• Title/Summary/Keyword: school mathematics

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Effects of the individual teaching strategies on mathematics attitude and mathematics achievement of low achievement students in cultural mathematics (개별지도가 대학수학 기초학력 부진 학생들의 수학 학업성취도와 수학 태도에 미치는 영향)

  • Seo, Jong Jin;Jo, Seung Hee
    • Journal of the Korean School Mathematics Society
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    • v.21 no.3
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    • pp.287-301
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    • 2018
  • The purpose of this study was to investigate the effect of individual teaching strategies on mathematics achievement and mathematics attitude of students with low achievement in mathematics. As a result, individual instruction group showed higher mathematics achievement and attitude toward mathematics than comparative group. In the experimental group, there was a correlation between pre-mathematics achievement and post-mathematics achievement. Also, there was a correlation between post-mathematics attitude and post-mathematics achievement. Within the comparison group, there was a correlation between pre-mathematics attitude and post-mathematics attitude. Also, there was a correlation between post-mathematics attitude and post-mathematics achievement.

Senior Secondary School Students' Epistemological Conceptions of Mathematics in China: Characteristics and Development Process

  • Yang, Xinrong
    • Research in Mathematical Education
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    • v.17 no.2
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    • pp.79-97
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    • 2013
  • This paper reports findings from a survey of senior secondary school students' epistemological conceptions of mathematics with the adaption of the instrument of the "Conceptions of Mathematics" - Inventory in China. The survey included a sample of 414 Grade 10 students, 441 Grade 11 students, and 400 Grade 12 students from three provinces. Descriptive statistics, one-way ANOVA, and T-test were employed to analyze data in this study. It was found that senior secondary school students mainly focused on objectivity and reality of mathematics, without highlighting the characteristics of sociality, subjectivity, and creativity of mathematics. In addition, besides gender differences, differences were identified among students from different grades, different areas, taught by teachers with different teaching experience and experience in using reformed curriculum.

The Effect of CAI Program on the Learning Achievement in Mathematics -Focusing on the lesson statistics in the 3rd grade of middle school- (CAI 프로그램의 활용이 학업성취에 미치는 영향 - 중3 통계단원을 중심으로 -)

  • 이재국
    • Journal of the Korean School Mathematics Society
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    • v.3 no.2
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    • pp.123-131
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    • 2000
  • In order to educate future leaders of the new age, we should help students to increase their basic knowledge, thinking and problem solving ability. It is necessary that we should use multi-media, computer as well as old teaching-learning material to improve students' basic knowledge and to motivate their interest in mathematics in the small-sized Middle School situated on the agricultural and fishery village. In solving this problem, it is ultimately necessary that we should utilize CAI program on the learning achievement in mathematics for the students to understand basic concept, principle, law and to promote teaching-learning process considered on individual different abilities. Therefore, this study is on the effect of students' interest and learning achievement in mathematics when we develop CAI program focusing on the lesson statistics in the 3rd Grade Middle School Mathematics Textbook and explain the concept and principle of statistics through using exact and various techniques of computers

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A historical research on the actual state of the publication of elementary school mathematics textbooks by the Government-General of Joseon during the Japanese colonial period (일제강점기 조선총독부의 초등학교 수학 교과서 발행 실태 조사 연구)

  • CHOI Jong Hyeon;PARK Kyo Sik
    • Journal for History of Mathematics
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    • v.36 no.3
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    • pp.37-57
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    • 2023
  • In the history of elementary school mathematics education in Korea, the period led by the Government-General of Joseon during the Japanese colonial period cannot be omitted. As a way to grasp the real state of elementary school mathematics education at that time, there is a method of analyzing elementary school mathematics textbooks published by the Government-General of Joseon. However, the actual state of the publication of them was not sufficiently known. For this reason, this study surveys the actual state of the publication of those textbooks. To this end, real information on textbooks owned currently by various institutions and information on the publication of those textbooks in the official gazette and documents of the Government-General of Joseon were checked and organized.

Study on Criticism and Alternative on the History of Mathematics Described in the Secondary School Mathematics Textbooks (중등 수학교과서가 다루는 수학사의 비판과 대안)

  • Park, Jeanam;Jang, Dongsook
    • Communications of Mathematical Education
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    • v.29 no.2
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    • pp.157-196
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    • 2015
  • The purpose of this article is to discuss some of the most commonly repeated misconceptions on the history of mathematics described in the secondary school mathematics textbooks, and recommend that we should include mathematical transculture in the secondary school mathematics. School mathematical history described in the texts reflects the axial age, and deals with mathematical transculture from the ancient Greek into Europe excluding the ancient Egypt, Old Babylonia, and Islamic mathematics. We discuss about them through out the secondary school textbooks and give some alternatives for the historical problems.

A Study on the Relationship between Mathematics Anxiety and Mathematics Teaching Anxiety in Elementary School Teachers (초등학교 교사의 수학불안과 수학교수불안의 상관관계 분석 연구)

  • Kim, Rina
    • Education of Primary School Mathematics
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    • v.24 no.2
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    • pp.71-81
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    • 2021
  • In this study, I investigate the relationship between mathematics anxiety and mathematics teacher anxiety of elementary school teachers with integrated method. As a result of statistical analysis of the survey of 256 elementary school teachers, there was a statistically significant positive correlation between the two factors (r = .630, p <.05). The analysis show that teaching experience and degree may affect mathematics anxiety and teaching experience, degree, and teacher qualification may affect mathematics teaching anxiety. Subsequently I conduct a qualitative study focusing on interviews with 20 elementary school teachers. As a result of the analysis, I confirm that even if the mathematics anxiety is low, mathematics teaching anxiety may occur due to the teaching environment. As a result of the quantitative and qualitative analysis of this study, Korean elementary school teachers' mathematics anxiety and mathematics teaching anxiety might be regarded as separate factors. From the result of the study, I suggest that mathematics anxiety and mathematics teaching anxiety of elementary school teachers, each emotional state might be considered as independent emotional status. The implication of the study indicate that independent methods might be developed in order to prevent and treat mathematics anxiety and mathematics teaching anxiety in elementary school teachers.

Secondary mathematics teachers' perceptions on assessment (중등학교 수학교사의 평가에 대한 인식 조사)

  • Kwon, Na Young;Oh, Seo Young
    • The Mathematical Education
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    • v.59 no.4
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    • pp.295-312
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    • 2020
  • This study aimed to investigate and compare perceptions of middle and high school mathematics teachers on assessment. For the purpose, we developed and used a survey consisting of two parts(importance/performance on assessment and general opinion on process-based assessment). We gathered data from 188 middle school and 125 high school mathematics teachers in Incheon area. An Importance-Performance Analysis(IPA) method was used for data analysis. As results, middle school mathematics teachers showed higher perception on both importance and performance in almost all area on assessment than high school teachers. In addition, research results based on teaching experience indicated that mathematics teachers having more teaching experience seemed to perceive high importance-high performance and low importance-low performance tasks more than mathematics teachers having less experience. In particular, middle school teachers recognized many low importance-high performance tasks according to their teaching experience. The IPA gave us different results depending on the school size. The larger the school, the more diverse opinions appeared tasks in low importance-high performance. From the general opinion on process-based assessment, the middle school mathematics teachers also seemed to have more positive perspectives and to be more active in assessment than high school mathematics teachers. Finally, we discuss implications for future policy formulation and implementation on process-based assessment.

A Study on Authentic Assessment Model Development in School Mathematics (학교수학에서의 참평가(authentic assessment) 모형 개발에 관한 연구)

  • Son, Jung Hwa;Kang, Ok Gi
    • School Mathematics
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    • v.15 no.1
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    • pp.77-99
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    • 2013
  • The purpose of this study is to develop authentic assessment model of school mathematics completed an integral part of the classroom in the real situation to do authentic assessment about students's mathematics learning ablity. To do this, it is performed literature researches on authentic assessment system of school mathematics, situation cognition class design model, Lincoln & Guba's the forth generation assessment model, NAEP high ability assessment model, Guliker & Bastiaens & Kirschner's authentic assessment model. And it is extracted authentic assessment elements of school mathematics from them, and it is developed authentic assessment model completed an integral part of the classroom in the real situation. This authentic assessment model of school mathematics is confirmed the proper model in assessing mathematical activities and achievement by applying authentic assessment tasks with class's integrated part, and each factor and phase was regarded as the proper thing in the teaching and learning for experts in studies of mathematical education.

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Developing a Model and Exemplary Unit of Highly Utilizable Mathematics Textbook (활용도 높은 수학교과서의 모형 및 예시 단원 개발 연구)

  • Do, Jonghoon
    • Journal of the Korean School Mathematics Society
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    • v.19 no.3
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    • pp.239-260
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    • 2016
  • Textbook is the most important material in learning and teaching school mathematics. It is necessary to develop highly utilizable mathematics textbook in view of normalization of public education including mathematics education. In this paper we first discuss the meaning of good mathematics textbook and analyze current mathematics textbooks to establish directions of highly utilizable mathematics textbook to student as well as teacher. And then we suggest a model and exemplary unit of highly utilizable mathematics textbook.