• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.145-156
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• 1999

The purpose of this study is to consider students′ scholastic relationship in mathematics between elementary school and middle school from the 3rd grade in elementary school to the 2nd and the 3rd grades in middle school. The following are the results: 1. CONCLUSIONS 1. Students′ present scores are most closely related to those of their previous grade. The data are based on the two groups of the 3rd grade middle school students - one is honhappan(mixed students from different elementary school) and the other shinaepan(the students from the same elementary school in kong ju city). This close relation between present and previous scores in mathematics may well be reasonable since mathematics is systemized hierarchically. Among the score data in elementary school, the scores in the 5th grade are meaningfully related to present score data in mathematics. 2. Two pans (as I mentioned above, honhap and shinae) are divided into groups and their scores are traced from the 3rd grade in elementary school and the data show that the high-levelled students have little changes in their scores, but low-levelled students have dropped radically in their scores from the first grade in middle school. 3. In terms of students′ interests, students who answered, "I′m very interested in mathematics." have no distinguished characteristics in their scores while those who answered, "I have little interest in mathematics" shows a decrease in their scores. 4. Among the reasons for their lack of interests, the replies are "because of exams," "because of teaching methods," and "because of the textbooks." II. Suggestion To compensate the limitation and difficiency of this study, the foll owing is suggested for the following studies related to this one. 1. This study was limited to gathering students′ score data from female students in a small city. For a more accurate statistic a bigger population is needed as well as varied geographical and social economical area is suggested. A good idea is to study homogeneous sex groups as well as heterogeneous sex groups 2. It is easy to find out what grade is closely related to the present scores by statistical analysis, but the reasons for their relationship have to be found out through the following studies 3. There are many studies on cognitive domain in math but it is expected to have more studies on affective domain as well.

• Educational Technology International
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• v.25 no.1
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• pp.67-92
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• 2024

This study aims to verify the practical effectiveness of learning management system (LMS) by introducing a LMS enhancing digital assessment utilizing automatic item generation in order to strengthen college student's mathematics performance. Teaching assisted with digital assessment in the LMS was applied to college mathematics classes, and the research question is whether or not students in the classes utilizing the LMS perform better than the regular classes. In particular, a calculus course, which is the foundation of important artificial intelligence technology in the future, was utilized in this study. The participants of this study were 248 freshmen in science and engineering who were taking calculus courses at a small to mid-size university. A total of 156 freshmen were selected after applying a propensity score matching method (PSMM), 78 from classes utilizing the LMS and 78 from regular classes without the LMS assisted with the digital assessment. As a result, it was found that there was a statistically significant difference in the math academic growth of students who used the LMS and those who did not. In other words, when LMS was used in calculus, students' academic growth was greater. The results of this study are meaningful in that they observed students' academic growth and confirmed that LMS enables a positive role in students' academic growth. In addition, if digital assessment is strengthened and LMS that enables individualized learning analysis is introduced and implemented in educational institutions, it is expected to play a major role in strengthening students' academic performance.

• Journal of the Korean Data and Information Science Society
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• v.22 no.2
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• pp.297-311
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• 2011

This study is about research into 'National Assessment of Educational Achievement (NAEA)' and 'College Scholastic Ability Test (CSAT)' in 5 metropolitan cities and analysis of the result. The objects of study are the materials of mathematics grade of NAEA from 2003 to 2009 and mathematics items of CSAT from 1994 to 2010. The contents of the study are followings. First, the trends of mathematics score of NAEA in elementary, middle and high school is analyzed according to gender, establishment type and the type of school. Second, the trends of CSAT is analyzed according to gender and line (cultural science line or natural science line). Also the trends of application number for cultural science line and natural science line. Third, the trends of the achievement test score of 6th grade in elementary school, third grade in middle school, first grade in high school and the CSAT score in third grade in high school for the same group is considered.

• The Mathematical Education
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• v.58 no.3
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• pp.337-346
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• 2019

The purpose of this paper is to investigate the differences of the mathematics anxiety and mathematical achievement of high school students according to gender and grade, and to find out which mathematics anxiety causes have more influence on mathematical achievement and how much it is. The subjects of this study consist of 459 students selected for a class of unit, in high schools located in Seoul, Korea. Huh(1996)'s Mathematics Anxiety Scale was used. The collected data were analyzed by using the 24.0 SPSS program. The data were also tested by using the t-test, correlation and multiple regression. The major results of this study were as follows: Firstly, there was no difference in mathematics score according to gender, but mathematics anxiety was higher in girl students. Mathematics score and mathematics anxiety have significantly related each other. Boy students' mathematics scores were significantly explained by interest, Mathematical Achievement factor, and mathematical confidence factor. For girl students, mathematics achievement factor, interest were the significant predictors. Secondly, mathematical anxiety and mathematics scores were correlated in the first and third grades, and the variables that predict mathematics scores significantly in all grades were interest.

• Korean Journal of Mathematics
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• v.28 no.4
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• pp.943-953
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• 2020

A university grades input system requires for professors to enter the normalized total scores for the letter grades and to input the scores from six fields such as Midterm, Final, Quiz which sum up to the total. All six fields have specified bounds which add up to 100. Professors should scale in the total scores to match up the letter grades and scale in every field of each student's original scores within the bounds to sum up to the scaled total score. We solve this problem by a novel design of simple shallow neural network.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.55-75
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• 2001

The purpose of this paper is to find out the full extent of abilities of elementary students on area of operations and the effects on student's affective domain toward mathematics, after providing 3rd grade students with Skemp's play activities instead of providing activities suggested in the textbook of 7th curriculum. For this study, we will first analyse new elementary mathematics curriculum of 3rd grade and then explore mathematical factors for play activities related to operational sections. The play activities are revised from that of Skemp's for our classroom circumstances, but the ideas included from Skemp's such as thinking aloud were not changed. The experimental group while consists of 39 students were taught Skemp's play activities instead of usual textbook activities for 30 hours for the second term. In all other area, both the experimental group and the comparative group were taught the same contents. Statistical data is as follows 1) In addition and subtraction, the experimental group had 5.6% higher score than the comparative's, but the difference of mean of the both groups is not significant within 5% level. 2) In multiplication and division, the experimental group had 7.8% higher score than the comparative's and also the difference of mean of the beth within 5% level is significant. 3) When measured the effects in affective domain, the interests, attitude, and values for mathematics had about 10% higher score after the experiment than before the experiment. So we conclude that Skemp's activities are more effective than the activities suggested in the textbook on the area of operations, especially in multiplication and division.

• School Mathematics
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• v.5 no.4
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• pp.441-457
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• 2003

The purpose of this paper is to compare affective characteristics of mathematically gifted children and average students, by analying self-tests of self-efficacy and attitudes about mathematics. we survey 109 children from Mathematically Gifted Education Institutes located in Busan, and students from 6 elementary schools, each two graded A, B, and C, where schools graded A and B refer to so-called schools with concurrent and general classes and C schools with, semi-special and special classes ones. Those schools are determined through the consideration of geographical, cultural, and environmental conditions of 48 elementary schools under Seobu Educational Office, Busan Metropolitan City. From each of the six schools, a 5th-grade class is selected. That is, 205 students from 6 classes are finally selected. Results of the study can be described as follows. First, mathematically gifted children score higher on whole attitudes about mathematics and interest, preference, and confidence in each subarea than children from schools whose location is classified as A, B, and C. Irrespective of genders, mathematically gifted children are scored higher in the whole attitudes about mathematics than children from schools classified as A, B, and C. Second, mathematically gifted children are higher in score for self-efficacy than children from schools graded A, B, and C. Regardless of gender, mathematically gifted children are scored higher in self-efficacy than other groups of children. But mathematically gifted children's score is not significantly higher than that of children form schools graded A.

• Communications for Statistical Applications and Methods
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• v.8 no.3
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• pp.603-613
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• 2001

A test based on score statistic is derived for detecting homoscedasticity of errors in unbalanced random effects linear model. A small simulation study is performed to investigate the finite sample behaviour of the test statistic which is known to have an asymptotic chi-square distribution under the null hypothesis.

• Clinics in Shoulder and Elbow
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• v.22 no.4
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• pp.173-182
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• 2019

Background: Patient reported outcome measures assess clinical progress from the patient's perspective. This study explored the relationship between shoulder outcome measures (The Disability of the Arm, Shoulder and Hand [DASH], American Shoulder and Elbow Surgeons Standard Shoulder Assessment score [ASES], and Constant score) by comparing the best possible scores obtained in an asymptomatic population compared to overall perception of health, as measured by the SF-36 outcome measure. Methods: Volunteers (age range, 20-69 years) with asymptomatic shoulders and no history of shoulder pain, injury, surgery, imaging, or pathology (bilaterally) were included. The DASH and ASES measures were completed by 111 volunteers (72 female, 39 male), of which 92 completed the Constant score (56 female, 36 male). The SF-36 was completed by all volunteers (level of evidence: IV case series). Results: The mean (${\bar{x}}$) score for ASES measure on the right shoulder was higher for the left-hand dominant side (${\bar{x}}=100.00$ vs. 95.02, p-value<0.001); no other significant differences. Better SF-36 scores were associated with better DASH scores. Our prediction models suggest that perception of overall health affects the DASH scores. Sex affected all three shoulder measures scores. Conclusions: Comparing scores of shoulder outcome measures to the highest possible score is not the most informative way to interpret patient progress. Variables such as health status, sex, and hand dominance need to be considered. Furthermore, it is possible to use these variables to predict scores of outcome measures, which facilitates the healthcare provider to deliver individualized care to their patients.

• Communications of Mathematical Education
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• v.19 no.4 s.24
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• pp.633-647
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• 2005

The rapid change in school mathematics curricula occurred over last some periods requires lots of change or improvement in the education method for the university mathematics, especially in calculus. As an effort in this direction we restrict our concern to the freshmen of year 2002 of the Korea university of technology and education to investigate a correlation between their mathematics score on the national entrance examination and achievement score measured by their final grades in a calculus course. As a result of this research we propose a step-wise level educational model for the calculus education. In the model an appropriate teaching contents and method proceeding through the three steps are suggested and implementation issues are discussed. We believe that carrying out mathematics curricular are suggested in the model will be of service to calculus education particularly for student under the 7th national curriculum reform.