• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.269-286
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• 2018

Objective: The purpose of this study was to clarify the influences of constructivist educational beliefs and eco-friendly teaching attitudes on early childhood teachers' mathematics teaching efficacy. This study also examined the mediating effect of eco-friendly attitudes on the relationship between the other two variables. Methods: A total of 399 teachers teaching 3,4 and 5-year-olds in Seoul, Gyeonggi and Incheon participated in this study. The data were analyzed using the SPSS Win 21.0 program and the Sobel test. Results: First, mathematical teaching efficacy of early childhood teachers was significantly correlated with constructivist educational beliefs and eco-friendly teaching attitudes. Second, with teacher's career as the control variable, constructivist educational beliefs have more influence in mathematical teaching efficacy than the other variable. Third, eco-friendly teaching attitude partially mediated between the other two variables. Conclusion/Implications: The results of this study imply that constructivist educational beliefs and eco-friendly teaching attitudes are important factors on mathematics teaching efficacy. It is expected that it will be used as basic data for various programs that increase constructivist educational beliefs and eco-friendly teaching attitudes.

• Research in Mathematical Education
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• v.15 no.3
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• pp.295-310
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• 2011

Teachers' attitudes and beliefs are related to teaching practices and are dependent upon their teaching domain. The present study compares conceptual models of creative student oriented teaching practices of mathematics teachers in two OECD countries, South Korea and Turkey to provide an insight for teacher educators and policy makers. Teaching and Learning International Survey 2008 (TALIS 2008) data are used to test the fit of a path analysis model with a subsample of l337 middle school mathematics teachers ($N_{Korea}$ = 562 vs. $N_{Turkey}$ = 775). The study showed that Turkish teachers were younger and less experienced, whereas Korean teachers were better educated. Despite the statistical differences in attitudes, beliefs and practices between countries, it was found that the teaching practices of mathematics teachers in both countries were more complex than to be explained only through attitudes and beliefs.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.1
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• pp.43-59
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• 2007

The goal of this thesis was to examine the effects of applying meta-problems to elementary school mathematics class In their achievements, beliefs and attitudes. To achieve this goal the following research questions were asked. a. What effects does the class applied with meta-problem have on students' mathematical achievements? b. What effects does the class applied with meta-problem have on students' mathematical beliefs and attitudes? To answer questions, an experimental study was designed and conducted. The subjects were 6th-grade students at S Elementary School located in Dobong-Gu, Seoul where the researcher teaches. Among them, the class that the researcher teach was chosen as the experimental group. During the experimental study, a teaching-learning with meta-problems was applied to the experimental group and a teaching-learning with general problems was applied to the comparative group. To examine changes in the mathematical achievements of the experimental group and the comparative group, a post-test of mathematical achievements was conducted and the results were t-tested. As well, to find answers to the second research question, a pre-test and a post-test of mathematical beliefs and attitudes were conducted on the experimental group and the results were t-tested. The results of this study were as follows First, the experimental group which was taught applying meta-problems got higher mathematical achievement than the comparative group. Second, the class with meta-problems did not bring significant changes in students' mathematical beliefs and attitudes. Synthesizing the study results above, a teaching-learning with meta-problems is a teaching-learning method that can accommodate problem solving naturally in school mathematics and give a positive effect on students' mathematical achievements.

• Research in Mathematical Education
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• v.19 no.1
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• pp.19-41
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• 2015

Previous studies indicated that students tended to hold less satisfactory beliefs about the discipline of mathematics, beliefs about themselves as learners of mathematics, and beliefs about mathematics teaching and learning. However, only a few studies had developed curricular interventions to change students' beliefs. This study aimed to examine the effect of a problem-solving curriculum (i.e., Mathematical Problem Solving for Everyone, MProSE) on Singaporean Grade 7 students' beliefs about mathematical problem solving (MPS). Four classes (n =142) were engaged in ten lessons with each comprising four stages: understand the problem, devise a plan, carry out the plan, and look back. Heuristics and metacognitive control were emphasized during students' problem solving activities. Results indicated that the MProSE curriculum enabled some students to develop more satisfactory beliefs about MPS. Further path analysis showed that students' attitudes towards the MProSE curriculum are important predictors for their beliefs.

• Research in Mathematical Education
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• v.13 no.2
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• pp.109-122
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• 2009

This study investigates the change in two theoretical constructs, attitudes toward mathematics and mathematics self-efficacy, among college students involved in a learning community model. The case of this study was a developmental mathematics class offered at a historically black college located in the southeastern United States. Subjects included 31 students enrolled in an introductory mathematics course, some of whom participated in a learning community (treatment group). The participants completed mathematics attitudes and mathematics efficacy instruments twice: at the beginning of the semester and again at the end. Data was analyzed using descriptive statistics and a non-parametric statistic. The results showed that students' attitudes toward mathematics and mathematics self-efficacy are strongly correlated; the mathematical problem-solving efficacy changed significantly over time and it is significantly higher in the treatment group than in the control group; and the treatment group produced better outcomes. These findings indicate that a learning community model can increase students' mathematics self-efficacy beliefs. It is recommended that mathematics self-efficacy and attitudes toward mathematics be measured over an extended period of time when a learning community is implemented.

• School Mathematics
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• v.5 no.4
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• pp.541-553
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• 2003

The purposes of this study are to look into the changing processes of mathematical beliefs and attitudes of the students and to propose the plans how to manage cooperative learning, what can contribute to cognitive affective domains of mathematics learning in applying STAD-based cooperative loaming to mathematics class. So we, the researchers performed cooperative learning in the fifth grade of elementary school and did the exams of mathematical beliefs and attitudes, interviews, supplementary Questions. And students showed meaningful changes in 'the need of cooperative learning', 'critical thinking', 'the acceptance of thoughts of others'. Meanwhile, there were possibilities what all the members of one group can't recognize their errors in STAD, so we proposed 'Tongsinsa'. And we presented concrete methods how to reconstruct groups and somethings to consider when students are not satisfied with the group activities.

• Research in Mathematical Education
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• v.12 no.2
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• pp.85-108
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• 2008

In this study, we created, implemented, and evaluated the impact of proportional reasoning authentic investigative activities on the mathematical content and pedagogical knowledge and attitudes of pre-service elementary and middle school mathematics teachers. For this purpose, a special teaching model was developed, implemented, and tested as part of the pre-service mathematics teacher training programs conducted in Israeli teacher colleges. The model was developed following pilot studies investigating the change in mathematical and pedagogical knowledge of pre- and in-service mathematics teachers, due to experience in authentic proportional reasoning activities. The conclusion of the study is that application of the model, through which the pre-service teachers gain experience and are exposed to authentic proportional reasoning activities with incorporation of theory (reading and analyzing relevant research reports) and practice, leads to a significant positive change in the pre-service teachers' mathematical content and pedagogical knowledge. In addition, improvement occurred in their attitudes and beliefs towards learning and teaching mathematics in general, and ratio and proportion in particular.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.359-376
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• 2021

In this study, in accordance with the research trend that the learner's emotions expressed positively or negatively in mathematics learning or the learner's beliefs and attitudes toward mathematics learning affect the results of mathematics learning, the learner's emotions and affective factors are analyzed in the learner's own learning. A power that can be adjusted according to a goal or purpose is needed, and I tried to explain this power through meta-affect. To this end, the meaning of the definitional and conceptual factors of meta-affect was explored based on prior studies. Affective factors of meta-affect were viewed as emotions, attitudes, and beliefs, and conceptual factors of meta-affect were viewed as awareness, evaluating, controlling, utilization, and monitoring, and the meaning of each conceptual factor was also defined. In this study, the conceptual factors and meanings of meta-affect in terms of using them to help in learning mathematics by controlling them, beyond the identification or examination of the characteristics of the affective factors, which are meaningfully dealt with in the field of mathematics education.

• Research in Mathematical Education
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• v.10 no.4 s.28
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• pp.239-258
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• 2006

This study sought to examine preservice teachers' beliefs about their intent to use computers and Internet resources in mathematics classrooms. Also, web-based instruction on topics in elementary school mathematics was used to foster teachers' confidence and competence in using instructional technology, thereby promoting positive attitudes toward use of computers and Internet resources in the mathematics classroom. The results indicated that students who participated in the web-based instructions exhibited a significantly (p < 0.05) better attitude toward using computers and web-based resources in teaching mathematics than did students in the control group.

• Journal of Educational Research in Mathematics
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• v.15 no.2
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• pp.147-176
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• 2005

This study intends to examine the characteristics of mathematical literacy on Korean Students in PISA 2003(Programme for International Student Assessment 2003). We study the mean performance, the distribution of student performance, the student performance in terms of mathematics contents and process and situation and item format, the differences in mean scores between PISA 2000 and PISA 2003, and the gender differences in student performance. In addition to, we study students' engagement with mathematics, students' beliefs about themselves, students' anxiety in mathematics, and students' teaming strategies. Finally, we discuss the reasons of the characteristics of mathematical literacy on Korean students in PISA 2003, and suggest the implications for mathematics educators and educational policy-makers.