• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.69-92
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• 2018

In this study, we analyzed whether 2015 revised elementary school mathematics curriculum 's standards statements reflect the direction of 2015 revised curriculum. For the objectivity of analysis, 128 achievement standards statements were analyzed based on content - centered statements, activity - centered statements, and performance - centered statements by Seo Young - jin 's (2013). As a result of the analysis, it can be seen that the 2015 revision elementary mathematics curriculum achievement standards statements do not contain enough information to expand the mathematical competence of students. To complement this, the achievement standards statements should include more elements than 'content + function', and other criteria should be developed to clearly communicate the meaning of the achievement standards statements. And it is necessary to supplement the expression of 'function' in the achievement standards in order to improve the expression of the elementary school mathematics curriculum achievement standards statements.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.369-379
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• 2013

In this paper, we analyzed the freshmen's achievements on general mathematics their GPA based on 'basic mathematics diagonal test score' among college entrance types in natural science or engineering. Also, we studied the achievements of students who were not passed the 'Basic Mathematics Diagonal Test (BMDT)' and had to take supplementary lessons to improve their mathematics abilities four times a week during the first semester of academic year 2012 in Mokpo National University. We found the followings; first, freshmen were accepted by the university through the regular admission have a higher level of academic achievement compared other type admission. Second, freshmen's academic achievement in the first semester has significant meaningful effect on their academic achievement in the second semester. Finally, there are correlations between achievements of general mathematics and a curriculum of freshmen who were passed test after taking supplementary lessons.

• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.321-330
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• 2007

The purpose of this study is to develop a tool which can be used in factor analysis of inequality on mathematics education. The objectives for study are develop an index that can be used to find a deviation of objects on mathematics scholastic achievement. The results of this study are deviation index of objects on mathematics scholastic achievement which development can be applications to Gini coefficient.

• Journal for History of Mathematics
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• v.24 no.4
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• pp.157-180
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• 2011

This paper analyzed about gender difference in the achievement of underachievers of high school students while learning using technology. Participants were composed of 67 underachievers on first grade in high school located in a metropolitan city. That had never used a mathematics educational calculator before. Target participants were divided into two groups: experiment group that studied activity papers with a CAS calculator. And control group that studied the same activity papers using only paper-and-pencil. The content of the activity papers for the two groups was the same, but the structure differed. The two groups completed mathematics achievement tests both before and after the activity papers. The results are that find out no difference of the mathematics achievement between boys and girls in each group, and that the mathematics achievement of boys in experiment group are better than one of boys in control group, and also girls.

• 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.

• School Mathematics
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• v.16 no.2
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• pp.237-257
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• 2014

The purpose of this study is to investigate the academic achievement characteristics in terms of proficiency levels through the in-depth analysis of mathematics test items and achievement standards of the National Assessment of Educational Achievement(NAEA) from 2010 to 2012, and to provide suggestions for teaching and assessing mathematics in middle schools. The results showed that 'Advanced level' students could fully understand the concept of mathematical terms and symbols as well as various mathematical properties presented in the national curriculum. However, 'Proficient level' students tended to feel difficult to apply linear function, properties of a plane figure, and a solid figure, while 'Basic level' students seemed to have trouble solving mathematical problems in almost all areas. Thus, it is necessary to identify the mathematical misconceptions that students have and to strengthen teaching, particularly, the areas of number and operation.

• Communications of Mathematical Education
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• v.21 no.2 s.30
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• pp.303-320
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• 2007

The purpose of this study is to develop a tool which can be used in factor analysis of inequality on mathematics scholastic achievement. The objectives for study are as follows: First, we develop a model for 'factor analysis of inequality on mathematics scholastic achievement' transformed from Persell's 'A model for factor analysis of inequality on education'. Second, we analyze the inequality factors with the deviation index of objects on mathematics scholastic achievement that we have developed. The results of this study are as follows: We development a model for 'factor analysis of inequality on Mathematics' and inequality factors on mathematics scholastic achievement in secondary schools are private education, scholarships of parents, region, sex and school system. The factors most influenced in mathematics scholastic achievement are economic standings of household, scholarships of parents and private educations in order.

• Communications of Mathematical Education
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• v.32 no.2
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• pp.175-189
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• 2018

The purpose of this paper is to investigate the differences of the mathematics anxiety and mathematical achievement of middle school students according to gender and grade, and to find out which mathematics anxiety causes have more influence on mathematical achievement and how much it is. For this purposes, the problem of this study as follows: firstly, are there any differences in the mathematics anxiety and mathematical achievement according to gender and grade? secondly, are there any relationship between mathematics anxiety and mathematical achievement according to gender and grade? lastly, are there any mathematics anxiety predict to mathematical achievement according to gender and grade? The subjects of this study consist of 171(1st graders), 144(2nd graders), 272(3rd graders) students selected for a class of unit, in middle schools located in Seoul, Korea. In this study, for children's mathematics anxiety, Huh(1996)'s Mathematics Anxiety Scale was used. The collected data were analyzed by using the 24.0 SPSS program. The data were also tested by using the t-test, correlation and multiple regression. The major results of this study were as follows: firstly, mathematics anxiety and mathematical achievement have significant differences depending on gender and grade, secondly, mathematics anxiety and mathematical achievement have significantly related each other depending on gender and grade, lastly, the multiple regression analyses demonstrated that sub factors of mathematics anxiety were the significant predictors of mathematical achievement according to gender and grade.

• Journal for History of Mathematics
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• v.21 no.3
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• pp.157-182
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• 2008

TIMSS 2003 is the third and most recently round of IEA's Trends in International Mathematics and Science Study. In this study, I considered the changes of the mathematics cognitive domain in TIMSS and got some facts for developing assessment framework. And I analyzed 7 countries' achievement in the view of our country Korea, i.e. Singapore, Hongkong, Chinese Taipei, Japan, Netherlands, and Unites States. With the reliable and valid achievement scales for cognitive domains given by ISC, students' achievement scales were analyzed according to country, percentile, and sex in each cognitive domain.

• 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.