• The Mathematical Education
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• v.31 no.2
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• pp.93-107
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• 1992

The purpose of this study is to make out teaching-learning method for developing mathematical abilities of the 1st grade children in elementary school by investigating cognitive effects which mathematical pre-experiences given intentionally by teachers have on children's learning mathematics. The research questions for this purpose are as follows: In learning effects through mathematical pre-experiences given intentionally by teachers. 1) is there any differences between children with pre-experiences and children without them in Mathematics Achievement Test\ulcorner 2) is there any differences between children with pre-experiences and children without them in Transfer Test for learning effects\ulcorner For this study, a class with 41 children in H elementary school located in a Myon near Chong-ju was selected as an experimental group and a class with 43 children in G elementary school in the same Myon was selected as a control group. Nonequivalent Control Group Design of Quasi-Experimental Design was applied to this study. To give pre-experiences to the children in experimental group, their classroom was equipped with materials for pre-experiences, so children could always observe the materials and play with them. The materials were a round-clock on the wall, two pairs of scales, fifty dice, some small pebbles, two pairs of weight scales, two rulers on the wall, and various cards for playing games. Pre-experiences were given to the children repeatedly through games and observations during free time in the morning (00:20-09:00) and intervals between periods. There was a pretest for homogeneity of mathematics achievement between the two groups and were Mathematics Achievement Test (30 items) and Transfer Test (25 items) for learning effects as post-tests. The data were collected from the pretest on April 8 (control group), on April 11 (experimental group) and from the Mathematics Achievement Test and Transfer Test on July 15 (experimental group) and on July 16 (control group). T-test was used to analyze if there were any differences in the results of the test. The results of the analysis were as follows: (1) As the result of pretest, there was not a significance difference between the experimental group (M=17.10. SD=7.465) and the control group (M=16.31, SD=6.974) at p<.05 (p=0.632). (2) For the question 1. in the Mathematics Achievement Test, there was a significant difference between the experimental group (M=26.08, SD=4.827) and the control group (M=22.28. SD=5.913) at p<.01 (p=.003). (3) For the question 2. in the Transfer Test for learning effects. there was a significant difference between the experimental group (M=16.41, SD=5.800) and the control group (M=11.84, SD=4.815) at p<001, (p=.000). From the results of the analyses obtained in this study. the following conclusions can be drawn: First, mathematical pre-experiences given by teachers are effective in increasing mathematical achievement and transfer in learning mathematics. Second, games. observations, and experiments given intentionally by teachers can make children's mathematical experiences rich and various, and are effective in adjusting individual differences for the mathematical experiences obtained before they entered elementary schools. Third, it is necessary for teachers to give mathematical pre-experiences with close attention in order to stimulate children's mathematical interests and intellectual curiosity.

• Journal of the Korean School Mathematics Society
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• v.12 no.2
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• pp.171-193
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• 2009

Although Korea students have been showed the top academic achievement in the international evaluation test for mathematics academic achievement, they have the low confidence, low interest and unwelcome attention about mathematics. In order to change student's affective aspects about mathematics, we introduced the problem based learning(PBL) method which is based on constructivist learning theories. By applying PBL to the middle and high class students, we investigated the effect of PBL on the students' academic achievement and mathematical attitudes. The study shows that there are the statistically significant differences between a control group and a comparison group both in academic achievement and mathematical attitudes.

• Journal of Educational Research in Mathematics
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• v.18 no.2
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• pp.239-261
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• 2008

This study presents results by the content areas in mathematics. Average performance is provided for five content areas: number, algebra, measurement, geometry, and data. Relative achievement is shown among the content areas for 4 countries in comparison to Korea. In number, Korea had lower average achievement than Singapore, especially for ratio proportion percent. Among 5 countries, Korea had the highest average achievement in algebra and geometry, but the lowest in attributes and units of measurement. In data, Korean students didn't learn the followings successfully: a) comparing characteristics of data sets and using mean, median, range, and shape of distribution, b) interpreting data sets (e.g., draw conclusions, make predictions, and estimate values between and beyond given data points), c) evaluating interpretations of data with respect to correctness and completeness of interpretation.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.491-518
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• 2011

According to a number of recent studies, Korean students' affective achievement was at much lower level than cognitive achievement, which indicated the needs for nationwide researches. Although a variety of effort was put into finding ways to improve students' affective achievement, few researches focused on teachers was being underway. Thus, this study was conducted with 327 secondary school mathematics teachers in Gyeonggi-do- by survey method to investigate on how teachers feel affective domain in their teaching practice, how much they it into account at class, and what their wills or plans are to put it into action. According to the results, there existed a distinctive gap between teachers and students in affective domain.

• The Mathematical Education
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• v.23 no.1
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• pp.53-65
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• 1984

Teachers need to provide a variety of learning experiences for pupils in elementary school mathematics. This is necessary due to pupils (a) achieving at diverse levels of accomplishment in the mathematics curriculum. (b) individually possessing different learning styles. The following, among others, can be relevant learning activities to present to pupils: 1. using a selected series of elementary school mathematics textbooks. 2. utilizing the flannel board to guide individual pupil achievement in mathematics. 3. helping pupils attach meaning to learning through the use of markers. 1. guiding pupils in learning by using place value charts. 5. aiding learner achievement through the use of transparencies and the overhead projector. 6. stimulating learner interest in mathematics with the use of selected filmstrips. 7. using graphs in functional situations. 8. helping young pupils to develop interest in numbers by singing songs directly related to ongoing units of study in elementary school mathematics. 9. using the geoboard to help pupils experience the world of geometry. 10. providing drill and practice for pupils so that previous developed learnings will not be forgotten.

• East Asian mathematical journal
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• v.29 no.2
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• pp.169-187
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• 2013

The purpose of this study is to analyze whether mathematics education course can improve secondary pre-service math teacher' belief and correlation on pre-service math teacher' belief and mathematics education achievement. In order to achieve this purpose, the test was conducted to the subject of 34 pre-service secondary math teachers of the grade 2 and grade 4 who were chosen from H university in D city and we analyzed the results. Findings on this study are as follows. First, there was meaningful difference in the pre-service math teacher' belief with significant level of 0.05. This proved that mathematics education course was effective on improving pre-service math teacher' belief. Second, there was not meaningful correlation in the pre-service math teacher' belief and mathematics education achievement.

• The Mathematical Education
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• v.57 no.4
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• pp.393-412
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• 2018

Teacher quality is a key factor that determines quality of education. Being aware of this, the Korean government and teachers have been striving to improve teachers' professionalism. Research about the impacts of efforts to enhance teacher professionalism on students' academic achievement and course satisfaction, however, is extremely limited. This study sought to advance our understanding of the relationship between these factors by analyzing what teacher characteristics impact students' achievement and satisfaction. To this end, the study drew on the middle and high school data from 3rd to 6th year survey of the Seoul Educational Longitudinal Study. Structural equational modeling were used as the main approach. Latent profile analysis, a kind of mixture modeling analysis, were used as needed. This study found that teachers' participation in instruction enhancement activity and professional development impact students' attitude toward mathematics lessons and their perception on class atmosphere, and ultimately impact their academic achievement as well as their overall satisfaction in the course. In addition, teachers' use of EBS textbooks and videos impact 3rd grade high schoolers' academic achievement. These findings suggest that effort to improve teacher professionalism positively impact students' academic achievement and course satisfaction, although there is a difference according to the year grade. This study provides implications for education policy makers and teacher educators.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.89-106
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• 2006

The purposes of this study are to find out differences of the causes of mathematics anxiety in elementary school students according to the Grades and sex, and to find out which causes have more influence on achievement of mathematics and how much it is. For this purposes, the problems of this study are defined as follows: First, are there any differences in the influences of each super-causes and sub-causes of mathematics anxiety according to the Grades? Second, are there any differences in the influences of each super-causes and sub-causes of mathematics anxiety according to the sex? Third, what relation do the super-causes of mathematics anxiety have to the achievement of mathematics? The conclusions of this study are as follows: First, mathematics anxiety is much more affected by the internal cause like the cause of student attitude than the external cause like the causes of circumstance and the cause of teacher. Second. mathematics anxiety is much more affected by a direct experience like the causes of a shortage of time and the causes of student interest than indirect experience like the causes of teacher's authority and the causes of the application of daily life. Third, the causes of circumstance and parent's attitude. its sub-cause, have greater influence on the female group than on the male group. Fourth, in the middle Gradess, the female group is more affected by the cause of student attitude and the cause of circumstance than the male group, but in the higher Grades. the differences disappear and those two become common causes of anxiety. Fifth, As the students go up to the next Grades in school, the cause of teacher, the characteristic of the curriculum and the cause of prejudice have more influence on the mathematics anxiety. Sixth, the causes of teacher, the causes of mathematical curriculum and the causes of student attitude among super-causes of mathematics anxiety have a negative effect on the achievement of mathematics. But the causes of circumstance have a positive effect on it. And also, the causes of mathematical curriculum among super-causes is much related to the causes of teacher and the causes of circumstance.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.15-30
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• 1999

For the purpose of turning learners' locus of control into internal-controllable variables, counseling materials were developed, and attribution counseling was given. The counseling effects were practically confirmed by way of teaching and evaluation in the actual classes, and furthermore the efforts to provide learners with successful experiences in learning were repeatedly made. As a result, the conclusions are as follows: 1. The procedure of Individual counseling for learning attribution based on individual standard grades and data of the variable order of merit apparently shows learners that if learners are to try their best in learning, they will surely go far in terms of learning in the near future. 2. The procedure of Individual counseling for teaming attribution based on achievement distribution in individual behavior-oriented fields suggests to learners that how to learn is as important as how much effort they make. Surely enough, learners are required to make more effective and efficient efforts, considering their own learning abilities. 3. With the above 1, 2 procedures involved, learners have attributed locus of causality in achievement to their internal-controllable causes. 4. With preparatory assignments according to learner's abilities provided, even slower learners came to be assured that their constant efforts could give rise to success in learning achievement. 5. Above all, it was confirmed that the learners' struggling attitude might well have a significant correlation with achievement success. The learners who are willing to attribute locus of causality in achievement to their internal-controllable causes or strenuous efforts and intrinsic motivation tend to be convinced that they can address themselves to whatever faces them, so they can set up specific learning goals fit for their abilities. Accordingly, they will bit by bit acquire successful experiences (often called 'Aha' experiences) and in turn, feeling the senses of self-efficacy and self-esteem enough to push their efforts even further, they can grow to form a positive self-concept. With one successful experience after another fed back into learners, they are gradually motivated to bring the oncoming achievement expectation to a higher level. To conclude, it is necessary that instruction leading to internal-controllable attribution should be provided, inducing learners to recognize success and failure in learning achievement as a result of their strenuous efforts.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.177-196
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• 2010

The purpose of this study is to find out whether Achievement Tests are fully performing their role as an objective standard that measures student's educational achievement level by analysing the content validity of Achievement Tests developed by KICE and teachers at elementary school. In the study, the content validity of achievement tests were analyzed in the behavioral content objective dimensions. 60 instructional objectives from the Unit one to the Unit six contained in the teachers' guidebook for the elementary third-grade Math subject were analyzed into dimensions of behavior and content. And the Achievement Test developed by KICE and teachers in five elementary schools randomly chosen were collected and analyzed. Then, differences of the proportion between instructional objectives and evaluative objectives in each dimension statistically were verified. The results of the study are as follows : 1. In the dimension of behavior, as analysing and comparing the content validity of achievement tests, there was no significant difference in all domains(knowledge, comprehension, application, analysis, synthesis and evaluation). (p<.05) Therefore, it could be concluded that content validity of the Achievement Test is very high. 2. In the dimension of content, similarly there is no significant difference in all domains between achievement tests by both KICE and teachers. (p<.05) Therefore, the content validity of all tests are very high. In conclusion, it could be concluded that content validity of achievement tests is considerably high in content and behavior dimension. The study suggest the followings : 1. By expanding to the other subjects, there are needs to analyze and verify the content validity of achievement tests. 2. Even the content validity of achievement tests is considerably high however, achievement items are focused on evaluation 3 domains(knowledge, comprehension, application). Therefore evaluation evenly among 6 cognitive domains is required. And further to reduce the deviation of schools, there are needs to active interchange between teachers.