• 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.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.198-210
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• 2013

The purpose of this study investigates high school students' recognition and realities on the integrated science essay and is to suggest desirable direction of integrated science essay of how eduction. To this end, this paper was a questionnaire developed for use, it consists of the status, the writing skills and recognition of integrated science essay. Firstly, all grade students recognize the interest in integrated science essay class, but the need for third grade boys urgently was feeling. Second, STEAM class as a whole than average preference was. Third, integrated science essay was the most relevant, then was mathematics, languages, philosophy ethics, and social. Fourth, integrated science essay class with boys than girls in grade 1, science essay writing, reading science-related essay books, grammar, knowledge of the science and philosophy of science lessons, classes STEAM, read commentary essay reference all on the item, the higher affinity. Currently being implemented in integrated science essay test compared to the first, team teaching approach in schools project under one class teaches students how many teachers should be made. Second, it would require modifications of course content tailored to the preferences of female preference for science higher grade female students to disappear.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.23-37
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• 2012

The purpose of this study is to design a more satisfactory and efficient teaching strategy for the gifted by comparing teaching type and learning environment preferred by the gifted with that preferred by normal students. As a result, the following findings are obtained. First, while the normal class students show higher preference for clarification and organization, gifted students prefer for diversification and specialization. Second, with the respect to the gender-related forms of mathematics classroom environment, the overall female preference and the average score are higher, indicating significant difference in the area is only a psychological domain. Third, compared to the regular classroom, the gifted have significantly different preference for teaching method, classroom and teachers' attitude between in the gifted class and regular class.

• Journal of the Korean School Mathematics Society
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• v.24 no.3
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• pp.261-282
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• 2021

This study identified the meaning of mathematical justification and its characteristics for middle school math gifted students. 17 middle school math gifted students participated in questionnaires and written exams. Results show that the gifted students recognized justification in various meanings such as proof, systematization, discovery, intellectual challenge of mathematical justification, and the preference for deductive justification. As a result of justification exams, there was a difference in algebra and geometry. While there were many deductive justifications in both algebra and geometry questionnaires, the difference exists in empirical justifications: there were many empirical justifications in algebra, but there were few in geometry questions. When deductive justification was completed, the students showed satisfaction with their own justification. However, they showed dissatisfaction when they could not deductively justify the generality of the proposition using mathematical symbols. From the results of the study, it was found that justification education that can improve algebraic translation ability is necessary so that gifted students can realize the limitations and usefulness of empirical reasoning and make deductive justification.

• The Journal of the Korea Contents Association
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• v.16 no.9
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• pp.211-224
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• 2016

The purpose of this study were to devise prerequisite learning reminding model to elementary mathematics classes and actually apply it to fifth graders in experimental lessons, thus investigating their effects on mathematics academic achievement and self-efficacy. the study conducted a pre and post test to measure academic achievement and self-efficacy on the experiment and control group. the finding were as follows. First, the study found significant differences in mathematics academic achievement between the experiment and control group. mathematics lessons based on the prerequisite learning reminding model resulted in no significant differences among the upper and lower level groups. Secondly, the study analyzed the effects of prerequisite learning reminding model on the self-efficacy and found significant differences in self-efficacy between the experiment and control group. While there were no differences in self-confidence and preference for task difficulty among the subarea of self-efficacy, it had positive differences effect on self-regulation efficacy.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.731-744
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• 2010

Nowadays in school mathematics, the skill and method for solving problems are often emphasized in preference to the theoretical principles of mathematics. Students pay attention to how to make an equation mechanically before even understanding the meaning of the given problem. Furthermore they do not get to really know about the principle or theorem that were used to solve the problem, or the meaning of the answer that they have obtained. In contemporary textbooks the conic section such as circle, ellipse, parabola and hyperbola are introduced as the cross section of a cone. But they do not mention how conic section are connected with the quadratic equation or how these curves are related mutually. Students learn the quadratic equations of the conic sections introduced geometrically and are used to manipulating it algebraically through finding a focal point, vertex, and directrix of the cross section of a cone. But they are not familiar with relating these equations with the cross section of a cone. In this paper, we try to understand the quadratic curves better through the analysis of the discussion made in the process of the discovery and eventual development of the conic section and then seek for way to improve the teaching and learning methods of quadratic curves.

• Women's Health Nursing
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• v.7 no.4
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• pp.473-485
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• 2001

This cross-sectional design was to identify the age at menopause of Korean women and the levels of bothersome menopausal symptoms. In addition, examining relationships between the levels of bothersome menopausal symptoms and sociodemographic factors, body mass index, menopause-related factors, and life-style behavior factors including smoking, alcohol use, physical activity, and diet was done. Two thousand eight hundred seven naturally postmenopausal women aged between 41-65 years were recruited by self-selection from 7 metropolitans and 6 provinces in Korea from Dec. 20, 1998 to April 30, 1999. The age at menopause of Korean women was 49.2 years(mean) and 50.0 years (median). The menopausal age of Korean women has slightly increased compared to a previous study. Based on the demographic factors, residential area and socioeconomic status were associated with the bothersome levels of climacteric symptoms. In the case of the life-style behaviors analysis, only alcohol use and a preference for wheat were associated with the bothersome levels of climacteric symptoms, especially physical symptoms.

• The Mathematical Education
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• v.42 no.3
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• pp.295-302
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• 2003

The purpose of this study is to make more reliable researches on the tendency of shirking from the mathematics by including those of the students in the other country, and there are a series of researches such as 'math-camp to raise the mathematical tendency of the students who make little progress in the study', 'establishment of factors causing the shirking tendency from the mathematics and development of the analyzing instruments for it' and 'study on the preference to each category of the school mathematics.' For this purpose, I used a test developed by the shirking tendency research team. I compared the average score and standard deviation between the Korean and the Australian students. As for the average score, that of the Australian elementary school students is about one point higher than the Korean students, and there was no remarkable difference in the deviation. Comparing the math-shirking tendency of the two groups, they show higher shirking tendency in the aspects of emotional and mathematical recognition that belong to the psychological and environmental sphere. And, as for an extent of association in difficulties according to each school grades, its degree of the Australian students is comparatively lower than that of the Korean students, therefore, the shirking tendency of the Australian students is intermediate level whereas that of the Korean students is the lowest. They show us a peculiar result in teacher factor. It is noteworthy in that the Korean students show a positive reaction in that factor, however, the Australian students show a comparatively weak reaction. It might be caused by a cultural difference. I also have compared the accumulated percentage according to each shirking tendency factors. It will not only be very efficient for teachers to establish a teaching plan but also a good data to understand the shirking tendency of each student. This will be a very good data for the planners of teaching policy to remedy the causes of shirking tendency. And, it will also be used effectively to write a new textbook. It has been uncommon that a psychological test is used in the research for the improvement of teaching and learning mathematics. In this aspect, I am sure that this study including the preceding research will be a good in studying the shirking tendency factors by using a psychological test. I believe that this research will be a help to grasp the outline of the shirking tendency and I will have to try continuously to make it be a reasonable and reliable study.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.391-410
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• 2017

This study aims to analyze mathematically gifted students' characteristics of generalization and justification for a given mathematical task and induce didactical implications for individual teaching methods by students' learning styles. To do this, we identified the learning styles of three mathematically gifted 6th graders and observed their processes in solving a given problem. Paper-pencil environment as well as dynamic geometrical environment using Geogebra were provided for three students respectively. We collected and analyzed qualitatively the research data such as the students' activity sheets, the students' records in Geogebra, our observation reports about the processes of generalization and justification, and the records of interview. The results of analysis show that the types of the students' generalization are various while the level of their justifications is identical. Futhermore, their preference of learning environment is also distinguished. Based on the results of analysis, we induced some implications for individual teaching for mathematically gifted students by learning styles.

• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.369-384
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• 2007

This study examined and compared the level of mathematical anxiety according to the types of students' characteristics based on the former research study showing that there exists a close relationship between characteristics and mathematical anxiety. The subjects of this study are 159 students enrolled in Chungnam Gongju and Kyunggi-do Ahnyang. They were categorized into groups following various standards such as preference index(E-1, S-N, T-F, J-P), ability & disposition, 16 types of characteristics. Then these were tested for types and the level of mathematical anxiety by the factors of mathematical anxiety. The results show that Type E students show the greatest anxiety in learning motivation, and Type N students in the pedagogy of teaching and loaming for the subfactor of mathematical anxiety. Further, Type NT students respond strongly to the pedagogy of teaching and loaming in psychological ability and disposition, which shows that mathematical anxiety and sub-factors of mathematical anxiety are closely somehow related.