• 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 Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.441-463
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• 2010

This study purposes to examine the learning achievements, attitude and reactions of elementary school students in fifth grade in mathematics after inducing to use of learning-notebook on mathematics. To achieve the purpose, this study focuses on the following matters. First, we develop the ways to write thoughts and activities in solving problems on learning-notebook for elementary school student in fifth grade. Second, we analyze the effects of the students' learning achievements after applying the ways to them in every mathematics learning activities at home and in school, etc. Third, this study examine the attitudes and reactions of the students toward mathematics after observing the learning activities and interviewing them. The results are summarized as follows. First, using learning-notebook helps to improve the performance of students. The average point of the final examination went up to 90.67 while the average of the first level test was 70.75. And almost each student's result have improved. Second, the interviews with the students show that they feel sense of accomplishment, their mathematical attitude has changed to be positive, and they've actively participated in class by using the learning-notebook. The students felt confidence and achievement and they were more interested in studying mathematics when they use the learning-notebook. Further, the students used the notes in doing their homework and at home studying. Finally, the learning-notebook had a good influence on the relationships between students and teachers. Moreover, learning-notebook serves as a medium that connects teacher and student's work.

• Journal of Science Education
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• v.44 no.2
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• pp.133-144
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• 2020

As a part of the second-year monitoring study on the implementation of the 2015 revised science curriculum in middle schools, this study focuses more on examining middle school science teachers' perceptions on the process-based assessment (PBA). A total of 105 middle school science teachers (44 teachers from science leading schools, 61 teachers from ordinary schools) responded to the survey questionnaire, and 16 teachers participated in interviews. The results include teachers' perceptions on the changes in their teaching and assessment methods, some challenges of implementing PBA, and educational implications of PBA. Survey results indicate that the teachers perceived themselves using more PBA methods after the 2015 revised science curriculum was launched. The teachers in science-leading schools present statistically higher average scores to the items on the PBA utilization than the ones in ordinary schools. However, the teachers felt confused in conceptually differentiating PBA from prior performance-based assessment. They also experienced some conflicts when implementing PBA under the achievement-oriented school atmospheres. In addition, they often faced difficulties in securing objectivity and reliability of PBA and felt the burden of evaluating individual students. This study suggests the necessity of giving more authority and trust to science teachers regarding PBA, constructing more supportive environment to cultivate teacher competency as evaluation experts, and the need to reduce task burden. However, some teachers who actively implemented PBA express some level of satisfaction as observing students' positive reaction to PBA.

• The Mathematical Education
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• v.30 no.1
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• pp.1-19
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• 1991

This study intends to provide some desirable suggestions for the development of application oriented mathematics curriculum. More specific objects of this study is: 1. To identify the meaning of application and modelling in mathematics curriculm. 2. To illuminate the historical background of and trends in application and modelling in the mathematics curricula. 3. To consider the reasons for including application and modelling in the mathematics curriculum. 4. To find out some implication for developing application oriented mathematics curriculum. The meaning of application and modelling is clarified as follows: If an arbitrary area of extra-mathematical reality is submitted to any kind of treatment which invovles mathematical concepts, methods, results, topics, we shall speak of the process of applying mathemtaics to that area. For the result of the process we shall use the term an application of mathematics. Certain objects, relations between them, and structures belonging to the area under consideration are selected and translated into mathemtaical objects, relation and structures, which are said to represent the original ones. Now, the concept of mathematical model is defined as the collection of mathematical objcets, . relations, structures, and so on, irrespective of what area is being represented by the model and how. And the full process of constructing a mathematical model of a given area is called as modelling, or model-building. During the last few decades an enormous extension of the use of mathemtaics in other disciplines has occurred. Nowadays the concept of a mathematical model is often used and interest has turned to the dynamic interaction between the real world and mathematics, to the process translating a real situation into a mathematical model and vice versa. The continued growing importance of mathematics in everyday practice has not been reflected to the same extent in the teaching and learning of mathematics in school. In particular the world-wide 'New Maths Movement' of the 19608 actually caused a reduction of the importance of application and modelling in mathematics teaching. Eventually, in the 1970s, there was a reaction to the excessive formallism of 'New Maths', and a return in many countries to the importance of application and connections to the reality in mathematics teaching. However, the main emphasis was put on mathematical models. Applicaton and modelling should be part of the mathematics curriculum in order to: 1. Convince students, who lacks visible relevance to their present and future lives, that mathematical activities are worthwhile, and motivate their studies. 2. Assist the acqusition and understanding of mathematical ideas, concepts, methods, theories and provide illustrations and interpretations of them. 3. Prepare students for being able to practice application and modelling as private individuals or as citizens, at present or in the future. 4. Foster in students the ability to utilise mathematics in complex situations. Of these four reasons the first is rather defensive, serving to protect or strengthen the position of mathematics, whereas the last three imply a positive interest in application and modelling for their own sake or for their capacity to improve mathematics teaching. Suggestions, recomendations and implications for developing application oriented mathematics curriculum were made as follows: 1. Many applications and modelling case studies suitable for various levels should be investigated and published for the teacher. 2. Mathematics education both for general and vocational students should encompass application and modelling activities, of a constructive as well as analytical and critical nature. 3. Application and modelling activities should. be introduced in mathematics curriculum through the interdisciplinary integrated approach. 4. What are the central ideas of, and what are less-important topics of application-oriented curriculum should be studied and selected. 5. For any mathematics teacher, application and modelling should form part of pre- and in-service education.