• Research in Mathematical Education
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• v.9 no.4 s.24
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• pp.329-333
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• 2005

Based on author's practice of instructing Chinese gifted students to join the Chinese Mathematics Olympic (CMO), the paper adopted test analysis model of the Scholastic Aptitude Test of Mathematics (SAT-M), tested mathematics ability of 212 mathematical gifted students to join the CMO, applied correlation analysis and factor analysis and proposed the mathematics ability structure in Chinese gifted students including comprehensive operation ability, logic thinking ability, abstract generalization ability, spatial imagination ability, memory ability, transfer ability and intuition thinking ability. And it analyzed the expression form of these abilities respectively and gave some suggestion on mathematics teaching about gifted Chinese students.

• Research in Mathematical Education
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• v.13 no.1
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• pp.31-48
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• 2009

Utilizing the path analysis method, the study explores the relationships among the influential factors in mathematics modeling academic achievement. The following conclusions are drawn: 1. Achievement motivation, creative inclination, cognitive style, the mathematical cognitive structure and mathematics modeling self-monitoring ability, those have significant correlation with mathematics modeling academic achievement; 2. Mathematical cognitive structure and mathematics modeling self-monitoring ability have significant and regressive effect on mathematics modeling academic achievement, and two factors can explain 55.8% variations of mathematics modeling academic achievement; 3. Achievement motivation, creative inclination, cognitive style, mathematical cognitive structure have significant and regressive effect on mathematics modeling self-monitoring ability, and four factors can explain 70.1% variations of mathematics modeling self-monitoring ability; 4. Achievement motivation, creative inclination, and cognitive style have significant and regressive effect on mathematical cognitive structure, and three factors can explain 40.9% variations of mathematical cognitive structure.

• Research in Mathematical Education
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• v.9 no.2 s.22
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• pp.97-113
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• 2005

Investigating mathematics teachers in middle schools by questionnaire and interview, we find some problems of internal professional structure of mathematics teachers in middle schools. These are reflected in five aspects: professional theory, professional knowledge, professional ability, professional morality, reflection and innovative consciousness.

• Journal of the Korean School Mathematics Society
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• v.4 no.2
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• pp.115-123
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• 2001

In its seventh revision to start in 2001, mathematics will have a new emphasis in the middle school curriculum. Mathematics subject is now composed of practical things in the use of mathematics. Also, the future of new generation, which has been known as the information age, places much focus on problem-solving in order to collect, analyze, synthesize, and judge various kinds informations. This demand of problem-solving ability is not only related with mathematical education but, along the entire educational process, its related to actual life. With this change of social structure, the importance of school education is increasing rapidly. Therefore, in order to grow abilities and create new knowledge, adapted this new method of self-oriented learning in groups to middle school 2nd graders for one year, the results were as follows : 1. Students developed their ability of the use of mathematical terms and signs correctly. 2. Students' mathematical knowledge and problem-solving ability improved as they had increased interest in mathematics. 3. Students' peership was enhanced through their communication and cooperative activities in groups during the class. 4. Students themselves were more willing to volunteer and participate during the class.

• Journal of Science Education
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• v.46 no.1
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• pp.121-149
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• 2022

Descriptive assessment is a meaningful assessment method in relation to problem solving ability, reasoning ability, and communication ability as emphasized in mathematics curriculum. In Korea, as performance assessment has been emphasized since the 7th mathematics curriculum, descriptive assessment is being conducted as a method of performance assessment in schools. However, descriptive assessment has not been introduced in the university scholastic ability test for various reasons. Considering that descriptive assessment is emphasized in the mathematics classroom and has sufficient educational value, a serious discussion on the implementation of descriptive assessment in the university scholastic ability test will be necessary. In this study, we analyzed the descriptive assessment of Russia's unified state examination (USE) in the mathematics, which corresponds to Korea's university scholastic ability test. Through a literature review, we investigated how mathematics examination problems were structured in the USE and which mathematical abilities were required for the examination. In particular, the outer structure of the problems was analyzed focusing on the mathematics problems of the USE 2021, and the scoring method of the descriptive problems was also analyzed. The results of this study are expected to provide a variety of information on the possibility of introducing descriptive assessment in the Korean university scholastic ability tests.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.303-313
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• 2013

Spatial ability has been valued as one component of intelligence and associated with the achievements in science, technology, engineering, and mathematics (STEM) disciplines and important in STEM education. The purpose of this study is to assess elementary school students' spatial ability and analyze the relationship with mathematical achievement, gender and grade level. This study explored the spatial visualization ability of 1288 elementary school students (grade 4-6) in Seoul and Gangwon province and investigated association between spatial ability and students' mathematics achievement, the students' spatial ability according to their gender and grade level. As a result, this study showed that there were significant correlations between spatial ability and mathematical achievement. And also, boy students were better than girl students in spatial ability and higher grader were better than lower graders in spatial ability. According to these results, spatial ability should be included as one of the important components in identifying students for gifted education programs. Furthermore, more research is needed on how to effectively structure educational opportunities to students both who have high spatial ability and have low spatial ability.

• Journal of the Korean School Mathematics Society
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• v.26 no.2
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• pp.137-158
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• 2023

This study aimed to analyze the shifts in the mathematics domains of the College Scholastic Ability Test (CSAT) since its inception in 1993, with the intent of identifying improvements for the future. The goal is to provide insights for exploring the direction of assessment in Korean high school mathematics education. To this end, we focused on the test system, content area, and behavioral area within the CSAT mathematics domains. Key findings include: first, the test structure influences the assessment factors and item types, in addition to the examination time and number of items. Second, by analyzing the content area, we established a correlation between the national curriculum and assessment area, and confirmed the importance of setting the assessment area. Third, the examination of the behavioral area tended to the item-type fixation, demonstrating the necessity of the ongoing modifications in evaluation item types. Building upon these findings, we discuss the direction of an evaluation that considers the evolving demands and shifts within mathematics education.

• The Mathematical Education
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• v.58 no.2
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• pp.187-223
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• 2019

This study aims to investigate the aspects of revision in the external and internal structure of curriculum and documentation in Korea and Japan and to propose the direction and task to enhance the current framework of the national curriculum. Japan has been selected for comparison in that it explicitly prepared social changes such as the dramatic evolution of artificial intelligence and population aging in its new curriculum. Therefore, various aspects of revision were analyzed the 2009 & 2015 revised mathematics curriculum of Korea and the 2008 & 2017 mathematics curriculum of Japan respectively in the elementary, middle, and high school grade bands. Then, the differences between the two countries were identified through comparison. First, the structure of the mathematics curriculum in Japan was connected with the general guidelines more tightly than Korea, and the external structure of the mathematics curriculum stayed consistently after the revision. Second, contrary to Korea, which pursued the appropriateness and reduction of mathematical content, Japanese mathematics curriculum has been pursuing detailed contents both quantitatively and qualitatively. Lastly, Japan emphasized statistical problem-solving ability. Based on this, we suggested considering of consistency in the structure curriculum documentation, detailing contents of the curriculum, and strengthening of statistical education.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.37-57
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• 2018

In the early days, the use of concept maps in mathematics education focused on how to represent mathematical ideas in the concept map. In recent years, however, concept maps have proved beneficial for improving problem solving ability. Conceptual diagrams can be used for collaboration among students, tools for exploring problems, tools for introducing problem structures, tools for developing and systematizing knowledge systems. In this study, we focused on the structure analysis of mathematical problems using Concept Map based on the analysis of previous research. In addition, we have devised a method of using concept maps for problem analysis and a method of analysis of systematic mathematical problem structure. The method developed in this study was found to have significant value by applying to the university scholastic ability test.

• The Mathematical Education
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• v.26 no.2
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• pp.9-13
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• 1988

Mathematics education is generally to cultivate mathematical thought. Most meaningful thought is to solve a certain given situation, that is, a problem. The aim of mathematies education could be identified with the cultivation of mathematical problem-solving ability. To cultivate mathematical problem-solving ability, it is necessary to study the nature of mathematical ability and its aspects pertaining to problem-solving ability. The purpose of this study is to investigate the relation between problem-solving ability and classficational viewpoint of mathematical verbal problems, and bet ween the detailed abilities of problem-solving procedure and classificational viewpoint of mathematical verbal problems. With the intention of doing this work, two tests were given to the third-year students of middle school, one is problem-solving test and the other classificational viewpoint test. The results of these two tests are follow ing. 1. The detailed abilities of problem-solving procedure are correlated with each other: such as ability of understanding, execution and looking-back. 2. From the viewpoint of structure and context, students classified mathematical verbal problems. 3. The students who are proficient at problem-solving, understanding, execution, and looking-back have a tendency to classify mathematical verbal problems from a structural viewpoint, while the students who are not proficient at the above four abilities have a tendency to classify mathematical verbal problems from a contextual viewpoint. As the above results, following conclusions can be made. 1. The students have recognized at least two fundamental dimensions of structure and context when they classified mathematical verbal problems. 2. The abilities of understanding, execution, and looking- back effect problem-solving ability correlating with each other. 3. The instruction emphasizing the importance of the structure of mathematical problems could be one of the methods cultivating student's problem-solving ability.