• Communications of Mathematical Education
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• v.31 no.3
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• pp.291-312
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• 2017

The purpose of this study is to analyze the effects of parental educational involvement and mathematical attitude perceived by students on math motivation and math anxiety. The results showed that parents' educational involvement had effect on students' motivation to learn mathematics and had a significant effect on mathematics anxiety. In addition, the parents 'mathematical attitude has a significant effect on the motivation of the students, and the higher the mathematical attitude of the parents, the lower the mathematics anxiety of the students but the higher the students' mathematics anxiety. This suggests that even if the parents are educated, the parents can influence their motivation to learn mathematics, rather the more the achievement pressure becomes, the higher the educational involvement. In addition, the parents' mathematical attitude is independent of the degree of educational involvement, and parents can expect to increase their motivation to learn mathematics by nurturing with positive and positive perceptions and attitudes. In order to do this, it is a time when parents' education for the recognition of parents' right mathematics courses and their interest in education and the role of education are positively required.

• Journal of the Korean School Mathematics Society
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• v.7 no.2
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• pp.1-20
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• 2004

The purpose of this study is to suggest the new way about performance assessment through analyzing about what changes are occurred on mathematical attitude and interest by performance assessment as comparing and analyzing the effect on learners' mathematical preferences and learning attitudes through the application of teaching and evaluating model utilizing portfolio products using mathematical history which is one of the various ways of performance assessment. That can satisfy the feature of performance assessment that realizes instruction and assessment simultaneously on the first grade at high school. Also, it can reduce the teachers' works, search the potential ability of students, realize level type curriculum, and draw out the learners' interests because it is a self-leading instruction that consists of student-centered learning. For the purpose of this study, the role of mathematical history and its advantage and the way of utilizing it in mathematical history by referring to sundry records were studied. Evaluation, the way of performance assessment and scoring were also considered to design portfolio teaching and evaluating model using mathematical history. To solve the another tasks for this study, mathematical preference factors and mathematical learning attitude factors are used. Mathematical preference factors divide into confidence, flexibility, will, curiosity, reflection, and value and then make 4 questions each factor. And mathematical learning attitude factors divide into self-esteem, attitude, and learning habit and then make 10 questions each factor. These factors need to be reorganized the materials which are made by Korean Education Development Institute(1992) to be agreed with the purpose of this study.

• Education of Primary School Mathematics
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• v.15 no.2
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• pp.107-134
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• 2012

The purpose of this study is to investigate the effectiveness of two teaching methods of word problems, one based on mathematical modeling learning(ML) and the other on traditional learning(TL). Additionally, the influence of mathematical modeling learning in word problem solving behavior, application ability of real world experiences in word problem solving and the beliefs of word problem solving will be examined. The results of this study were as follows: First, as to word problem solving behavior, there was a significant difference between the two groups. This mean that the ML was effective for word problem solving behavior. Second, all of the students in the ML group and the TL group had a strong tendency to exclude real world knowledge and sense-making when solving word problems during the pre-test. but A significant difference appeared between the two groups during post-test. classroom culture improvement efforts. Third, mathematical modeling learning(ML) was effective for improvement of traditional beliefs about word problems. Fourth, mathematical modeling learning(ML) exerted more influence on mathematically strong and average students and a positive effect to mathematically weak students. High and average-level students tended to benefit from mathematical modeling learning(ML) more than their low-level peers. This difference was caused by less involvement from low-level students in group assignments and whole-class discussions. While using the mathematical modeling learning method, elementary students were able to build various models about problem situations, justify, and elaborate models by discussions and comparisons from each other. This proves that elementary students could participate in mathematical modeling activities via word problems, it results form the use of more authentic tasks, small group activities and whole-class discussions, exclusion of teacher's direct intervention, and classroom culture improvement efforts. The conclusions drawn from the results obtained in this study are as follows: First, mathematical modeling learning(ML) can become an effective method, guiding word problem solving behavior from the direct translation approach(DTA) based on numbers and key words without understanding about problem situations to the meaningful based approach(MBA) building rich models for problem situations. Second, mathematical modeling learning(ML) will contribute attitudes considering real world situations in solving word problems. Mathematical modeling activities for word problems can help elementary students to understand relations between word problems and the real world. It will be also help them to develop the ability to look at the real world mathematically. Third, mathematical modeling learning(ML) will contribute to the development of positive beliefs for mathematics and word problem solving. Word problem teaching focused on just mathematical operations can't develop proper beliefs for mathematics and word problem solving. Mathematical modeling learning(ML) for word problems provide elementary students the opportunity to understand the real world mathematically, and it increases students' modeling abilities. Futhermore, it is a very useful method of reforming the current problems of word problem teaching and learning. Therefore, word problems in school mathematics should be replaced by more authentic ones and modeling activities should be introduced early in elementary school eduction, which would help change the perceptions about word problem teaching.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.351-367
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• 1999

This study aims to study the discourses influencing high school students' concept and attitude toward mathematics, and to examine how gender differences concerning mathematical aptitude are created. This study is based on the results of previous two studies which suggested that mathematical competence differs not only according to gender, region and school year, but also even within the same gender. For this study, 12 students ranking in the top 10% at two co-ed high schools were interviewed to find out 1) what discourses are related to gender and mathematics, 2) in what way these discourses are formulated and gain currency, and 3) how they have affected students in general. Common notions concerning mathematics may be summed up as follows: 1) Most of the students believe that gender difference in mathematical aptitude results because biologically men tend to be strong in mathematics and analytical skills while women tend to have better linguistic ability. This concept can help male students' studying to have a greater learning toward mathematics. 2) A large number of the students believe that male students' studying method is based on comprehension whereas female students' method is based on retention, and hence the former group tends to be better at applying their learning than the latter group. This notion seres to encourage male students and discourage female students from tackling difficult mathematical problems. 3) Many students believe that, although female students may surpass their male counterparts in middle school or the first year of high school, they will eventually fall behind by the 3rd year. Despite research which shows that these common beliefs are not grounded in scientific proof, high-school girls, who may be strong in mathematics, lose self-confidence and feel a sense of crisis. The mechanisms which produce and reinforce such concepts as those mentioned above can be summarized as follows: 1) Regarding the choice of majors and future career paths, parents show different attitudes toward sons and daughters, and this tends to influence high-school girls and hinders them from entering mathematics-related fields. 2) Teachers with value systems based on stereo-typed gender roles affect students a great deal, and give different advice according to gender of their students, for selecting their major fields - for instance, whether to study the natural sciences as opposed to humanities. 3) This study indicates that peer-group behavior, of either support or exclusion, also reinforces the process of internalizing notions of gender difference related to mathematical aptitude. 4) The gender-based notion that men are naturally more inclined to have better mathematical ability has caused male students to choose the natural science subjects and female students to turn to the humanities. The discourses discussed above, propagated in schools and homes, and in the mass media, are continually reinforced along with general gender inequalities in the society at large.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.523-543
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• 2009

We conduct a survey to find out the academic achievement factors for 484 second grade students at two middle schools in Busan city and Kyungsangnam Do, respectively. The survey questionnaire includes home environment and background, students' personal character, relationships with friends, learning attitudes towards improving problem solving, variables related to teaching methods and teachers, the school's computer facilities, mobile class by students levels, private education current situations, etc. Private education current situations are presented according to regions. Based on survey data we perform factor analysis to find major factors affecting mathematics academic achievement. We analyze the characteristics of the major factors. We also propose basic data and implications to mathematics educators and mathematics teachers at middle schools for improving middle school mathematics education quality.

• Journal of the Korean School Mathematics Society
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• v.9 no.4
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• pp.521-538
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• 2006

The purpose of this study is to examine the effect of teaching mathematical proofs that made use of the 'proof assisted cards' at the second year of middle school and to investigate students' ability to geometric proofs as well as changes of mathematical attitudes toward geometric proofs. The subjects are seven students at the 2nd year of D Middle School in Daegu who made use of the 'proof assisted cards' during five class periods. The researcher interviewed the students to investigate learning questions made by students as well as the 'proof assisted cards' before and after use. The findings are as follows: first, the students made change of geometric proof ability by proof activity with the 'proof assisted cards' and second, the students made significant change of mathematical attitudes toward geometric proofs by proof activity using the cards.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.493-511
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• 2009

The purpose of this thesis is to discuss the characteristic methods of Mathematics Education. However, it is not simple to find the proper research method of Mathematics Education since Mathematics Education deals with the practice of teaching and learning mathematics, as well as the topics of scholarly research on the practice. Issues on Mathematics Education might vary with the epidemical aspects, which are basic attitudes toward the knowledge and understanding about Mathematics. Thus, this thesis will discuss two questions: First, What are the distinguishing characteristics of Mathematics Education as a field of study, when compared with ones of mathematics? Second, What are the characteristic methods of Mathematics Education, when compared with ones of other academic fields? For solving those questions, this thesis starts from meanings of science and education. And it also classifies Mathematics as formal science whereas Mathematics Education as social science by showing differences between Mathematics and Mathematics Education: research subject of Mathematics targets on mathematics itself and it uses the deductive method. On the other hand, Mathematics Education research handles the practice of mathematics of students and uses plausible reasoning. Also, it will also show why Mathematics Education shares lots of aspects with social science, not with natural science, which has many different characteristics from those of social science. Many researchers have agreed that Education should be categorized into the social science but misplaced Mathematics Education and Science Education into the natural science. It is true that physics and chemistry are natural science. And also it should be said that pure science is formal science. But it should be considered that just like Education, Mathematics Education and Science Education are in the category of social science.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.123-145
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• 2013

This study was expected to yield the meaningful conclusions from the experimental group who took lessons based on inductive activities using GeoGebra at the beginning of proof learning and the comparison one who took traditional expository lessons based on deductive activities. The purpose of this study is to give some helpful suggestions for teaching proof to mathematically gifted elementary students. To attain the purpose, two research questions are established as follows. 1. Is there a significant difference in proof abilities between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? 2. Is there a significant difference in proof attitudes between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? To solve the above two research questions, they were divided into two groups, an experimental group of 10 students and a comparison group of 10 students, considering the results of gift and aptitude test, and the computer literacy among 20 elementary students that took lessons at some education institute for the gifted students located in K province after being selected in the mathematics. Special lesson based on the researcher's own lesson plan was treated to the experimental group while explanation-centered class based on the usual 8th grader's textbook was put into the comparison one. Four kinds of tests were used such as previous proof ability test, previous proof attitude test, subsequent proof ability test, and subsequent proof attitude test. One questionnaire survey was used only for experimental group. In the case of attitude toward proof test, the score of questions was calculated by 5-point Likert scale, and in the case of proof ability test was calculated by proper rating standard. The analysis of materials were performed with t-test using the SPSS V.18 statistical program. The following results have been drawn. First, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in proof ability than the comparison group who took traditional proof lessons. Second, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in the belief and attitude toward proof than the comparison group who took traditional proof lessons. Third, the survey about 'the effect of inductive activities using GeoGebra on the proof' shows that 100% of the students said that the activities were helpful for proof learning and that 60% of the reasons were 'because GeoGebra can help verify processes visually'. That means it gives positive effects on proof learning that students research constant character and make proposition by themselves justifying assumption and conclusion by changing figures through the function of estimation and drag in investigative software GeoGebra. In conclusion, this study may provide helpful suggestions in improving geometry education, through leading students to learn positive and active proof, connecting the learning processes such as induction based on activity using GeoGebra, simple deduction from induction(i.e. creating a proposition to distinguish between assumptions and conclusions), and formal deduction(i.e. proving).

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.19-39
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• 1999

Firstly, the goals and the domains of contents of environmental education was classified in order to systematize the contents of environmental education which would be taught in each subject. According to these goals and domains of contents, the contents of 10 subjects (Korean Language, Ethics, Social Studies, Mathematics, Science, Music, Arts, Physical Practicum(Technology and Heme Economics), English were analyzed. The norms in the analysis of the goals of environmental education by each subject were 4 domains: information and knowledge, skills, value & attitudes, & action and participation. The norms in the analysis of the contents of environmental education by each subject were 11 domains: natural environment, artificial environment, population, industrialization/urbanization, resources, environmental pollution, environmental preservation and measures, environmental sanitation, environmental ethics, environmentally sound and sustainable development(ESSD), and sound consumption life. As a result, it was found that all the 4 domains of goals in environmental education could come true. Furthermore, the goals of environmental education were found to be reached in the subjects of Korean Language, Music, Arts, Physical Education, Mathematics, English, etc., which had been thought to have nothing to do with environmental education. It was also found that the contents of each subject could deal with its own unique environmental contents. The result of this study can keep all subjects from overlapping in environmental contents, and can make the most of each subject's characteristics. Also, the result of this study will be referenced in developing the teaching and learning materials for environmental education according to each subject.

• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.157-170
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• 2017

Mathematics was the main domain of PISA 2012, and both paper-based and computer-based assessment of mathematics (CBAM) were conducted. PISA 2012 was the first large-scale computer-based mathematics assessment in Korea, and it is meaningful in that it evaluated students' mathematical literacy in problem situations using dynamic geometry, graph, and spreadsheet. Although Korea ranked third in CBAM, the use of ICT in mathematics lessons appeared to be low. On the other hand, this study focused on Singapore, which ranked first in CBAM. The Singapore Ministry of Education developed online programs such as AlgeTools and AlgeDisc, and implemented the programs in classes by specifying them in mathematics curriculum and textbooks. Thus, this study investigated influential factors on computer-based assessment of mathematics by comparing the results of Korea and Singapore, and aimed to provide meaningful evidence on the direction of Korea's ICT-based mathematics education. The results showed that ICT use at home for school related tasks, attitudes towards computers as a tool for school learning, and openness and perseverance of problem solving were positively associated with computer-based mathematics performance, whereas the use of ICT in mathematics class by teacher demonstration was negatively related. Efforts are needed to improve computer use and enhance teaching techniques related to ICT use in Korean math classes. Future research is recommended to examine how effectively teachers use ICT in mathematics class in Singapore.