• 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.12
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• pp.377-386
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• 2001

역사의 시작은 어디인지 아득하지만 일반적으로 문헌을 통한 과학적인 신뢰성을 갖게 되는 실질적인 방법이 원칙이다. 하지만 이런 연구가 거의 전무한 우리 수학의 뿌리에 대한 연구는 문헌 연구가 그 기반을 이룰 것이다. 따라서 본 연구자는 우리 역사의 뿌리를 수학적 관점에서 한 분야로서 여러 기존의 문헌을 중심으로 특히 사학 연구를 활용하여 수학의 뿌리를 찾으려고 하며, 민족 신화(단군신화) 이전의 경전인 천부경(天符經)의 사상을 기초로 한 동양 사상과 철학의 배경으로 그 위상을 세우고자 한다. 결코 우리 민족의 우수성과 고난의 시절에서 많은 상황적 변화로서 와전되어 있는 부분도 있지만 이를 해석한 여러 문헌을 논리적으로 체계화하려는데 초점을 두고 있다. 주로 신라 시대의 석학인 최치원 선생에 의해 천부경 81자의 한자로 구성되어 해석한 사실에 주목해야한다. 특히 한민족의 언어가 아닌 한자로 우리의 언어와 사상이 기록되어 있고, 이 민족의 침입으로 인한 민족 문화의 말살이 걸림돌이 되고 있다. 그럼에도 불구하고 현재에 어려움을 인식하고 연구가 수행되었음을 부인할 수 없다. 따라서 본 연구는 우리 민족 수학의 뿌리를 찾아 민족의 수학사를 인식하는 계기를 주고, 자주적인 민족 정서의 수학 교육에 첫 걸음을 내딛는데 연구의 필요성과 목적이 있다.

• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.45-69
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• 2007

In the 21st century, knowledge-based and information-based society requires not just the capability of applying mathematics simply but mathematical power such as problem-solving ability which composes and solves problems using mathematical knowledge in real-life and fields of various subjects. However, to develop mathematical power, we need various teaching and learning methods which raise basic mathematical knowledge, the inference capability, problem- solving ability, the flexibility of thinking, the expressing and transforming ability of mathematical ideas, perseverance, interest, intellectual curiosity, and creativity. In this paper, we develop the teaching-learning plans based on real life using the various methods of learning and then we analyze the change of students's cognition of mathematics and the students's reaction of the class.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.675-690
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• 2015

This study explore the features of mathematical tasks as an effective means to foster pre-service primary teachers' mathematical knowledge for teaching and develop mathematical task for pre-service primary teachers. As a result, prospective teachers have while solving a mathematical task, converting a given situation to a mathematical problem, and solve problems through connections with existing knowledge, and experience seeing the existing mathematical concepts from a new perspective. Finally, we discussed the conditions for a suitable mathematical task in teacher education.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.317-332
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• 2023

Mathematical modeling activities hold the potential for diverse applications, involving the transformation of real-life situations into mathematical models to facilitate problem-solving. In order to assess the cognitive, affective, and social dimensions of students' engagement in mathematical modeling activities, this study conducted sessions with ten groups of fifth-grade elementary school students. The ensuing processes and outcomes were thoroughly analyzed. As a result, each group effectively applied mathematical concepts and principles in creating mathematical models and gathering essential information to address real-world tasks. This led to notable shifts in interest, enhanced mathematical proficiency, and altered attitudes towards mathematics, all while promoting increased collaboration and communication among group members. Based on these analytical findings, the study offers valuable pedagogical insights and practical guidance for effectively implementing mathematical modeling activities.

• School Mathematics
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• v.16 no.3
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• pp.543-565
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• 2014

The purpose of this study is investigating the various properties related with mathematical processes in the mathematical essay lessons, analyzing the positive changes of students, and proposing an example that the mathematical essay lessons can be a model for changing traditional mathematical lessons. To carry out the research, mathematical essay questions were developed based upon the high school mathematics curriculum in probability and statistics domain. Eight 12th graders were participated for the research. Variety of properties related mathematical problem solving, reasoning, and communication in the lessons were appeared. The research conclude that mathematical essays are helpful not only appearance of general properties related mathematics process, but also appearance of properties that would be low chance of developed.

• Communications of Mathematical Education
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• v.31 no.1
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• pp.17-48
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• 2017

This case study examined mathematics anxiety of a public high school sophomore who was unable to perform well in mathematics but later overcame his fear of mathematics. In this study, he showed high levels of mathematics anxiety in the assessment tools that evaluate mathematical anxiety factors. Cognitive and behavior treatments were carried out to alleviate his anxiety. First, cognitive treatments that were implemented include: understanding his own problems, writing down his thoughts on a record sheet, and changing intermediate and core beliefs. This paper explored cognitive and affective changes and reactions during the treatment process. Second, behavioral treatments that were conducted include: the divided-page method and peer tutoring. The divided-page technique involves the test subject to write down and solve his problems on a note to see what kind of cognitive and affective changes occur during the process. This paper also explored how Su-chul, an overly competitive student, changed and reacted cognitively and affectively through peer tutoring. The results revealed that Su-chul's exam anxiety, as well as other factors, has decreased. Moreover, he regained his self-confidence by solving math problems that he had felt difficult. His competitive attitude also has turned into a cooperative and thoughtful one.

• The Mathematical Education
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• v.59 no.4
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• pp.331-355
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• 2020

The purpose of this study is to systematically analyze the results of the existing research on mathematical beliefs, compare and synthesize the valuable results and to suggest implications for mathematical beliefs and research. As a result of checking the methodological quality of 59 articles in total using the MQA(Methodological Quality Assessment) checklist, most of them surveyed mathematical beliefs using questionnaires, and most of the studies were conducted on prospective teachers. As a result of systematic review, the conceptual characteristics of mathematical beliefs, object-specific characteristics, and the educational influence of mathematical beliefs were able to synthesize the meaning. Mathematical beliefs had important educational influences in the practice of teachers, students, and math classes. As the results of the study, we emphasize the importance of changing the beliefs of students and teachers in order to solve the problem of mathematical education, where students rely on private education rather than activity thinking, and teachers do not pay attention to students thinking. It has been shown that concrete support is needed for practicing participatory instruction focused on mathematical thinking.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.231-254
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• 2019

As the teacher-centered education is transformed into learning-centered education, the active knowledge construction of learner becomes important. Along with this change, project-based learning is receiving attention. However, there are many problems to apply the results of research to pre-service teachers because most of the previous studies have focused on elementary middle high school students. Therefore, this study examined the changes in perceptions of pre-service mathematics teachers while project-based learning progressed for one year. Pre-service mathematics teachers had less experience with project-based learning than group discussions, group activities. Also their perceptions was classified as five factors: 'Instructional effects', 'Application and participant of project-based learning', 'Achievement', 'Diffusion of project-based learning', 'Student motivation'. Pre-service mathematics teachers responded positive changes in perception that project-based learning could be motivated to students but they responded negative changes in perception that project-based learning could be distributed to school. They responded positive changes in perception that teachers can show their achievements by project-based learning but they responded negative change in perception that teachers would be fun to apply project-based learning. Also, they responded positive changes in perception that teachers and students were easy to apply or utilize project-based learning.

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.273-287
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• 2018

The purpose of this study was to analyze changing aspect of teacher and student's value in mathematics instruction. For this purpose, teacher and student's value are analyzed through value questionnaire by four times. The results of this study revealed that although value are individual's deep decision mechanism, it could change considerably by the time. Teacher wasn't compel students to follow her value. Rather, teacher was modified instruction goal to reflect students thinking what is important in mathematics lesson. First, in case of mathematical value, rationalism, objectism, mystery were convergent each other. And control was almost unchanged and openness has been onwards and upwards. Second, in case of mathematics educational value, understanding, pleasure, terminology and application were convergent each other. However achievement was almost unchanged. Also, to teach effectively, teacher using several kinds strategy while negotiate with student's value continuously. On the basis of these results, this paper includes several implications for the future study about values in mathematics which could be the critical factor in student centered instruction.