were studied for this study. The results of this study was as follows. First, there was positive correlation between mathematics performance and mathematical belief. Second, common children and gifted children had significant difference in the degree of mathematical belief. And also, mathematically gifted students had much stronger and positive mathematical belief than common students before starting gifted education program. Third, there was no significant difference in common children and gifted children on the mathematical belief after they receive gifted education, but there were negative changes in gifted children from institution for gifted education on the mathematical belief after receiving gifted education.

The Culture of Mathematics Classroom for Problem Solving (문제해결을 학습을 위한 수학 교실 문화)

  • 박성선
    • Education of Primary School Mathematics
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    • v.4 no.2
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    • pp.105-110
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    • 2000
  • This paper is discussing about the culture of mathematics classroom for problem solving. The mathematics classroom which we have to aim at is where every students make proper belief and attitude about mathematics, and also can express their own idea and make question freely. In that classroom, the students can meet with various problem solving methods and communicate with other students, and then elaborate their own method.

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A Study on the Application of Context Problems and Preference for Context Problems Types (유형별 맥락문제의 적용과 그에 따른 유형별 선호도 조사)

  • Kim, Sung-Joon;Moon, Jeong-Hwa
    • Journal of the Korean School Mathematics Society
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    • v.9 no.2
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    • pp.141-161
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    • 2006
  • In this study, we classified word problems related to real life presented in elementary mathematics textbooks into five types of context problems(location, story, project, scrap, theme) suggested by Freudenthal(1991), and applied context problems to mathematics class to analyze the influence on students' mathematical belief and attitude. Also, we examined the types of context problems preferred according to academic performance and the reasons of preference within a group experiencing context problems. The results of the study are as follows. First, almost lessons in the mathematics textbook presents word problems related to real life, but the presenting method is inclined to a story type. Also, the problems with a story type are presented fragmentarily. Therefore, although these word problems are familiar to the students, they don't include contextual meanings and cannot induce enough mathematical motives and interests. Second, a lesson using context problems give a positive influence on their mathematics belief and attitude. It is also expected to give a positive influence on students' mathematics learning in the long run. Third, the preferred types of context problems and the reasons of preference are different according to the level of academic performance within the experimental group.

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Exploring Central Beliefs through Noticing Analysis of Mathematics Teachers (수학교사의 노티싱(Noticing) 분석을 통한 중심신념 탐색)

  • Kang, Sung Kwon;Hong, Jin-Kon
    • Communications of Mathematical Education
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    • v.35 no.4
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    • pp.377-411
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    • 2021
  • This study aims to explore central and peripheral beliefs of mathematics teachers in the context of teaching and learning. For this purpose, this study analyzed teacher noticing of 8 mathematics teachers who are in-service in terms of mathematical beliefs using video-clips of math lessons. When the teachers in the video-clips seemed to have a teaching and learning problem, teachers who adopt noticing critized the classroom situation by reflecting his or her own mathematical beliefs and suggested alternatives. In addition, through noticing analysis, teachers' mathematical beliefs reflected in specific topics such as student participation in teaching and learning were compared to reveal their individual central and peripheral beliefs. Through these research results, this study proposed a model that extracts the central and peripheral beliefs of math teachers from the constraints of the teaching and learning context using noticing analysis. Additionally, it was possible to observe the teacher decision-making and expertise of mathematics teachers.