• 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.

• School Mathematics
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• v.10 no.1
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• pp.79-103
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• 2008

The purpose of this study is for developing and using project tasks which can be used to connect schooling and home education for the other days of 5days-schooling; to promote students' mathematical ability and to let students have positive cognitions toward mathematics and self-controled learning attitudes. For this study, two classes of 4th graders(56 students) were sampled from a school in D city. Half of them were assigned to the experiment group(EG) and the other to comparison group(CG). In the experiment group, students completed 16 project tasks and we investigated whether there is an effect on students' academic achievement and mathematical disposition. Two kinds of test instruments, pre-test and post-test were used. The pre-test scores guaranteed that both groups were homogeneous. Post-test scores were used to identify three effects and the post-test scores were analyzed by t-test. The result of this study is as follows: (1) There was significant difference between EG and CG in academic achievement (p=0.010). (2) There was significant difference between EG and CG in mathematical disposition(p=0.007). (3) There was no significant difference between EG's pre-test and post-test in mathematical disposition at the 5% significant level. But the average score of mathematical disposition improved from 3.3333 to 3.5375. Mathematical disposition was composed of 6 factors. One of them was mathematical value and there was significant difference between EG's pre-test and post-test at the 5% significance level(p=0.030). But other factors were not. The average scores of mathematical reflection improved a little. So we can say that the activities with project tasks brought an positive influence on students' mathematical disposition.

• Communications of Mathematical Education
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• v.14
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• pp.163-176
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• 2001

대부분의 수학 수업이 알고리즘을 숙달시키고, 기계적으로 익힌 절차에 의해 정답을 맞추는 것에 중점을 두어 왔기 때문에, 학생들은 수학은 딱딱하고 어렵고 재미없는 과목이라는 인식을 많이 하고 있다. 그러나, 수학 수업에서 수학 교구의 조작 활동을 한다면 수학적인 흥미를 유발할 수 있을 뿐만 아니라 추상과 형식적인 수학으로의 발달을 돕고 학생들이 활동적으로 수업에 참여할 수 있게 된다. 이러한 맥락에서 제 7차 교육과정의 '도형'영역에서는 조작 활동을 통한 자기 학습능력 개발에 중점을 두고 주위의 실제 생활에서 볼 수 있는 사물을 관찰하여 그 성질을 추상해 낼 수 있도록 구체적인 교구를 이용하는 조작 활동을 강조하고 있다. 본 연구에서는 이러한 관점에서 정규 수학 수업이 아닌 일선학교의 클럽 활동 시간을 이용하여 학생들이 수학 교구를 충분히 조작하고 활용할 시간을 제공하며, 학생들이 수학 교구의 조작 활동을 통한 클럽활동이 학생들의 수학적 성향 및 능력 수준에 따른 도형 학습능력에 어떠한 변화를 미치는 지를 사례를 중심으로 논의하고자 한다.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.2
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• pp.195-219
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• 2006

This study was proposed to analyze mathematical communication activity and mathematical attitudes while students were solving project problem and to consider how the conclusions effects mathematics education. This study analyzed through qualitative research method. The questions for this study are following, First, how does the process of the mathematical communication activity proceed during solving project problem in a small group? Second, what reactions can be shown on mathematical attitudes during solving project problem in a small group? Four project problems sampled from pilot study in order to examine these questions were applied on two small groups consisting of four 5th grade students. It was recorded while each group was finding out the solution of the given problems. Afterward, consequences were analyzed according to each question after all contents were noted. Consequently, conclusions can be derived as follows. First, it was shown that each student used different elements of contents in mathematical communication activity. Second, during mathematical communication activity, most students preferred common languages to mathematical ones. Third, it was found that each student has their own mathematical attitude. Fourth, Students were more interested in the game project problem and the practical using project problem than others.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.151-175
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• 2015

This study configured an integrated math program in which young children can directly participate through storytelling, a teaching technique that has recently earned great popularity. The purpose of the study is to have a positive effect on their mathematical disposition and self-efficacy through the adoption of this program. The program consists of the following five themes: 'understanding of the basic concept of numbers and calculation', 'understanding of the basic concept of space and figure', 'basic measurement', 'understanding of rules' and 'basic data collection and result representation'. The specific activities for each theme planned and executed according to a detailed plan were designed for 20 classes including integrated activities such as story sharing, fine arts and games. The study's participants were 48 five-year old children. The result of the research was that the experimental group's mathematical disposition and self-efficacy score was significantly higher than the control group. The Storytelling-Integrated Math Program was effective in young children's cultivating mathematical disposition and improving self-efficacy. Considering the reality that there has been some confusion and difficulty in carrying out storytelling math and an integrated math program based on the NURI curriculum, it appears that this study could provide a specific and effective teaching-learning program to teachers who want to introduce a program like this.g

• Communications of Mathematical Education
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• v.19 no.2 s.22
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• pp.363-378
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• 2005

본 연구는 객체지향형 교육용 프로그래밍 언어인 두리틀(Dolittlee)을 수학교수-학습에 활용하기 위한 연구의 일부이다. 본 논문에서는 세 명의 고등학교 1학년 학생을 대상으로 7차 교육과정상의 중등 함수단원을 중심으로 함수의 그래프에 대한 두리틀 프로그래밍 활동을 안내적 교수법으로 진행하고 그 결과를 분석하여, 두리틀 프로그래밍 활동이 함수의 개념 형성에 미치는 영향을 관찰하고 컴퓨터 친밀도와 수학적 성향이 프로그래밍 학습에 어떠한 영향을 주는지에 관하여 고찰하였다. 연구 결과, 두리틀을 이용한 함수의 그래프 그리기 활동은 학생들에게 함수의 기본 개념과 그래프의 성질을 이해하는데 효과적이었으며, 두리틀 프로그래밍 탐구 활동에 있어 학생들의 수학 성취도보다는 수학에 대한 긍정적인 성향과 컴퓨터와의 높은 친밀도가 긍정적인 영향을 미친다는 사실을 확인하였다.

• Communications of Mathematical Education
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• v.23 no.1
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• pp.1-38
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• 2009

This study investigates the relationships of perfectionism and the affective traits(academic self-concept, learning attitude, interest, mathematical anxiety, learning habits) in mathematics between the gifted students and the regular students in Korean Middle Schools. The findings of this study can be used for the understanding of the gifted students, and as data or resources for counsellors when they advise the gifted students on enhancing study strategies and developing future courses. This study was investigated by measuring the relationships between perfectionism and the affective traits on mathematics between two groups. Here, the correlation analysis, t-test, and regression analysis of the SPSS for Window 12.0 Program were applied to measure the differences of both groups. Therefore, there were no differences in perfectionism between the gifted students and the regular students. But the self-oriented perfectionism of the gifted students appeared higher compare with regular students. The affective traits in mathematics of the gifted students appeared more positive compare with regular students. There were a few correlations between the perfectionism and the affective traits in mathematics at two group all. however the self-oriented perfectionism and the affective traits in mathematics showed to correlation. There were several suggestions based on the results of this study. First, the results showed that professional assistance is needed for the gifted students so that their perfectionism flows positively into developing their gifts. Secondly, the results suggested that specialized mathematical program reflecting on the affective traits of the gifted students in mathematics should be offered.Lastly, tthe results of this study suggested a researcher regarding relevance with perfectionism and affective traits regarding subject shall be performed more. The result of research shall be included to contents of training for the gifted students and their parents.

• Journal of the Korean School Mathematics Society
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• v.9 no.4
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• pp.539-556
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• 2006

Tessellations are the pattern of iterations of geometric transformation. We can find them in the works of Escher, the famous Dutch artist. Also, We can find the beauty of tessellations in traditional Korean house doors, old Korean architecture, palace walls, and so forth. In this article, the figures of patterns we present are a pig, a frog, Tchiucheonwhang (the mascot of Korean football supporters), and figures by Escher, using the computer geometric program, GSP (Geometer's Sketchpad). We wanted to investigate the gender differences on students' achievement and disposition toward mathematics in constructing tessellations. The results indicated that if students were supported with well prepared instructional materials which helped students make their own figures, female students in particular would be more interested in learning geometric transformation.

• Education of Primary School Mathematics
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• v.13 no.1
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• pp.1-11
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• 2010

Assessment provides valuable information for both teachers and students regarding how well each is doing. Assessment also defines what students must know and be able to do to succeed in a teacher's class. The purpose of this study is to analysis the mathematics assessment items based on strands of mathematical proficiency of National Research Council. According to the study results, the rate of right answers was high in adaptive reasoning and conceptual understanding(over 80%). On the other hand, the rate of right answers was lower in strategic competence(62%) than other strands.

• Communications of Mathematical Education
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• v.8
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• pp.331-341
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• 1999

수학의 세계에서 진정 우리가 배워야 할 것은 생각하는 수학적 힘의 양성과 현실에서 그것을 이용하여 예측력을 향상시키는 것이라고 생각한다. 수학적 힘을 현실세계에 적용, 분석할 수 있는 것 중 그 틀이 구조적이고 수학적 성향을 가지고 있는 제도에 관한 건은 가장 적합한 소재이다. 본 논문은 많은 제도 중 하나인 편입학제도를 수학에서 중요한 개념인 연속성을 이용하여 위상수학적으로 접근하여 살펴보고 그에 대한 문제점과 나아갈 방향을 제시하고자 한다.