• Communications of Mathematical Education
• /
• v.29 no.3
• /
• pp.513-532
• /
• 2015

In order to suggest desirable management of college mathematics for freshmen in middle level engineering college, we analyse the change of mathematics recognition between 2011 year and 2015 year freshmen who took college scholastic ability test which are based on the national mathematics curriculum 7th and 7th revision, respectively. In A university, 2011 year and 2015 year engineering freshmen were taken basic mathematical ability test and given the survey for the recognition of mathematics and college mathematics. Research results are as follows: First of all, middle level engineering freshmen were poor at basic mathematical ability. The change of mathematics recognition appeared in the level of mathematics ability and the effort for college mathematics class. Moreover middle level engineering freshmen recognize college mathematics as a basic subject for engineering and hope teacher-directed learning in college mathematics class. For the success of college mathematics in engineering college, this study suggests basic mathematical ability test and the survey for the recognition of mathematics and college mathematics. We also suggest that college mathematics class must be focused on basic mathematical ability improvement and self-directed learning.

• School Mathematics
• /
• v.2 no.2
• /
• pp.427-457
• /
• 2000

This study amis to develop an instrument to measure the behavior characteristics of the mathematically gifted children. The checklist represents 6 factors of characteristics - aptitude, attitude, inclination, general metal ability, creative ability and reflective ability in mathematics - which are from 36 items by factor analysis.

• Journal of the Korean School Mathematics Society
• /
• v.4 no.1
• /
• pp.125-136
• /
• 2001

This research is about how the adapted learning of descriptive assessment problems influence on the extension of the ability of the students. As a result, adapted learning of descriptive assessment problems totally led to positive effect, and according to the analyses of behavioral objectives divided into knowledge, comprehension and problem solving, they had more effect on the ability of students' problem solving. Learning attitude of the students were changed into self-centered learning attitude and interest on the subject of mathematics were highly increased since the research had started. If we adapt this research to the learning of mathematics after we develop various problems that can develop creativity, I'm sure that it will be a effective way for both extension of the ability and problem solving ability of the students.

• Journal of Fisheries and Marine Sciences Education
• /
• v.19 no.3
• /
• pp.390-402
• /
• 2007

According to the paradigm of Neo-liberalism, the issue of ability grouping has grown more and more in education of Korea. And because of the influence of ability grouping, now ability grouping is enforcing partially in the subjects of English and Mathematics. But ability grouping is going to expand to the all subjects. So, it is very important that how teachers and students are recognize about partial ability grouping in the subjects of English and Mathematics. Because that information about partial ability grouping can guide direction for the future educational policy. The purpose of this study was to actually analyze teacher's and students' recognition of partial ability grouping in the subjects of English and Mathematics. To accomplish this purpose, 622 middles school students and 552 teachers were sampled. As a tool of investigation, questionnaires about teacher's and students' recognition of partial ability grouping had made by researcher of this study were used. And as processing of data, t-test, F-test, Scheff-test were used. The result of this study is as follow. First, teachers who are experiencing ability grouping recognized more negative about ability grouping than teachers who are not experiencing ability grouping. Second, students who have low ability recognized more negative about ability grouping than students who have high ability. Third, teachers who are experiencing ability grouping recognized more ineffective about ability grouping than teachers who are not experiencing ability grouping. Fourth, students who have low ability recognized more ineffective about ability grouping than students who have high ability.

• Journal of the Korean School Mathematics Society
• /
• v.13 no.2
• /
• pp.205-224
• /
• 2010

This paper examined what structural relationship metacognition and flow, which are identified as major variables that positively influence creative problem solving ability, had with mathematics creative problem solving ability. For this purpose, the Mathematics Creative Problem Solving Ability Test (MCPSAT) was given go 196 general second-year middle school students, and their cognitive and affective states were measured with metacognition and flow tests. The three variables' relationships were examined through a correlation analysis and, through structural equation modeling, the mediating effect of flow was tested in the structural relationships between the three variables and in the relationship between metacognition and mathematics creative problem solving ability. The results of the research show that metacognition did not directly influence mathematics creative solving ability, but exerted influence through the mediating variable of flow. A more detailed examination shows that while metacognition did not influence fluency and originality from among the measured variables for mathematics creative problem solving ability, it did directly influence flexibility. In particular, metacognition's indirect influence through the mediating variable of flow was shown to be much stronger than its direct influence on flexibility. This research showed that the students' high metacognition ability increased flow degree in the problem solving process, and problem solving in this state of flow increased their mathematics creative problem solving ability.

• Journal of the Korean School Mathematics Society
• /
• v.18 no.3
• /
• pp.335-352
• /
• 2015

In this paper, we selected 145 students from engineering college students who took P University's the Scholastic Level Assessment and registered the Basic Mathematics Class among the students who achieved 4th~7th grade in the mathematics B-type of the College Scholastic Ability Test. We compared and analyzed the correlation among the chosen students' grade for the College Scholastic Ability Test, test results of the Scholastic Level Assessment and mid-term test of the Basic Mathematics Subject, type of college entrance and actual condition survey of students in order to derive optimized teaching method for general mathematics subjects which can possibly increase the students' academic ability.

• Education of Primary School Mathematics
• /
• v.25 no.4
• /
• pp.343-360
• /
• 2022

In mathematics classes, the verbal explanation may contain diverse mathematical concepts and principles in short sentences. It may also include mathematics symbols and terms that might not be used in everyday life. Therefore, students may need particular listening ability in order to understand and participate in mathematics communication. Unlike general listening, the listening ability for mathematics classes may require student to integrate their mathematical and linguistic knowledge. The aim of this study is to reveal the subdomains of listening ability for mathematics classes in a elementary school. I categorized listening ability for mathematics classes in a elementary school from the literature. The categories of listening ability for mathematics are Interpretive Listening, Evaluative Listening, Hermeneutic Listening, Selective Listening, Pretend Listening, and Ignored Listening. In order to develop a framework for understanding listening ability for mathematics classes, I investigated a hierarchy of 412 South Korean elementary teachers' perception. Through a web-based survey, the teachers were asked to rank order their beliefs about and students' listening ability. Findings show that teachers' perceptions about listening ability for mathematics classes are divergent from current research trends. South Korean elementary teachers perceived Interpretive Listening as the most important listening.

• International Journal of Advanced Culture Technology
• /
• v.8 no.3
• /
• pp.166-171
• /
• 2020

The purpose of this study to discover what effect the mathematics education program linked to outdoor movement activities have on the ability to manipulate objects. The subject of study was a kindergarten class. The experimental and comparative groups consisted of 20 people each. In order to verify the effect of applying the early childhood mathematics education program in connection with outdoor movement activities, a total of 15 weeks of program was conducted for young children. As a result of conducting this study, it was found that a mathematics education program linked to outdoor movement activities improves the ability to manipulate objects. The discussion based on the results of this study is as follows. First, we suggest to specific activities that can be performed in an outdoor environment should be developed and applied to the field of early childhood education. Second, we suggest that It is necessary to program various subjects that link to outdoor movement activities. Third, we suggest what various measures are needed to improve the young children's ability to manipulate objects.

• The Mathematical Education
• /
• v.59 no.4
• /
• pp.373-387
• /
• 2020

The purpose of this study is to verify the effects of personalized learning platforms applied with machine learning recommendation modules that upgrade recommended algorithms by themselves through learning big data analysis on students' learning time, self-directed learning ability, mathematics achievement, and attitudes toward mathematics, and the correlation between them. According to the study, customized learning affected learning time, self-directed learning ability and mathematics attitude, while learning time affected self-directed learning ability. Self-directed learning ability has had a significant impact on the attitude of mathematics and mathematical achievements. As a result of the mediated effectiveness test, the indirect impact of customized learning on mathematics attitude and mathematics performance was significant through the medium of learning time and self-directed learning ability.

• Communications of Mathematical Education
• /
• v.25 no.4
• /
• pp.629-639
• /
• 2011

Currently science and technology are changing so fast and college mathematics becomes more and more important. But the downturn of freshmen's scholastic performance has been intensified and this phenomenon leads to serious problems in managing college curriculums. During the recent years at a middle level engineering college, many freshmen had a lot of difficulties in their mathematics courses. In consequence, many of them had hard time to survive at their major curriculums. In this point of view, we analyse the situation of mathematical scholastic ability among engineering majored freshmen through the research on the actual state of mathematical background, mathematical scholastic ability test, college mathematics scores, and scholastic aptitude test scores. We study the relation between the mathematics score of scholastic aptitude test for the college entrance and mathematical scholastic ability of freshmen of a middle level engineering college. From this study we conclude that the essential reasons for the above situations are the curriculum of middle school mathematics and the system of scholastic aptitude test and the entrance examination of university. In order for improving mathematical accomplishment. we give suggestions such as a learning ability improvement program in mathematics.