• Title/Summary/Keyword: mathematical attitude

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Pedagogical Content Knowledge in Mathematics Moderates the Effect of Mathematical Attitude on Mathematics Teaching Efficacy (영유아교사의 수학적 태도와 수학교수효능감의 관계에서 수학교과교육학지식의 조절효과)

  • Yoo, Seung Hee;Kim, Ji Hyun
    • Korean Journal of Child Education & Care
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    • v.17 no.3
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    • pp.49-63
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    • 2017
  • This study aims to investigate the effect of early childhood teachers' mathematical attitude on their mathematics teaching efficacy and to prove the moderating role of pedagogical content knowledge (PCK) in mathematics, which we selected based upon previous literatures. To explore the effect of early childhood teachers' mathematical attitude on their mathematics teaching efficacy and the moderating role of PCK in mathematics between them, This study randomly sampled 500 early childhood teachers who work at child care centers and kindergartens in Seoul, Kyunggi province and Kangwon province and collected their responses by questionnaires. Mathematics teaching efficacy was measured with mathematics teaching efficacy scale for early childhood teachers developed by Luo (2000) and translated by Jung (2001a). Mathematical attitude was measured with Smith (2000)'s scale which we translated for this study. To measure the pedagogical content knowledge in mathematics, we revised Hong(2012)'s scale to be applicable for early childhood teachers. Direct effect of mathematical attitude on mathematics teaching efficacy and the moderating effect of PCK in mathematics were analyzed by multiple regression analysis using IBM SPSS 21.0. Study results demonstrated the significant direct effect of mathematical attitude on mathematics teaching efficacy. Also, the moderating effect of PCK in mathematics was also proved to be significant. That is, if the teacher has high level of pedagogical content knowledge in mathematics, the positive effect of mathematical attitude on mathematics teaching efficacy was even more enhanced. This results supports the current finding where PCK in mathematics functions as a moderating variable between mathematical attitude and mathematics teaching efficacy. Thus, our study is expected to provide relevant contents that should be covered during teacher education, which aims to improve early childhood teachers' mathematics teaching efficacy.

Effects of Project Based Material on Problem solving Ability and Attitude of Mathematically Gifted in Science High School - Focusing on Probability and Statistics - (주제탐구형 자료가 과학고 수학영재의 문제해결 및 태도에 미치는 효과 - 확률.통계 영역을 중심으로 -)

  • Lee, Jong-Hak
    • The Mathematical Education
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    • v.50 no.4
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    • pp.467-487
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    • 2011
  • The purpose of this study is to analyze of gifted students' improvement on mathematical attitude and problem-solving ability through project-based materials in science high school. For this study, research questions are established as follows. 1. Does the project-based materials-used instruction have a positive effect on improving problem-solving ability? 2. Does the project-based materials-used instruction have a positive effect on improving mathematical attitude? To solve these research questions, this study employed a survey and interview type investigation for gifted students' mathematical attitude and problem-solving ability. A subject of classes were randomly selected among the 11th grader in D science high school and designated one class as the experimental group and the other class as the control group. Twelve hours of the project-based materials-used instruction and the traditional textbook-oriented instruction had been carried out in each class. Findings on this study are as follows: First, the project-based material-used instruction is shown to be more effective in enhancing problem-solving ability than the traditional textbook-oriented instruction. Second, the project-based material-used instruction is shown to be more effective in improving mathematical attitude than the traditional textbook-oriented instruction.

The effects of the Mathematical Attitude to the myself evaluation using the peer-evaluation feedback in in-group team teaching (소집단 협동학습에서 동료 송환을 활용한 나 자신의 평가 활동이 수학적 태도에 미치는 영향)

  • An, Jong-Su
    • The Mathematical Education
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    • v.49 no.1
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    • pp.1-14
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    • 2010
  • In this paper, we study the effects of the Mathematical attitude and Disposition to the myself evaluation using the peer-evaluation feedback in in-group team teaching. For this purpose we construct a experimental class and then analyse the students' change in those aspects after applying peer-evaluation feedback made some significant changes on the students attitude in mathematics and Disposition. First, the results for this purpose on regarding the enhancement of mathematical attitude are effective. Second, the results on regarding the improvement of Disposition are effective.

Examining SENKs' Mathematical Attitude and Recognition about Mathematics Learning (탈북학생의 수학적 태도 및 수학 학습 인식에 대한 조사)

  • Park, Kyung-Mee;Na, Gwi-Soo;Park, Young-Eun
    • Journal of Educational Research in Mathematics
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    • v.24 no.4
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    • pp.499-514
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    • 2014
  • In this study, we conducted the survey to 116 SENKs (students who emigrated from North Korea to South Korea) about mathematical attitude and recognition on mathematics learning and mathematics lesson in South Korea. As the results of the study, SENKs' had positive index on mathematical attitude and recognition about mathematics lesson, but negative index on the recognition about their mathematics learning. SENKs' showed the favoring pictures about mathematics lesson and the needed supports for improving their mathematics understanding. Based on the results, we discussed the implications for teaching and learning of SENKs.

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The Effects of Multiplication Play Activities on Elementary School Students' Mathematical Thinking Ability and Mathematical Attitude (곱셈구구 놀이활동이 수학적 사고력과 수학적 태도에 미치는 영향)

  • Oh, Sujin;Sohn, Gyoyong
    • East Asian mathematical journal
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    • v.36 no.2
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    • pp.253-271
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    • 2020
  • The purpose of this study was to see the effects of a learning method of the multiplication play activities on improving the mathematical thinking ability and mathematical attitude of 2nd grade students in elementary school. We chose 19 students of the 2nd grade experimental group of D elementary school in the D city to conduct this research. The result of this study are as follows. First, Classes using multiplicative play activities have a positive effect on students' mathematical thinking ability. When analyzing transcripts and activities, students were able to think of strategies that could solve the problem according to the situation. Second, Classes using multiplicative play activities, in result of this they have positive effect mathematical attitude than using textbook in terms of attitude about mathematical subject and habits of study. In conclusion, the multiplication play activities are effective to improve mathematical thinking ability and attitude of second elementary school students. It can be a implication for the method of improving mathematical thinking ability and attitude.

The Effects of Parental Educational Involvement and Mathematical Attitude on Mathematics Learning Motivation and Mathematics Anxiety (학생이 지각한 부모의 교육적 관여와 수학적 태도가 수학 학습동기와 수학불안에 미치는 영향)

  • Jeong, Suk Young;Huh, Nan
    • 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.

The Effect of Geometry Learning through Spatial Reasoning Activities on Mathematical Problem Solving Ability and Mathematical Attitude (공간추론활동을 통한 기하학습이 수학적 문제해결력과 수학적 태도에 미치는 효과)

  • Shin, Keun-Mi;Shin, Hang-Kyun
    • Journal of Elementary Mathematics Education in Korea
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    • v.14 no.2
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    • pp.401-420
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    • 2010
  • The purpose of this research is to find out effectiveness of geometry learning through spatial reasoning activities on mathematical problem solving ability and mathematical attitude. In order to proof this research problem, the controlled experiment was done on two groups of 6th graders in N elementary school; one group went through the geometry learning style through spatial reasoning activities, and the other group went through the general geometry learning style. As a result, the experimental group and the comparing group on mathematical problem solving ability have statistically meaningful difference. However, the experimental group and the comparing group have not statistically meaningful difference on mathematical attitude. But the mathematical attitude in the experimental group has improved clearly after all the process of experiment. With these results we came up with this conclusion. First, the geometry learning through spatial reasoning activities enhances the ability of analyzing, spatial sensibility and logical ability, which is effective in increasing the mathematical problem solving ability. Second, the geometry learning through spatial reasoning activities enhances confidence in problem solving and an interest in mathematics, which has a positive influence on the mathematical attitude.

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The Influence of the Grouping Method by Personality Types on Mathematical Attitude and Achievement in Small Group Cooperative Learning (소집단 협동학습에서 성격유형별 집단구성방법이 수학적 태도 및 성취도에 미치는 영향)

  • Oh, Yun-Suk;Park, Sung-Sun
    • Communications of Mathematical Education
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    • v.22 no.2
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    • pp.211-227
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    • 2008
  • The method of being composed of small groups has a strong influence on mathematics and cooperative learning and therefore, the group classification should be made in a way of considering not only a learner's cognitive factor but also a affective factor in order to maximize the effects. In this research, we regarded personality as the important standard of the group classification for cooperative learning and tried to find out the influence on the mathematical attitude and achievement in mathematics by means of conducting mathematics and cooperative learning according to the personality types. In order to resolve this problem, we performed the cooperative learning of small group subject to the students at year 6 in an elementary school by making up a similar personality type of group and a different personality type of group through MMTIC examination, and also tried to find out any significant difference in terms of mathematical attitude and achievement in mathematics between two groups. The results obtained in this research are as follows; First, organizing groups in accordance with personality types did not affect on mathematical attitude. Although there were some positive opinions towards mathematics and cooperative learning, the both similar personality type of group and different personality type of group showed no significant difference in terms of mathematical attitude between two groups. Second, organizing groups in accordance with personality types showed positive effects on the achievement in mathematics. The similar personality type of group showed the better achievement in mathematics than the different personality type of group.

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Impact on improve Student's learning ability in instruction using mathematical modeling teaching materials of function units (함수 단원의 수학적 모델링 자료를 활용한 수업이 학생들의 학습능력 향상에 미치는 영향)

  • An, Jong Su
    • Journal of the Korean School Mathematics Society
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    • v.15 no.4
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    • pp.747-770
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    • 2012
  • In this study, we develop the mathematical modeling teaching materials focused function units of mathematics textbooks and establish the appropriate teaching and learning model. Using mathematical modeling materials and developed instructional materials for teaching high school students is aimed to improve the academic achievement, mathematical attitude and fear. The problem of this study is as follows : First, between the groups using mathematical modeling and a traditional textbook teaching academic achievement groups showed that there is a difference? Second, between the groups using mathematical modeling and a traditional textbook teaching mathematics between groups showed that there is a difference of mathematical attitude and fear? Third, what are the lessons for the students' responses using mathematical modeling?

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As mathematical communication, case study about mathematical attitude of high school students through mathematical journal writing (수학적 의사소통으로서 수학일지 쓰기를 통한 고등학생의 수학적 태도에 관한 사례연구)

  • Kim, Mi-Ran;Song, Yeong Moo
    • Journal of the Korean School Mathematics Society
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    • v.9 no.1
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    • pp.77-92
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    • 2006
  • In this paper, we saw how high school students have affection mathematical journal writing and how mathematical journal writing affects high school students mathematical attitude we got the conclusion of this research through case study as following; First, through mathematical journal writing, while research participants feel sense of accomplishment, feel buren about exposure of their own ideas. Second. mathematical journal writing makes students. think self-examination and benefits mathematical comprehension process. Third, mathematical journal writing changes students' studying attitude positively and makes students participate actively in class.

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