• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.267-289
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• 2009

Students have difficulties in solving linear equation problems with a variable on the right side rather than linear equation problems a variable on the left side of the sign of equality. In order for students to overcome such difficulties, opportunities to experience many types of basic linear equation problems would have to be provided. Also, it is necessary to examine the process of students' problem solving process by constructing various types of evaluation item and test them in instruction and learning of linear equations, or grasp students' studying statues through individual interview and based on theses, error correction through feedbacks have to be achieved.

• School Mathematics
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• v.5 no.1
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• pp.1-25
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• 2003

This study develops a performance assessment system to improve grade 4-9 students' creativity. First, this study discusses its educational meaning, its task types, scoring methods and practical application methods. Then, this study provides the typical examples of performance assessment task classified by each of the types and its scoring rubrics. Finally, this study analyzes students' achievement levels for each task. Each task includes item informations such as content area, evaluation goal, evaluation procedure, preparatory material, characteristics, considering points, scoring rubric etc. for grade 4-9 teachers to use them in their evaluation processes directly without difficulties.

• The Mathematical Education
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• v.46 no.1 s.116
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• pp.33-52
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• 2007

This study is based on the grade 3 National Diagnostic Assessment of Basic Competency(NDABC) in 2005. The purpose of this study is to analyze the results of NDABC by students' gender. It was 19,257 grade 3 students that participated in this study. The average scores are 89.41 and 88.34 for each male and female. The percentage of Below-Basic level for male students is 4.6% and for female 5.6%. The percentage of female students at Below-Basic level is increasing for 3 years. In particular, the percentage of females at Below-Basic level is higher than that of males in the content of measurement, the cognitive domain of reasoning and problem solving, and the situation of real life. The item difficulty for males is lower in fraction, polygon, and right triangle than for females. But female students need to improve the space sense and the problem solving ability in real life. As for the background of students, males think that mathematics is exciting and not difficult in comparison with what females think. And parents of mates are more concerned about children's learning than those of females.

• Journal of applied mathematics & informatics
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• v.40 no.5_6
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• pp.1151-1165
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• 2022

Key drive of information quarrying is to digest liked information starting possible information. With the colossal amount of realities kept in documents, information bases, and stores, in the medical care area, it's inexorably significant, assuming excessive, arising compelling resources aimed at examination besides comprehension like information on behalf of the withdrawal of gen that might assistance in independent direction. Classification is method in information mining; it's characterized as per private, passing on item toward a specific course established happening it is likeness toward past instances of different substances trendy the data collection. In pre-owned recycled four Classification algorithm that incorporate Multi-Layer perception, KSTAR, Bayesian Network and PART to fabricate the grouping replicas arranged the malaria data collection and analyze the replicas, degree their exhibition through Waikato Environment for Knowledge Analysis introduced to Java Development Kit 8, then utilizations outfit's technique trendy promoting presentation of the arrangement methodology. The outcome perceived that Bayesian Network return most elevated exactness of 50.05% when working on followed by Multi-Layer perception, with 49.9% when helping is half, then, at that point, Kstar with precision of 49.44%, 49.5% when supporting individually and PART have lesser precision of 48.1% when helping, The exploration recommended that Bayesian Network is awesome toward remain utilized on Malaria data collection in our sanatoriums.

• Journal of the Korean School Mathematics Society
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• v.25 no.3
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• pp.261-278
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• 2022

The purpose of this study is to develop an assessment to diagnose difficulties in learning mathematics and misconstructions that elementary students have. With thorough theoretical background and analysis of mathematics curriculum documents, we established learning trajectories for the following content areas in grades 3 to 6: number and operation, regularity, data and chance, geometry, and measurement. Then, the research team created the assessment items targeting a specific stage in the learning trajectories and including item options to identify possible misconceptions. Based on the unified validity theory, we reported the detailed procedure of the assessment development and the evidence for the content, substance, and structural validity of the assessment. We collected the data of 675 elementary students. Rasch measurement modeling was applied, and Cronbach's alpha was estimated. We considered how to report students' assessment results to teachers appropriately and immediately, which suggested important implications for supporting teaching and learning mathematics in elementary schools. We also suggested how to use the assessment developed in this study in online and distance learning environments due to the COVID-19 pandemic.

• The Mathematical Education
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• v.37 no.1
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• pp.87-99
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• 1998

Mathematics education is very important in future because mathematics is the basis of every study, for example, natural and social science, etc. Our nation wide curriculum has been revised six times since 1948. In 1992, the sixth revision was enforced and we are using the revised textbook now. This study aims at helping of continuous investigation for educational curriculum and textbook, and aims at efficient teaching by preventing unnecessary repetition and excessive gap in real field by analyzing the articulation of Analytics part in school textbook from elementary to high school. This thesis consists of the followings. 1.Investigation of the principles and natures of articulation along with curriculum course and notice the articulation based on the analysing tools. 2.Importance of learning functions. 3.To get the propriety, formation of 8 judging group and classification of content materials in function chapters by the judges based on the analyzing tools. 4.Analysis of presentation method and terminologies in the first concepts, suggestion teaching method to reduce gap and help of understanding on first concepts in the study of function. As a result 'development' consists of 55.8% of the total and it is higher than 'duplication' and 'gap'. To be specific in periods, between elementary school and middle school 'development' takes 64.5% and this shows an acceptable articulation in the period. While 39.4% of 'gap' in articulation between middle school and high school looks high compared with 'gap' between the previous periods. The item suggested with the 'gap' is the 'definition of function', 'value of function', 'parallel translation', 'exponential and logarithmic function'. It is observed that these materials is suddenly appeared in high school.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.19-36
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• 2001

The aim of the study is to explore some problems that we have to solve to execute assessments effectively and in agreement with the objectives of them. We analysed the practices of some assessments Including our national assessment of educational achievement and the third international mathematics and science study with focussing on the frames of assessments, the analyses of results, and the items presented in the assessments. The results of the study are the following. Firstly, we need to make the frame of assessment to agree with the objectives of assessment and to reflect the characteristics of the item related to a few areas. Secondly, we need to analyse the results of assessment with reflecting the frames of assessment. Thirdly, we need to discuss more concretely on the level and presentation of items including the order of conditions to need to solve the items. And lastly, we need to minimize the difference caused by the variations of translation in the international assessments.

• 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.

• School Mathematics
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• v.18 no.1
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• pp.15-42
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• 2016

Clarifying differences of scholastic characteristics showed in male and female students is the first step for resolving the differences. It is difficult that we figure out them by one test. If we evaluate a few subjects, they can't have generality. So, we must evaluate lots of subjects through several years by all-around contents. We keep going on like that, we can get objective and valid results. Accordingly, I dealt with 2010~2014 NAEA taken by complete enumeration evaluation for elementary, middle, and high school students. From the evaluation, while I organized the achievement scores and the average of percentage of correct answers from aspects of whole test, item types, and content domains, I elicited from differences of scholastic characteristics showed in male and female students by achievement levels. On the basis of these, I explored ways which can resolve the differences in male and female students and I proposed several suggestions to look for the better ways.

• East Asian mathematical journal
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• v.40 no.2
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• pp.183-207
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• 2024

This study is a case study that considered fractional senses and fraction operation abilities for 107 gifted students in elementary school classes. In order to find out the fractional sense, in the first question comparing the sizes of fractions 2/3 and 4/5, the students showed a variety of strategies, but the utilization rate of strategies excluding reduction to a common denominator did not exceed 50%. The second question can be solved by using the first question. It is a problem of finding two fractions by selecting four from six numbers 1, 3, 4, 5, 6, and 7 to create two fractions of which sum does not exceed 1. The percentage of correct answers to this question was about 27% (29 out of 107). Only 5 out of 29 students found answers using the first question, and the rest of the students sought answers through trial and error in various calculations. It shows that the item arrangement method from a deductive perspective has no significant effect on elementary school students. The percentage of correct answers was about 27% in the questions to find out the fraction operation ability-the question of drawing a 4/3 bar using a given 3/8-sized bar and 30.7% (23 out of 75) of the students who had wrong answers showed insufficient splitting operation. In addition, it has been shown that the operation of partitioning and iterating to form numerical senses and fractional concepts related to the fractions of the students has no significant impact.