• Title/Summary/Keyword: 수학적 성향

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수학적 성향의 교육

  • Kim, Yeong-Guk
    • Communications of Mathematical Education
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    • v.18 no.1
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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.

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The Effect of Essay Writing-Centered Mathematics Teaching on Problem Solving and Mathematical Disposition (서술형 수학 쓰기 수업이 초등학생의 문제해결 및 수학적 성향에 미치는 효과)

  • Kim, Hyosun;Oh, Youngyoul
    • Communications of Mathematical Education
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    • v.28 no.1
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    • pp.131-154
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    • 2014
  • The purpose of this study was to examine the effect of essay writing-centered mathematics instruction on problem solving and mathematical deposition in the elementary school. For the present study, two 6th grade classes with equivalent achievement in terms of problem solving and mathematical disposition based on the pretest. A total of 15 mathematics lessons focused on writing activities were administered to the experiment group for two months, while the textbook-based traditional lessons were given to the comparison group. Both quantitative and qualitative methods were adopted to analyze the data. The results of the present study showed that essay writing-centered mathematics teaching is statistically superior that the textbook-based mathematics teaching with respect to students' problem solving and mathematical disposition. In addition, it was evidenced that essay writing-centered mathematics instruction makes an influence on students' perceptions toward essay-based assessment in a positive way.

The effect of mathematical disposition and learning attitude in instruction utilizing STAD cooperative learning model (STAD 협동학습 모형을 적용한 수업이 수학적 성향 및 학습태도에 미치는 영향)

  • An, Jong Su
    • Communications of Mathematical Education
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    • v.32 no.2
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    • pp.147-174
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    • 2018
  • The purpose of this study was to verify the effect of mathematical disposition and attitude through the foster self-confidence and learning motivation by STAD cooperative learning. For this purpose, we made up an experimental class. And then we investigated the students' change in these aspects after the foster self-confidence and learning motivation by STAD cooperative learning. As a result of the experiment, we find that significant changes on the students' mathematical disposition and attitude utilizing the foster self-confidence and learning motivation by STAD cooperative learning. Therefore, in this study, I want to solve the particular problems that follow. First, what is the reaction of utilizing the foster self-confidence and learning motivation by STAD cooperative learning mathematical program for students? Is it effective utilizing the foster self-confidence and learning motivation by STAD cooperative learning to improve students' mathematical disposition? Third, does utilizing the foster self-confidence and learning motivation by STAD cooperative learning have a positive impact on students' mathematical attitude?

An analysis of the change in mathematical inclination of middle level engineering college freshmen (중위권 공과대학 신입생들의 수학적 성향의 변화 분석)

  • Lee, Gyeoung Hee;Lee, Jung Rye
    • Communications of Mathematical Education
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    • v.29 no.4
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    • pp.745-762
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    • 2015
  • In order to examine the change in mathematical inclinationn of middle level engineering college freshmen, we analyse the change of mathematical inclination between 2011 year and 2015 year freshmen who took college scholastic ability test which are based on the national mathematics curriculum 7th and 7th revision, respectively. In medium-sized D university, 2011 year and 2015 year engineering freshmen were taken the test for mathematical inclination, the survey for mathematical background and the recognition of college mathematics and basic mathematical ability test. The outcomes of this survey are followings: Firstly, between 2011 year and 2015 year freshmen, the mean of confidence and flexibility are same, but the 2015's mean of willpower, curiosity, value and esthetics are greater than 2011's. Secondly, in the mean of flexibility, willpower and curiosity, natural science's mean is greater than humanity's. Thirdly, the mean of mathematical inclination's factors is depend on college mathematics goal. Fourthly, there is little correlation between mathematical basic ability and mathematical inclination. Moreover for 2011 year and 2015 year freshmen, the mean of mathematical inclination's factors except value is proportional to mathematical basic ability. For the success of college mathematics in engineering college, this study suggests that high school mathematics curriculum and college scholastic ability test must contain calculus. We also suggest that college mathematics class must be focused on mathematical inclination improvement.

The Influences of Experiences of Productive Failures on Mathematical Problem Solving Abilities and Mathematical Dispositions (문제해결에서 생산적 실패의 경험이 초등학생의 수학적 문제해결력 및 수학적 성향에 미치는 영향)

  • Park, Yuna;Park, Mangoo
    • Education of Primary School Mathematics
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    • v.18 no.2
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    • pp.123-139
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    • 2015
  • The purpose of this study was to investigate the effects of the experiences of productive failures on students' mathematical problem solving abilities and mathematical dispositions. The experiment was conducted with two groups. The treatment group was applied with the productive mathematics failure program, and the comparative group was taught with traditional mathematics lessons. In this study, for quantitative analysis, the students were tested their understanding of mathematical concepts, mathematical reasoning abilities, students' various strategies and mathematical dispositions before and after using the program. For qualitative analysis, the researchers analyzed the discussion processes of the students, students's activity worksheets, and conducted interviews with selected students. The results showed the followings. First, use of productive failures showed students' enhancement in problem solving abilities. Second, the students who experienced productive failures positively affected the changes in students' mathematical dispositions. Along with the more detailed research on productive mathematical failures, the research results should be included in the development of mathematics textbooks and teaching and learning mathematics.

1996으로 1에서 100까지 만들기 과제 적용에 관한 연구

  • Kim, Sang-Ryong
    • Proceedings of the Korea Society of Elementary Mathematics Education
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    • pp.1-12
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    • 2010
  • 초등학교 6학년을 대상으로 6회 총 120분 동안 1996을 활용해서 1에서 100까지 수를 만들게 하는 활동을 한 결과를 제시하고 분석하였다. 이 퍼즐 과제 활동은 아이들의 수학적 사고를 많이 향상시켰으며, 수학적 성향을 강화시켰다. 특히, 이 과제에서 아이들은 협동의 이점을 알게 되었고 수학적 의사소통의 중요성도 경험하는 계기가 되었다. 무엇보다도 지수, 제곱근, 가우스 함수의 아이디어가 먼저 제시되고, 후속학습이 일어났다. 계산기가 어떻게 활용되어야 하는지에 대한 아이디어도 제공했다.

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The Effects of Mathematical Modeling Activities on Mathematical Problem Solving and Mathematical Dispositions (수학적 모델링 활동이 수학적 문제해결력 및 수학적 성향에 미치는 영향)

  • Ko, Changsoo;Oh, Youngyoul
    • Journal of Elementary Mathematics Education in Korea
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    • v.19 no.3
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    • pp.347-370
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    • 2015
  • The purpose of this study is to examine the effects of mathematical modeling activities on mathematical problem solving abilities and mathematical dispositions in elementary school students. For this study, we administered mathematical modeling activities to fifth graders, which consisted of 8 topics taught over 16 classes. In the results of this study, mathematical modeling activities were statistically proven to be more effective in improving mathematical problem solving abilities and mathematical dispositions compared to traditional textbook-centered lessons. Also, it was found that mathematical modeling activities promoted student's mathematical thinking such as communication, reasoning, reflective thinking and critical thinking. It is a way to raise the formation of desirable mathematical dispositions by actively participating in modeling activities. It is proved that mathematical modeling activities quantitatively and qualitatively affect elementary school students's mathematical learning. Therefore, Educators may recognize the applicability of mathematical modeling on elementary school, and consider changing elementary teaching-learning methods and environment.

The Effects of Problem Posing Program through Structure-Centered Cooperative Learning on Mathematics Learning Achievements and Mathematical Disposition (구조중심 협동학습을 통한 문제 만들기 학습이 수학학업성취도 및 수학적 성향에 미치는 효과)

  • Yun, Mi-Ran;Park, Jong-Seo
    • Journal of Elementary Mathematics Education in Korea
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    • v.12 no.2
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    • pp.101-124
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    • 2008
  • The purpose of this study is to test if problem posing based on structural approach cooperative learning has a positive effect on mathematical achievement and mathematical disposition. For this purpose, this study carried out tasks as follows: First, we design a problem posing teaching learning program based on structural approach cooperative learning. Second, we analyze how problem posing based on structural approach cooperative learning affects students' mathematical achievement. Third, we analyze how problem posing based on structural approach cooperative learning affects students' mathematical disposition. The results of this study are as follows: First, in the aspect of mathematical achievement, the experimental group who participated in the problem posing program based on structural approach cooperative teaming showed significantly higher improvement in mathematical achievement than the control group. Second, in the aspect of mathematical disposition, the experimental group who participated in the problem posing program based on structural approach cooperative teaming showed positive changes in their mathematical disposition. Summing up the results, through problem posing based on structural approach cooperative learning, students made active efforts to solve problems rather than fearing mathematics and, as a result, their mathematical achievement was improved. Furthermore, through mathematics classes enjoyable with classmates, their mathematical disposition was also changed in a positive way.

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The Effects of Cyber Home Learning System on Mathematics Learning Achievements and Mathematical Disposition (사이버가정학습을 통한 수학학습이 수학학업성취도 및 수학적 성향에 미치는 영향)

  • Yun-Hee, Pyo;Park, Jong-Seo
    • Journal of Elementary Mathematics Education in Korea
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    • v.12 no.1
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    • pp.27-46
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    • 2008
  • This research aimed to find out what kind of effects cyber home learning system has on the 7th educational system elementary school students in grade 6. Specifically, the effects on the students' mathematics learning achievements and mathematical disposition. The following items were established for the research objective. First, analyze what effects using the cyber home learning system for studying mathematics has on mathematics learning achievements. Second, analyze what effects using the cyber home learning system for studying mathematics has on mathematical disposition of the students. The following results were obtained from the analysis. First, the students who were subjected to the cyber home learning system showed improvements in mathematics learning achievements compared to those who weren't. Furthermore, the students who were subjected to the system on mathematical program showed greater improvements than those who were subjected to the system on social program. Second, the experimental group that was subjected to the system, when compared with the comparison group 1, was shown to have positive, statistically-significant effects on mathematical disposition. Moreover, though effects weren't statistically significant when compared with the group that was subjected to the system on social program, it was seen that there were changes in mathematical disposition to some degree.

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Effects of Communication Oriented Mathematics Lessons on Mathematical Disposition and Academic Achievements (의사소통 중심 수학 수업이 수학적 성향과 학업성취도에 미치는 영향)

  • Hong, Sun-Ju;Choi, Chang-Woo
    • Journal of Elementary Mathematics Education in Korea
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    • v.13 no.2
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    • pp.269-283
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    • 2009
  • This study has investigated the way to improve the communication skills emphasized in mathematics education, and analyzed the effects of Communication Oriented Mathematics Lessons on the mathematical disposition and the academic achievements. For this research, two groups of first grade students from D elementary school in Daegu city were selected which had been proved homogeneous in mathematical disposition and academic achievements via a preliminary test. The experimental group was given Communication Oriented Mathematics Lessons (COML) while the control group was given Traditional Classroom-based Instruction (TCI). COML were given along with first grade, first level mathematics for eight weeks, to improve communication skills of the students who were unfamiliar with mathematical communications. The schemes for the education include revising, summarizing, asking questions, and participating. The results of the study were summarized for mathematical disposition and academic achievements. First, COML is effective to evaluate the will to solve problems in the mathematical disposition of the students, and to make it useful for them to live their lives and to learn other subjects. Second, previous studies have shown contrary interpretations on the effects of COML. This study has found that it does not improve the students' scores on the original form of academic achievement test.

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