• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.159-178
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• 2015

This study discusses on aims for affective development in national curriculum of mathematics. Firstly, affective characteristics of school mathematics studied in Korea are investigated. Secondly, aims for affective development in the Korean national curriculum of mathematics from the 1st curriculum to the current one are inspected. Thirdly, aims for affective development in national curriculum of Hong Kong, Singapore and Finland are researched. From the result, suggestions on the statement about aims for affective development are proposed.

• Communications of Mathematical Education
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• v.30 no.1
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• pp.67-83
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• 2016

Correcting an imbalance between cognitive and affective aspects of mathematics in schools is recognized as a crucial issue with regards to mathematics education in Korea. Therefore, research and studies about affective aspects have been increasing and themes relating to affective aspects were diverse. Their theme included the improvement of affective aspect, investigation of factors of affective aspect, and development of measurement tools for affective aspect. The purpose of this study is to analyze and organize the research that has been done with respect to affective aspect and drive trend, implication, and their instruction to mathematics education. This study has investigated 103 studies released from 2005 to 2015 on KCI, Korea Citation Index. The results of this study are as follow. First, since released research of affective aspects in mathematics has not increased in number in the last 11 years, academic interest in the affective aspects seems lower than recent interest arousing in Korea. Second, most studies utilized quantitative research as a tool to analyze phenomena and the cause and effect of affective aspects. Third, middle school students were the most common subjects of the studies, followed by elementary school students. Fourth, the studies had various themes such as analyzing the cause and effect of affective aspect, recognizing changes of affective aspects, and measuring affective aspects. The studies, especially, focused most on analyzing how to improve affective aspects by applying it to programs such as mathematic activities and solving mathematic problems. It is necessary for future research to have a long-term perspective and to provide a space for communication. Research should not only focus on how recognize affective aspects differently, which is based on its cultural background, but also to draw affective solutions from them.

• Communications of Mathematical Education
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• v.13 no.2
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• pp.495-514
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• 2002

본 연구의 목적은 수학교실에서 의사소통 불안에 따른 이질 집단과 동질 집단으로 소집단 구성을 달리하였을 때 정의적 영역에서 소집단 협동학습 효과의 차이가 있는지 알아보는데 있다. 이러한 연구 목적을 달성하기 위해 다음과 같은 연구 문제를 설정하였다. 첫째, 의사소통 불안에 따른 동질 집단과 이질 집단간에 정의적 영역(수학적 태도, 자아존중감)에서 차이가 있는가? 둘째, 동질 집단과 이질 집단간의 비교에서 어느 집단의 불안 수준이 정의적 영역(수학적 태도, 자아존중감)에 더 긍정적인 효과가 있는가? 이러한 연구 문제를 해결하기 위하여 독립변인은 협동학습에서의 의사소통 불안에 따른 집단 구성 형태이고 종속변인은 정의적 영역(수학적 태도와 자아존중감)인 원인비교 연구 설계(casual-comparative research design)를 세워 원인비교 연구를 실시하였다. 본 연구의 결과로부터 다음과 같은 결론을 얻을 수 있다. 첫째, 의사소통 불안에 따른 집단 구성방법이 수학과 소집단 협동학습의 효과, 특히 자아존중감 향상에 영향을 끼치기 때문에, 효과적인 협동학습을 위해서 학생들의 의사소통 불안을 측정하여 이질 집단으로 구성할 필요가 있다. 둘째, 의사소통 불안에 따른 집단 구성을 했을 때 이질 집단의 불안 하위수준 학생들이 자아존중감 향상에 가장 큰 효과를 볼 수 있다. 결론적으로, 수학 교실에서의 의사소통 불안은 집단의 상호작용 행동에 영향을 준다고 말할 수 있고 의사소통 불안에 따른 이질 집단은 자아존중감 향상에 효과적인 집단 구성방법임을 시사한다.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.173-182
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• 2004

TIMSS-R 등 국제적 검사 결과로부터 알 수 있듯이 우리 학생들의 수학교과에 대한 정의적 영역의 성취도는 매우 낮은 실정이다. 진정한 의미의 수학적 힘은 인지적 영역과 함께 정의적 영역에 대한 의미 있는 학습을 통해서 길러진다는 사실을 생각할 때, 이는 우리 수학교육이 당면하고 있는 심각한 문제점이 아닐 수 없다. 본 논문에서는 이미 밝혀진 수학 기피요인들을 이용하여 학년이 올라감에 따라서 우리 학생들의 수학적 성향이 어떻게 변화하는지를 살펴보고 수학적 성향의 교육과 관련하여 몇 가지 제안을 하였다.

• The Mathematical Education
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• v.61 no.4
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• pp.631-651
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• 2022

It has been alerted that Korean students' mathematical affective achievement is very low. In order to solve this problem, various policies related to mathematical affective domains have been promoted, but it is necessary to examine various existing policies and explore the direction for improving them in more essential aspects. Based on previous studies that the growth mindset helps to increase students' affective achievement, this study focused on improving students' math-related growth mindset and ultimately exploring policies that can increase mathematical affective achievement. Therefore, the current status of mathematical affective achievement of Korean students was examined, and the policies and related cases in the mathematical affective domain were investigated. Based on the results, some keywords were derived and then the directions of policy for improving the math-related growth mindset and the affective achievement of students were suggested.

• The Journal of the Korea Contents Association
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• v.18 no.2
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• pp.541-552
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• 2018

The purpose of this study was to investigate the effects of 'problem posing from mathematical problems' on the students' affective domain of mathematics, and to conduct evaluation and management of teachers' respectively. The quantitative and qualitative approaches were combined to analyze the changes in the affective achievement of all the students and individual students in the study. The conclusions of this study are as follows: First, problem-posing class improved the problem-solving ability and meaningful experience in the learning activity itself, thus improving students' self-confidence, interest, value, and desire to learn. Second, The students' affective domain of mathematics should be emphasized, and systematic evaluation and management should be carried out from the first grade of middle school to high school senior in mathematics. Third, it is necessary to present and disseminate them in detail on the national-level to evaluation system and method of affective domain of mathematics. Therefore, the teacher should actively implement the problem-posing teaching and learning in the classroom lesson and help students' affective achievement. and teachers need to measure and manage the affective achievement of all students on a regular basis.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.25-46
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• 2018

The purpose of this study is to investigate the effects of mathematics instruction for the formation of mathematics classroom culture on cognitive and affective domains of elementary school students. Two classes of 3rd grade elementary school in Seoul were chosen for the study. Twenty math classes were conducted, discussing the norms and using mathematical communication and journal writing activity was carried out. A mathematical achievement evaluation was performed for the inspection of the cognitive domains and a mathematical aptitude test was performed for the inspection of the affective domains. Research has shown that the mathematics classroom culture have a positive effect on the development of students' cognitive and affective domains. In particular, in the course of forming a mathematical classroom culture, students showed a change in the affective domain of a mathematics. Based on these findings, a change in teacher's perception of the importance of mathematics is needed and a variety of circumstances surrounding the students suggested the formation of a mathematical classroom culture.

• The Mathematical Education
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• v.60 no.1
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• pp.41-59
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• 2021

The purpose of this study is to synthesize a comprehensive and general conclusion about the effects of mathematics classes using peer tutoring on the cognitive (mathematics learning achievement) and affective domains. For this purpose, a total of 61 individual studies were meta-analyzed in this study to calculate the effect size, measuring the strength of the relationship between mathematics classes using peer tutoring and either the cognitive or affective domain. As a result of this study, it was confirmed that mathematics classes using peer tutoring generally have a medium effect size in both cognitive and affective domains. Also, it was found that level of school, type of student, learning location, class time, tutor education or prior training are significant variables that affect the impact of mathematics classes using peer tutoring on the cognitive and affective domains. These results suggest specific ideas on how to design and operate peer tutoring in school mathematics classes on the basis of different variables.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.63-81
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• 2014

Korean students have shown high achievements on the cognitive domain of mathematics in a range of international assessment tests. On the affective domain, however, significantly low achievements have been reported. Among the factors in the affective domain, this article discusses on the value of mathematics in the perspective of Michael Polanyi's philosophy, which centers personal knowledge and tacit knowing. Polanyi emphasizes abstractness and generalization in mathematics accompanied by intellectual beauty and passion. In his perspective, therefore, utilitarian aspects and usefulness of mathematics imparted through linguistic representations have limits in motivating students to learn mathematics. Students must be motivated from recognition of the value of mathematics formed through participating authentic mathematical problem solving activity with immersion, tension, confusion, passion, joy and the like.

• School Mathematics
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• v.12 no.2
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• pp.219-237
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• 2010

On inquiry of international comparison assessment, the Korean students achieve high scores in mathematics while they achieve relatively low scores in responses of the affective questionnaire. It can be an important point in mathematics education of Korea, but there are few studies which explore the specific reasons. So in this study, we analysed the results of PISA 2003(in math domain) based on multiple regression analysis and correlation analysis to investigate the reasons and features of those phenomena. We compared the results of Korean students with students of other countries. As a result, there were 7 factors which effect on Korean students' affective domain in mathematics learning and they were statistically significant. According to this study, it needs to improve students' positive attitudes to their school, mathematical interest, and positive self-concept. And it needs to develop an actual instrument to explore the affective domain which effect on mathematics learning.