• The Journal of Korean Association of Computer Education
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• v.7 no.4
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• pp.103-110
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• 2004

As the importance of learner-centered ICT education is emphasized, school education should move toward the direction of respecting individual learners' capability rather than fitting learners into a fixed frame. Such a view finds its theoretical ground in Gardner's multiple intelligences theory. Thus ICT literacy education in elementary school also needs to consider individual student's abilities and talents based on their multiple intelligences and apply appropriate education programs and teaching methods. In order to provide basic materials for this, the present study examined the correlation between children's academic achievement in ICT literacy education and their multiple intelligences and inquired into which intelligences are factors determining achievement in ICT literacy education. According to the results. logical-mathematical intelligence is in a significant correlation with academic achievement in ICT literacy education. and logical-mathematical intelligence and linguistic intelligence are the most influential factors on academic achievement in ICT literacy education.

• The Mathematical Education
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• v.61 no.1
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• pp.127-156
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• 2022

This study used the data of students from the 6th grade to the 3rd grade of middle schoolin the Korean Educational Longitudinal Study 2013 and classified them into subgroups with similar longitudinal changes in math academic achievement. In addition, the influence of longitudinal changes in the group's academic self-concept and teachers and parents academic support on the longitudinal changes in math academic achievement were analyzed, either directly or indirectly. As a result of the analysis, it was found that the academic self-concept of each group had a positive influence on the academic achievement in mathematics. In addition, the academic support of teachers and parents was found to have a positive influence on the academic achievement in mathematics through the mediating of the academic self-concept. In terms of direct and indirect influence on academic self-concept and math vertical scale scores, it was found that teachers' academic support had more influence than parents' academic support. The educational implications of these points were discussed.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.105-134
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• 2023

The purpose of this study is to explore which performance verbs are used in the achievement standards of the Korean mathematics curriculum and how to improve them. So, first, we analyzed whether there were differences in the performance verbs included in the 2015 revised mathematics curriculum achievement standards by school level. In addition, it was analyzed whether there were differences in the performance verbs included in the mathematics curriculum in Korea and foreign countries. As a result of the analysis, both the frequency and the type of performance verbs included in the achievement standards of the Korean mathematics curriculum decreased as the school level increased. Also, performative verbs such as 'understand' and 'know' were excessively used. Similar tendencies were seen in foreign mathematics curricula, but the frequency and the type of performance verbs were higher than those in Korea, and various performance verbs were used. As a result of the study, it is suggested that performance verbs included in achievement standards need to be improved to improve middle and high school mathematics classes.

• The Mathematical Education
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• v.47 no.3
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• pp.273-290
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• 2008

This article provides how to implement the use of Realistic Mathematics Education (RME) in a teaching a function at a school to improve the equity based on the gender in students' mathematization for their mathematical thinking using technology. This study was planed to get research results using the mixed methodology with qualitative and quantitative methodologies. 120 middle school students participated in the study to bring us data about their mathematical achievement. Through the data analysis used by ANCOVA for the qualitative method, the students with the experiment of the mathematization based on technology excelled the other groups of students who were not provided with technology or both of them. Through the data analysis used by the constant comparative method for the qualitative data, the technology environment had helped the female students manipulate learning trends easily, strong construction on horizontal mathematization, depending on discussion with peers, and more reflexive thinking using a calculator. This means that teachers can put careful assignment on each category of mathematization regarding the gender. The study results in a lot of resources for teachers to use into their teaching mathematics for improving students' equity in interactive technology environment.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.23-41
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• 2010

This research applies the climbing learning method that, a Japanese professor, Saito Noboru established and practiced, to fourth and sixth graders in an elementary school in order to analyze its effect on mathematical creativity, attitude toward mathematical creativity, so called CAS(Creative Attitude Scale) and academic achievement of the subject. The goal is to explore methods that can enhance students' mathematical creativity. To address these tasks, the research developed a teaching-learning scheme and learning structure chart that applies the climbing learning method. Next, the research organized two homogeneous groups among 124 students in fourth and sixth grades in S elementary school, located in the city of Busan. The experiment group went through classes that applied climbing learning method, while the control group received regular teaching. The following describes the research findings. After the experiment, the research conducted t-test for the independent sample based on the test result in terms of mathematical creativity, CAS and academic achievement of the subject. For mathematical creativity, all four constructing factor showed statistically significant differences at significance level of 5%. For CAS, statistically significant difference was revealed at significance level of 0.1%. However, in regard to a test of academic achievement for fourth and sixth graders, statistically significant difference was not detected at significance level of 5% even though the average score of the students in the experiment group was higher by 6 points. The research drew the following conclusion. Firstly, classes that apply climbing learning method can be more effective than regular classes in enhancing mathematical creativity of elementary school students. Secondly, the climbing learning method has positive impact on inclination for mathematical creativity of elementary school students. The research suggests that the climbing learning method can be an effective teaching-learning tool to improve students' mathematical creativity and inclination for mathematical creativity.

• The Mathematical Education
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• v.63 no.1
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• pp.19-33
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• 2024

This study investigates longitudinal patterns in middle school students' mathematics interest and achievement using panel data from the 4th to 6th year of the Gyeonggi Education Panel Study. Results from the multivariate growth mixture model confirmed the existence of heterogeneous characteristics in the longitudinal trajectory of students' mathematics interest and achievement. Students were classified into four latent classes: a low-level class with weak interest and achievement, a high-level class with strong interest and achievement, a middlelevel-increasing class where interest and achievement rise with grade, and a middle-level-decreasing class where interest and achievement decline with grade. Each class exhibited distinct patterns in the change of interest and achievement. Moreover, an examination of the correlation between intercepts and slopes in the multivariate growth mixture model reveals a positive association between interest and achievement with respect to their initial values and growth rates. We further explore predictive variables influencing latent class assignment. The results indicated that students' educational ambition and time spent on private education positively affect mathematics interest and achievement, and the influence of prior learning varies based on its intensity. The perceived instruction method significantly impacts latent class assignment: teacher-centered instruction increases the likelihood of belonging to higher-level classes, while learner-centered instruction increases the likelihood of belonging to lower-level classes. This study has significant implications as it presents a new method for analyzing the longitudinal patterns of students' characteristics in mathematics education through the application of the multivariate growth mixture model.

• Communications of Mathematical Education
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• v.34 no.2
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• pp.135-160
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• 2020

The purpose of this study is to draw implications for improving the method of reflecting the competencies in Korea mathematics curriculum, by analyzing what competencies are reflected in foreign mathematics and curriculum. As a result of the study, foreign countries were reflecting their competencies in mathematics curriculum in various ways. In France mathematics curriculum, the achievement standards of learning competencies(compétences travaillées) that students should reach by cycle were presented, and the related common competencies(socle commun) were indicated. In Australia's mathematics curriculum, the general capabilities for achievement standards were identified, and the achievement criteria for proficiency strands to be reached by grade level were presented. British Columbia's mathematics curriculum actively reflected its competencies. In the mathematics curriculum, domains were reorganized based on the competencies, and achievement standards of the competencies were proposed. The results of this study will help in improving the ways in which were reflected competencies in mathematics curriculum.

• Education of Primary School Mathematics
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• v.19 no.1
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• pp.31-45
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• 2016

In this study, the case of error became the object of learning, and the investigator applied these cases to an actual class and established three study problems in order to achieve the purpose of this study. The results of analysis of students' errors in figure based on before achievement test are shown as follows: First, the most errors occurred in the figure was the ones from deficient mastery of prerequisite concepts and definitions. Specially, the errors from deficient mastery of prerequisite concepts and definitions have the majority. it is very high ratio even if it considers an influence of an evaluation question item. so, I think it is necessary to teach concept related figure above all. Second, as the results of application 'finding errors' to a class, there is a meaningful difference in the mathematical achievement and reasoning ability within significance level 5%. This means 'finding errors' is one of the teaching method that it develops the mathematical achievement and reasoning ability.

• The Mathematical Education
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• v.60 no.2
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• pp.191-207
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• 2021

Recently, the number of multicultural families has significantly increased in Korea, and this trend creates a need to understand how successfully students from multicultural families achieve their mathematics learning. To understand and predict the changes in mathematics learning achievement of these students over time, we conducted in this study a latent growth mixture model analysis. The study findings show that the majority (92%) of the students from multicultural families experience a decrease in their mathematics achievement over time as their grade level goes up. It was found, in particular, that female students are likely to have lower initial achievements and rapid decline over time more than male students and that the decline over time was more severe for female students than their male counterparts. The findings of this study convey several implications on the how to support the students from multicultural families. First, the result of this study was different from the outcomes of previous studies that presented the income of the household and the education level of the students' parents as major factors that determine the academic achievement of the students from multicultural families. Furthermore, the study indicates the need for more research to identify variables related to the mathematical achievements of the students from multicultural families and the need to use these research findings to develop public support plans for the students from multicultural families.

• The Mathematical Education
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• v.58 no.1
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• pp.101-120
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• 2019

The goal of this study was to apply an expectancy-value model(Wigfield & Eccles, 2000) to explain changes in six multi-ethnic students' achievement motivation in mathematics during sixth (2012) to eighth (2014) grades. In order to achieve this goal, we used narrative research methods. Although individual students' achievement motivation and mathematics related life experiences differed, there are some common factors influencing their motivation development, especially (a) roles played by parents and teachers; (b) assessment of peers' competencies; (c) past learning experiences related to mathematics curriculum; (d) perception of the relationship between mathematics competency and other subjects; (e) home backgrounds; and (f) perceived task values. In this study, we achieved some insight into why some multi-ethnic students are willing to study hard to get good scores while others are uninterested in mathematics, and why some multi-ethnic students are likely to pursue new mathematical tasks and persist despite challenges, while others easily give up studying mathematics in the face of adversity. We argue that in order to increase and sustain multi-ethnic students' achievement motivation, educators and parents should recognize that motivation is contextually formulated in the intersection of current people, time, and space, not a personal entity formed in an individual's mind. The findings of this study shed light on the development of achievement motivation and can inform efforts to develop multi-ethnic students' positive motivation, which might influence their mathematics achievement and success in school.