• Title/Summary/Keyword: middle school elementary mathematics

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A Longitudinal Study on the Influence of Learning Effort, Attitude, and Achievement Goal on Mathematics Academic Achievement : For elementary and secondary school students (학습노력, 태도 및 성취목표가 수학 학업성취도에 미치는 직·간접적인 영향에 대한 종단연구: 초·중학생을 대상으로)

  • Kim, YongSeok
    • Education of Primary School Mathematics
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    • v.24 no.1
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    • pp.1-20
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    • 2021
  • Factors influencing mathematics academic achievement are constantly changing and have direct and indirect effects on mathematics achievement, so longitudinal studies that can predict and analyze their growth are needed. This study uses longitudinal data on students from 2011 (5th grade of elementary school) to 2015 (2nd grade of middle school) of the Seoul Education Longitudinal Study, and divides them into groups with similar longitudinal changes in mathematics academic achievement. The direct and indirect effects of learning attitudes and achievement goals were examined. As a result of the study, it was found that learning effort and learning attitude had a direct effect on mathematics achievement in 1 group (2277 students, 67.7%), and learning attitude had a direct effect on mathematics achievement in 3 groups (958 students, 28.5%). And it was found that learning effort h ad an indirect effect. In addition, it was found that both learning attitudes, learning efforts, and achievement goals had no effect on the academic achievement of mathematics in the second group (127 students, 3.8%).

Using GSP Construction Improving Figure Analysis Ability of Pre-service Elementary Teachers (예비 초등 교사의 도형 분석 능력 신장을 위한 GSP 작도의 활용)

  • Roh, Eun Hwan;Kang, Jeong Gi;Kim, Min Jeong;Jeong, Sang Tae
    • Education of Primary School Mathematics
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    • v.17 no.2
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    • pp.127-157
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    • 2014
  • The purpose of the study is to enhance the figure analysis ability for pre-service elementary teacher by using GSP. To do this, we limited to teaching competence divide into ability various problem-solving, extract key elements, predict the difficulty of student and investigated the initial of them, the reality of GSP construction. As results, pre-service elementary teachers made errors, proposed teaching focused on the character using in the problem solving, and found that in one particular difficulties to find the students. The reality of GSP construction activity was possible to explore through the partially constructed a number of various properties, but we found to have difficulty in the connection between concepts. and integrated view of the problem analysis. After visual identification and exploration through the GSP construction, problem-solving ability became a little more variety and changed their direction in order to focus the student's anticipated difficulties. From these results, we could extract some pedagogical implications helping pre-service teachers to reinforce teaching competence by GSP construction.

The golden ratio and mathematics education issues (황금비와 수학교육 담론)

  • Park, Jeanam
    • Communications of Mathematical Education
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    • v.28 no.2
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    • pp.281-302
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    • 2014
  • The purpose of this paper is to offer a history of golden ratio, the criterion raised by Markowsky, and misconceptions about golden ratio. Markowsky(1992) insists that the golden ratio does not appear in the great pyramid of Khufu. On the contrary, we claim that there exists the golden ration on it. Elementary and middle school text books, and domestic history books deal with the great pyramid of Khuff and the Parthenon by examples of the golden ratio. Text books make many incorrect statements about golden ratio; so in teaching and learning the golden ratio, we recommend the design-composition of dynamic symmetry, for example, industrial design, aerodynamic, architecture design, and screen design. Finally we discuss the axial age how to affect the school mathematics with respect to the subject of Thales and the golden ratio.

Pedagogical Approach of the Nine Chapters on the Mathematical Art and Nam Byung Gil's GuJangSulHae (<구장산술九章算術>과 남병길의 <구장술해九章術解>의 교육적 활용 방안)

  • Jung, Hae-Nam
    • Education of Primary School Mathematics
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    • v.14 no.2
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    • pp.103-116
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    • 2011
  • 'The nine chapters on the mathematical art' has dominated the history of Chinese mathematics. It contains 246 problems and their solutions, which fall into nine categories that are firmly based on practical needs. But it has been greatly by improved by the commentary given Liu Hui and it was transformed from arithmetic text to mathematics. The improved book served as important textbook in China but also the East Asian countries for the past 2000 years. Also It is comparable in significance to Euclid's Elements in the West. In the middle of 19th century, Chosun mathematicians Nam Byung Gil(南秉吉) and Lee Sang Hyuk(李尙爀) studied mathematical structures developed in Song(宋) and Yuan(元) eras on top of their early on 'The nine chapters' and 'ShuLiJingYun(數理精蘊)'. Their studies gave rise to a momentum for a prominent development of Choson mathematics in the century. Nam Byung Gil is also commentator on 'The Nine Chapters'. His commentary is 'GuJangSulHae(九章術解)'. This book provides figures and explanations of how the algorithms work. These are very helpful for prospective elementary teachers. We try to plan programs of elementary teacher education on the basis of 'The Nine Chapters' and 'GuJangSulHae'.

A Study on the Understanding in Results of Arithmetic Operation (연산 결과의 의미 이해에 관한 연구)

  • Roh, EunHwan;Kang, JeongGi;Jeong, SangTae
    • East Asian mathematical journal
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    • v.31 no.2
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    • pp.211-244
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    • 2015
  • The arithmetic operation have double-sided character. One is calculation as a process, the other is understanding in results as an outcome of the operation. We harbored suspicion on students' misunderstanding in an outcome of the operation, because the curriculum has focused on the calculation, as a process of arithmetic operation. This study starts with the presentation of this problem, we tried to find the recognition ability and character in the arithmetic operation. We researched the recognition ability for 7th grade 27 students who have enough experience in arithmetic operation when studying in elementary school. And we had an interview with 3students individually, that has an error in understanding in results of arithmetic operation but has no error in calculation. We focused on 3students' detailed appearance of the ability to understand in results of arithmetic operation and analysed the changing appearance after recommending unit record using operation expression. As a result, we could find the abily to underatanding in results of arithmetic operation and applicability to recommend unit record using operation expression. Through these results, we suggested educational implications in understanding in results of arithmetic operation.

An analysis of the trends of value research : Focused on mathematical values and mathematics educational values (가치 연구의 동향 분석: 수학적 가치와 수학 교육적 가치를 중심으로)

  • Pang, Jeong-Suk;Kim, Seung-Min
    • The Mathematical Education
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    • v.58 no.4
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    • pp.609-625
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    • 2019
  • While research projects and reports on values in mathematics education increased in the international community over the years, little has been known about the topic and research findings in South Korea. The purpose of this study was to analyze the trends of value research in mathematics education focused on the "mathematical values" and "mathematics educational values" as defined by Bishop (1996) through a systematic review of the literature. A total of 66 research papers related to value research were analyzed in terms of the following four areas: research period, projects, target research population, and research method. The results of this study showed that the value research that was carried out was project-driven. There was an increase in both the number of papers published and countries that were studied, which encouraged the continuous expansion of the field. Furthermore, the topic of mathematics educational values was studied more than mathematical values. It was also observed that the survey method, among others, was frequently used to explore mathematics educational values of middle school teachers. Finally, research methods related to the measurement of value were gradually refined over time. Based on these results, this paper describes implications to conduct and advance value research in South Korea in various aspects, including in the field of mathematics education.

A study on the teaching of algebraic structures in school algebra (학교수학에서의 대수적 구조 지도에 대한 소고)

  • Kim, Sung-Joon
    • Journal of the Korean School Mathematics Society
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    • v.8 no.3
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    • pp.367-382
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    • 2005
  • In this paper, we deal with various contents relating to the group concept in school mathematics and teaching of algebraic structures indirectly by combining these contents. First, we consider structure of knowledge based on Bruner, and apply these discussions to the teaching of algebraic structure in school algebra. As a result of these analysis, we can verify that the essence of algebraic structure is group concept. So we investigate the previous researches about group concept: Piaget, Freudenthal, Dubinsky. In our school, the contents relating to the group concept have been taught from elementary level indirectly. Tn elementary school, the commutative law and associative law is implicitly taught in the number contexts. And in middle school, various linear equations are taught by the properties of equality which include group concept. But these algebraic contents is not related to the high school. Though we deal with identity and inverse in the binary operations in high school mathematics, we don't relate this algebraic topics with the previous learned contents. In this paper, we discussed algebraic structure focusing to the group concept to obtain a connectivity among school algebra. In conclusion, the group concept can take role in relating these algebraic contents and teaching the algebraic structures in school algebra.

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A basic research for the development of Korean mathematics education standards for the next generation (미래세대 수학교육표준 개발을 위한 기초 연구)

  • Kwon, Oh Nam;Kim, Young Rock;Ko, Ho Kyoung;Rim, Haemee;Park, Jung Sook;Park, Jee Hyun;Park, Soomin;Lee, Kyungwon;Park, Jin Hee
    • The Mathematical Education
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    • v.61 no.1
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    • pp.199-220
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    • 2022
  • This study aims to elicit the vision of the future human being and mathematical competencies that next generation should pursue to be nurtured through mathematics education as regarding the need for a national mid-term to long-term mathematics education standard for nurturing learners that can accommodate changes in the future society is emerging. The research team established the criterion for domains of mathematical competencies through the analysis of prior research, and then, refined three dimensions of mathematical competencies and the domains of each dimension through expert advice (9 people in total, 3 times) and focus group interviews (10 people in total, 4 times). After conducting a large-scale survey (295 people in total) which includes elementary and secondary teachers, professors, and researchers, etc., the vision of the future human being and mathematical competencies were elicited. In order to utilize the vision of the future human being and mathematical competencies, five stages of research on the development and utilization of mathematics education standards were proposed. Cooperating with related organizations, securing the research project period and expanding the scope of research team composition, and providing web-based documentation of mathematics education standards will be needed for the follow-up studies.

Perception of the Gifted Science Students' Mothers on Giftedness (과학영재를 둔 어머니들의 영재성에 대한 인식)

  • Chung, Duk-Ho;Park, Seon-Ok;Yoo, Hyo-Hyun;Park, Jeong-Ju
    • Journal of Gifted/Talented Education
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    • v.24 no.4
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    • pp.561-576
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    • 2014
  • The purpose of this study is to investigate the perception of the mothers of science gifted in respect to giftedness compared to the "Scale for Rating the Behavioral Characteristics of Superior Students-R(SRBCSS-R)". For that, a survey of 18 mothers of elementary school science gifted and 32 mothers of middle school science gifted was conducted in relation to giftedness. The words and frame of this survey were analyzed using the Semantic Network Analysis. The results are as follows : The mothers of Elementary school science gifted perception were found to have a connected giftedness with reading, science, making something, etc.. On the other hand, the mothers of middle school science gifted perception were found to have a connected giftedness with problem, solving problem, mathematics, etc. in words analysis. The mothers of Elementary school science gifted have a strong connection with category on creativity, motivation, etc.. On the other hand, the mothers of middle school science gifted were more inclined towards the category on learning, motivation, etc. in frame analysis. That is to say, the mothers of science gifted are perceptive about giftedness respect to some elements as the "Scale for Rating the Behavioral Characteristics of Superior Students-R" on the giftedness. Therefore, a correct understanding about giftedness in respect to the mothers of science gifted is required and parent education is needed for appropriate science gifted education.

A study on the classroom application of interview assessments as alternative mathematics assessments (수학과 대안평가로서의 면접평가 현장 적용에 관한 연구)

  • Lee, Keum Sun;Jo, Hyun Gong;Son, Jung Hwa;Yang, Seong Hyun;Lee, Hwan Chul;Kim, Yoon-Mi;Kang, Ok Ki;Huh, Nan
    • School Mathematics
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    • v.15 no.2
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    • pp.263-288
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    • 2013
  • This study was conducted to provide practical ways to apply interview assessments in classrooms. Interview assessments have been asserted to serve as one of the alternatives to the traditional paper-and-pencil tests. In order to propose ways for teachers to actively use interview assessments for mathematics assessments, relevant instruments were developed by analyzing a number of related theories. These instruments were developed in two forms: interview assessments focused on identifying student characteristics and those focused on identifying thought processes. The interview assessments were applied in classroom settings and the results of this application were analyzed. The findings from this study are expected to suggest beneficial implications for teachers who are interested in practicing interview assessments in classrooms.

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