• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1318-1332
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• 2012

This paper takes another approach in assessing students' perception of mathematics. Instead of asking for verbal description of the students' perception of mathematics, we asked the respondents who were all college students to draw their perception of mathematics. This relatively new approach enabled students to take a second look of how they perceived math and, at the same time, explored students' creativity and provided a less austere appearance to mathematics which was taken usually in a more formal and severe manner. This approach of assessing students' perception of mathematics generated new information that could not be normally gleaned from other approaches like Likert Scale. Some drawings of mathematics of the respondents reinforced their math affect towards mathematics. For those who hated math, their drawings revealed so the same is true with those who loved mathematics. Examining the visual representations of mathematics and looking for commonalities, the researcher found a number of interesting themes that may shed some light to educators' understanding of students' math affect.

• The Mathematical Education
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• v.62 no.3
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• pp.327-340
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• 2023

The value that students consider important in math learning may vary depending on the student's socio-cultural background and personal experience. Although socio-cultural backgrounds are very diverse, I considered overseas vs domestic Koreans, and secondary school levels as variables in terms of students' educational experiences. Overseas students had a lower perception of the value in mathematics than domestic students, especially about understanding mathematics knowledge and the value of the latest teaching and learning methods. Middle school students perceived the value of mathematics as an activity higher than that of high school students, and high school students perceived student agency as a higher value than middle school students. In addition, I considered meta-affect as one of the individual students' experiences, finally meta-affect was a variable that could explain value perception in math learning, and in particular, affective awareness of achievement, affective evaluation of value, and affective using were significant. From the results, I suggested that research on ways to improve the value and the meta-affect in math learning, test to measure the value of students in math learning, the expansion of research subjects to investigate the value in math learning, and a teacher who teaches overseas Koreans are needed.

• Journal of Korea Game Society
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• v.14 no.4
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• pp.95-104
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• 2014

In this research, we investigated the effect of arithmetic learning utilizing mathematical mobile application on arithmetic fluency and learning motivation of underachieving students in math. 24 4th grade math underachievers were divided into control and experimental groups. Arithmetic learning utilizing mathematical mobile application was conducted for experimental group and arithmetic learning utilizing learning worksheets was conducted for comparative group. After three weeks, the experimental group showed increase in math fluency and motivation compared to control group. Implications are discussed.

• School Mathematics
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• v.15 no.2
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• pp.337-352
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• 2013

The purpose of this study is to evaluate the efficacy of teaching methods among elementary school math teachers in terms of student achievement in examinations. Results are based upon data from two elementary schools. The evaluation criteria of fifteen items was modified from Ryang's original MTEBI sixteen items to measure elementary school teachers' math teaching efficacy. The result of this study could be summarized as follows. The students were divided into two groups according to teaching efficiency: higher teaching efficiency and lower teaching efficiency. A comparison of math tests taken by students from these groups demonstrates a significant statistical difference. Students with teachers in the lower efficiency group are likely to under-perform. In consequence, teachers' self-efficiency in math is considered to affect students' learning achievement in mathematics.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.123-148
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• 2015

After government released the measures to reduce private tutoring and to advance math education, the Education Ministry carrying out projects to narrow the gap of education using ICT of the agricultural, mountain and fishing villages with 'ICT Supporting Business for the rural communities'. EBS(Educational Broadcasting System) also has established a website for self-directed math learning called EBSmath and offers various and customized services. This study has been conducted on how smartifact-assisted learning on EBSmath provided by 'ICT Supporting Business for the rural communities' will affect self-directed math learning of students. In other words, the purpose of this study is to see if students of the farming villages with poor surroundings of education using ICT can acquire knowledge for themselves and organize it systematically, and then they can finally produce new knowledge while they learn through EBSmath.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.709-722
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• 1998

This thesis is to see if the classes using problem posing is effective to improve the students' grades in math. So I set up research subjects as follow. 1. Do the classes focused on problem posing have any influence on the students' achievement\ulcorner 2. Do the classes focused on problem posing have any different influence on the students' achievement according to their levels\ulcorner 3. Do the classes focused on problem posing have any different influence on the students' achievement according to the categories in math\ulcorner I close four classes in the first grade of K middle school in Kangnung, Kangwon province for this thesis. First I divided them into two groups. Each group consisted of two classes. One is the experimental group. The other is the comparative group. The experimental group was taken classes using problem posing. The comparative group was taken classes by the traditional teaching method. And then I analyzed the difference of the achievement between two groups. As a result of this research, I came to the conclusion as follow. First, the classes focused on problem posing is more effective than traditional teaching method for the improvement of the students` achievement Second, both the classes using problem posing and the traditional teaching method doesn`t affect to the advanced students. Third, the classes using problem posing is more effective to the intermediate students and lower level students than the traditional teaching method. Especially it is very effective in teaching the students the linear equation.

• Journal of Digital Convergence
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• v.10 no.11
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• pp.565-577
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• 2012

Various factors affecting teachers' self-confidence exist in math class using technology such as graphic calculators. For example, internal factors such as teachers' attitude and external factors such as school administrators or colleague's support can be considered. Pedagogical Technology Knowledge(PTK) is the very important factor which determines teacher's self-confidence in educational technology, and the development of PTK is composed of teacher's perception on the technology and its application and instrumentation. This study investigated 19 pre-service and current middle and high school teachers in the respect of their change of self-confidence, attitude, expertise on pedagogical technology, and quality of math class. These are anlayzed with the concept of instrumentation and instrumentalization through various experiences like graphic calculator, GPS and AutoGraph. The result indicated that constraints or obstacles did not affect much if teachers' attitude and self-confidence were strong. Particularly teachers' firm will to learn about technology and their confidence on its value are the critical factors in using technology for mathematics class.

• East Asian mathematical journal
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• v.38 no.2
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• pp.215-240
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• 2022

In this study, we proposed a learning-centered DIY mathematics instruction for students to actively design instructions and developed important competencies. The research problems of this study were as follows. First, how did learning-centered DIY mathematics instruction affect math academic achievement? Second, how did learning-centered DIY mathematics instruction affect the affective domain? Third, what was the reaction of students to the implementation of the learning-centered DIY mathematics instruction? For this purpose, this study was conducted with 58 students in 2 classes of 2nd grade of 00 High School located in 00 Metropolitan City. As a result of the study, first, it could be seen that the study group that taught the learning-centered DIY mathematics instruction was very helpful in the change of mathematics academic achievement compared to the comparative group who taught the explanatory instruction based on traditional textbooks. Second, the research group showed a significant improvement in the affective domain compared to the comparison group. Third, the responses of the students in the research group through the learning-centered DIY mathematics instruction improved in a positive direction, and there were some negative responses.

• The Journal of the Convergence on Culture Technology
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• v.7 no.2
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• pp.217-226
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• 2021

Since Covid-19, many educational institutions no longer view online learning as an additional material, but use it as their main learning tool. In this study, we tried to summarize the definition of smart learning and examined how smart learning math classes affect academic achievement, mathematical interest, and attitudes. We manipulate groups that conducted smart learning and groups that conducted face-to-face learning, and compare academic performance, mathematical interest, and attitudes after six weeks of learning. As a result, we found that the smart learning group had a large values in all three factors compared to the face-to-face learning group. We also found moderating effect. Students with lower grades largely improved their academic achievement scores as the difference in attitude changes through smart learning compared to those with higher grades.

• Education of Primary School Mathematics
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• v.18 no.1
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• pp.31-44
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• 2015

This study aims to test effect of transfer learning program rather than students' transfer ability. For these purpose, firstly this study design transfer learning program to apply from 'rate concept' in learning math class to 'velocity concept' in science class. Subsequently, this study is to analyze whether this program affect on 'the rate concept understanding' and 'the mathematics learning attitude'. Followings are the findings from this study. First, transfer learning program affect on improving students' rate concept understanding. Moreover, 17 among 35 students' who stay in 'ratio level' move to 'internalized ratio level'. Second, besides transfer learning program is not only cause to change students' learning attitude, this program impact on changing their learning attitude positively. The study has an important implications in that it designed new learning program that students experience transfer and test its effect.