• Communications of Mathematical Education
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• v.32 no.3
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• pp.435-453
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• 2018

The results analysis of National Assessment of Educational Achievement(NAEA) can provide various implications for teaching and learning in the school field. In this study we analyzed the deviation of NAEA achievement level-based correct-answer rate and the distribution of the responses percentages for three years from 2015 to 2017 focused on multiple-choice items. First we calculated the deviation of correct-answer rate between advanced level and proficient level and between proficient level and basic level, and then we selected the items whose deviation of correct-answer rate is more than the third quartile. We explored what the content areas, behavior areas and achievement standards of each item are and what the achievement standards and characteristics of these questions are. Based on the results of the analysis, we intended to derive implications for appropriate teaching-learning methods at each achievement-level.

• School Mathematics
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• v.6 no.3
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• pp.301-312
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• 2004

The aim of the National Assessment of Educational Achievement (NAEA) is to produce specific and reliable resources required for the diagnosis and quality control of teaching and learning by measuring the level of students achievement based on the national curriculum. In 2002, we introduced ‘modified Angoff Method’ to obtain more systematic and rational results about the achievement levels. The result indicated the differences of achievement level according to the differences of sexes. Female students achieved higher scores than male students in Grade 6. Male students achieved higher scores than female students in Grade 9 and 10. Furthermore it disclosed a problematic phenomenon that students in small towns and rural areas showed significantly lower scores in all six sub-areas of Mathematics compared with students in metropolitan and cities. The results from the NAEA listed above could be used as the authentic data for improving national curriculum and teaching and learning methods, the establishment of educational policies, and many other areas.

• Communications of Mathematical Education
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• v.19 no.2 s.22
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• pp.435-444
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• 2005

본 연구에서는 수학성취도에서의 불평등도를 모색하였다. 구체적으로 경제적인 불평등도로서 널리 사용하는 지니계수를 활용하여 학업성취에서의 불평등도를 계산하였고, 불평등성에 대한 언어적 해석의 기준을 마련하였다. 자료 분석 결과는 농촌지역보다는 중소도시, 중소도시보다는 대도시, 대도시의 일반고 보다는 과학 고등학교에서의 불평등도가 약하게 나타났다.

• Education of Primary School Mathematics
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• v.24 no.1
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• pp.1-20
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• 2021

Factors influencing mathematics academic achievement are constantly changing and have direct and indirect effects on mathematics achievement, so longitudinal studies that can predict and analyze their growth are needed. This study uses longitudinal data on students from 2011 (5th grade of elementary school) to 2015 (2nd grade of middle school) of the Seoul Education Longitudinal Study, and divides them into groups with similar longitudinal changes in mathematics academic achievement. The direct and indirect effects of learning attitudes and achievement goals were examined. As a result of the study, it was found that learning effort and learning attitude had a direct effect on mathematics achievement in 1 group (2277 students, 67.7%), and learning attitude had a direct effect on mathematics achievement in 3 groups (958 students, 28.5%). And it was found that learning effort h ad an indirect effect. In addition, it was found that both learning attitudes, learning efforts, and achievement goals had no effect on the academic achievement of mathematics in the second group (127 students, 3.8%).

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.437-457
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• 2019

In this study, we analyzed how the content and achievement criteria of the Geometry domain of Korean elementary school mathematics curriculum have changed. To this end, based on the analysis framework based on the 2015 revised curriculum, the achievement standards for each period were classified into continuous, extinct, and additional types, and their characteristics were examined. In the domain of Geometry, continuous achievement standards accounted for 51% of the total, and there were many achievement standards that remained unchanged in grade and domain. The extinctive achievement standard is 20.4% of the total, and the mathematics contents that were rapidly introduced due to the modernization of mathematics in the 3rd curriculum were eliminated the most from the 4th curriculum, and after the 7th curriculum, With the introduction of staged curriculum and the system of school year group, the contents of learning were either integrated or moved to middle school. The additional achievement standard was 28.6% of the total, and the achievement standard was added the most with the introduction of spatial sensory development in the 7th curriculum. The GAct that the additivel achievement standard is more than the extinction achievement standard in the Geometry domain is the result of the efforts to actively introduce the geometric contents appropriate to the times despite the great flow of curriculum revision of the curriculum reduction. It is hoped that the results of these studies will be used as basic data in the formation of new achievement standards in future curriculum development.

• Journal of Educational Research in Mathematics
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• v.14 no.4
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• pp.387-401
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• 2004

The recent international comparative studies such as PISA(Program for International Student Assessment) and TIMSS-R(Third International Mathematics and Science Study-Repeat) provide results of relative mathematics achievement of participating countries. The purpose of this paper is to compare the mathematics results of PISA and TIMSS-R. To make PISA and TIMSS-R results comparable, they were standardized. The close investigation of these standardized results reveals that the two Asian countries(Korea and Japan) and several English speaking countries have the commonality in mathematics achievement. Thus this study looks for patterns and similarities within a group of Asian countries(Korea and Japan) and Western countries(the U.S and Australia) by in-depth analysis of PISA mathematics achievement based on item response theory. As a result, it was noted that Western countries tend to perform well on open constructed items and are likely to perform better when an item involves less formal mathematics. On the other hand, Asian countries perform well when an item involves numeric or algebraic computation related to curriculum-based content, but they are relative poor at an item calls for verbal explanations or interpretations of graphs.

• Communications of Mathematical Education
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• v.22 no.2
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• pp.109-124
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• 2008

A characteristic of the national mathematics curriculum revised in 2007 is to repeal the level-oriented individualized curriculum and choose substance of individualized teaching and learning based on the student's achievement level and quality. To do this we first have to think through how to compare students' achievement and differentiate classes. In this paper, we introduce the (modified) Angoff method as a method for comparing students' achievement and the concept of representative items for each achievement level in the National Assessment of Educational Achievement of Mathematics, and discuss how to use them in individualized teaching and learning, especially comparing students' achievement.

• (The) Korean Journal of Educational Psychology
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• v.23 no.3
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• pp.543-560
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• 2009

The purpose of this study was to identify the proper identification method of the gifted students in math and science. The subjects were 6,237 students from 3rd to 7th graders. The subjects took nation-wide tests which were made for identifying the gifted students. The tests were composed of creativity, thinking skill, and academic achievement in math and science. The results of this study were as follows; First, creativity and thinking skill were positively correlated with the academic achievements. Specially, the academic achievement of science was positively correlated with the all of the sub-factors of creativity and thinking skill variables. Second, the influential power of each variable differed depending on the identification methods. Also, group 1, which was considered all variables such as, creativity, thinking skill, and academic achievement, was the most proper way to identifying the top 1% students from the subjects. These results implies the variables of creativity, thinking skill, and academic achievement have to consider identifying the gifted students in math and science.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.149-167
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• 2015

In this study, we estimate the effect of ability grouping on mathematics achievement empirically. We use propensity score matching(PSM) method to minimize selection bias and estimate the effect of ability grouping on the mathematics standard score of Scholastic Ability Test with the KELS(Korea Education Longitudinal Study) 6th stage data. The result indicated that relationship between ability grouping and mathematics achievement is positive and Policy efforts is needed to operate ability grouping effectively.

• School Mathematics
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• v.18 no.2
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• pp.231-256
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• 2016

In this paper I will look into achievement standards which show gender difference. This work is based on the average of percentage of correct answer about items taken in National Assessment of Educational Achievement (2010~2014) at each male and female student of middle school. Achievement standard becomes the basic unit when teachers make study plans as the smallest unit that composes the curriculum. Study plans are expressed concretely according to lesson time numbers, and then lesson time numbers are determined by achievement standards. Therefore, objective informations about gender difference appearing in achievement standards will play an important role in embodiment of programs to obliterate gender difference when teachers make study plans. Also This research is expected to play a role as an indicator in studying on gender difference in mathematics education.