• Education of Primary School Mathematics
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• v.26 no.4
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• pp.333-348
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• 2023

Clear analysis and diagnosis of various characteristic factors of individual students is the most important in order to realize individual customized teaching and learning, which is considered the most essential function of math artificial intelligence-based digital textbooks. In this study, analysis factors and tools for individual customized learning diagnosis and construction models for data collection and analysis were derived from mathematical AI digital textbooks. To this end, according to the Ministry of Education's recent plan to apply AI digital textbooks, the demand for AI digital textbooks in mathematics, personalized learning and prior research on data for it, and factors for learner analysis in mathematics digital platforms were reviewed. As a result of the study, the researcher summarized the factors for learning analysis as factors for learning readiness, process and performance, achievement, weakness, and propensity analysis as factors for learning duration, problem solving time, concentration, math learning habits, and emotional analysis as factors for confidence, interest, anxiety, learning motivation, value perception, and attitude analysis as factors for learning analysis. In addition, the researcher proposed noon data on the problem, learning progress rate, screen recording data on student activities, event data, eye tracking device, and self-response questionnaires as data collection tools for these factors. Finally, a data collection model was proposed that time-series these factors before, during, and after learning.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.215-230
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• 2006

In this paper, we performed research about the successful and unsuccessful factors for college math education. In addition, on the basis of the results from the comparative study on the Korean/foreign students' attitude toward the role of computers in math study, we tried to find out the ways to reflect the results on college math education. As the ways to improve college math education we propose that the professors should emphasize the significance of math and explain the successful and unsuccessful factors for math learning during the initial period of each semester. Furthermore, the professors should recognize the importance of computers in math study and ask for the university authority's support to provide necessary softwares and establish computer labs.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.487-509
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• 2012

This study, in order to contribute to improvement of the affective domain for mathematics which is one of the largest issues of mathematics education, examined the background variables influencing mathematics anxiety of middle/high school students. As the result, the middle school students showed a greater level of anxiety than the high school students did, and especially the anxiety level according to environment factor and learning strategy factor was high. Also, male students showed overall a greater mathematics anxiety than female students did, and both group of students showed a higher anxiety level according to environment factor and learning strategy factor. Besides, the greater the time spent on private education was, the higher the mathematics anxiety level, and in test/performance factor, the group with low self-initiated learning time showed a higher level of mathematics anxiety compared to other two groups. Among four subfactors of mathematics anxiety test, the students overall scored lowest in anxiety for test/performance factor, and highest in environment factor.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.217-238
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• 2004

본 사례 연구는 수학 교사로서 연구자가 학급에서 중간 정도의 학업 성적을 가지면서 특히 언어 영역이 상위의 학생이 수학 성적에서는 최하에 있는 수학 학습 부진을 보이는 한 여학생을 선정하여 매일 수학을 가르치면서 이 학생의 수학 학습의 부진 요인에 대한 해답을 찾고자 했다. 본 연구에서는 비구조화된 인터뷰, 관찰기록, 전화, 이메일, 부모와의 인터뷰이며, 객관적인 자료를 위해 수학 기본능력 검사, 수학 내신성적, 대학수학능력 모의고사, 진로탐색 검사 등의 자료를 수집하였다. 이렇게 수집된 모든 자료를 일기 형식의 연구 일지에 기록하여 이 학생의 변화에 대한 기록을 하였다. 본 연구에 따르면, 이 여학생은 낮은 지능과 잘못된 계열 선택, 기초학습 및 선수학습의 결손, 학교와 학급에 대한 부적응, 교사와 학생간의 부정적인 인간관계, 수학교과에 대한 불안감, 학습 실패 경험의 누적에 의한 자신감 상실, 학생의 능력 수준을 고려하지 않은 부모의 높은 기대치 등의 요인에 의해 수학 학습에서 어려움을 겪고 있는 것으로 나타났다.

• Journal of the Korean Data and Information Science Society
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• v.27 no.2
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• pp.295-304
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• 2016

This study investigates significant factors in mathematical learning and examines the inter-grade and gender-based differences of elementary students. Five factors that are counted to affect the view of mathematical learning are (1) confidence, (2) utility, (3) aversion, (4) practical ability, and (5) traditional view of mathematical learning. The factor analyses on third graders and sixth graders each illustrate the features of inter-grade factors. The result also indicates that the factors may vary depending on the traits and circumstances of students surveyed. Third graders are more likely to be positive compared to sixth graders in terms of confidence and practical ability, which calls for implementing 'doing mathematics' and reinforcing the method of mathematical learning in the general educational field.

• The Mathematical Education
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• v.53 no.4
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• pp.463-478
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• 2014

우리나라 중학교 2학년 학생들은 TIMSS와 같은 국제적인 평가에서 높은 수학 성취도를 보이고 있다. 성별 성취도를 분석하면 TIMSS 1995부터 TIMSS 2011까지 남학생이 여학생보다 지속적으로 높은 평균점수를 받고 있다. TIMSS 1995와 TIMSS 2011의 성별 점수 차이는 유의한 것으로 나타났다. TIMSS 2011에 참가한 42개국 중 성차가 없거나 여학생이 더 높은 성취도를 보인 국가는 35개국이며 남학생이 더 높은 성취도를 보인 국가는 우리나라를 포함하여 7개국이다. 수학 성취도의 성차는 사회문화적 요인과 수학학습태도와 연관이 있다는 여러 연구 결과가 있다. 본 연구는 TIMSS 2011에 참가한 중2학년 5,165명 남녀학생들의 수학성취도 결과를 분석하여 사회문화적 요인이 수학학습태도와 수학성취도에 미치는 영향을 찾아보았다. 연구결과 남녀학생의 교사선호도는 유의한 성차가 없었는데 학부모의 교육 참여도에 유의한 성차가 있었다. 여학생의 수학에 관한 가치와 수학에 관한 자신감은 남학생보다 유의하게 낮았다. 학부모의 교육 참여도는 여학생의 수학학습태도와 수학성취도에 더 높은 영향력을 미치는 것으로 나타났다. 학부모들의 교육 참여도를 높이고 여학생들의 수학에 관한 가치와 자신감을 높이기 위해서는 여학생들의 롤 모델과 여성들의 과학 분야의 진출을 장려하는 사회적 요인의 조성이 함께 필요하다.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.467-486
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• 2012

By identifying the state of adjustment regarding mathematical education for adolescents who escaped from North Korea and analyzing the relevant factors from multiple perspectives, this study is aimed at finding improvement methods for their math education adoptability. To fulfill such objective, this paper-reviewed the existing literature and research, conducted participatory observation, collected and analyzed survey research on math education adoptability for 43 students who are currently attending an alternative school for North Korean defectors. The results of this research are as follows: There is a serious pattern of maladjustment concerning math education of adolescents who defected from North Korea. The lack of basic skills in mathematical principles due to the gap in their studies results in poor academic performance, particularly in the advanced stages of learning. In the process of defection, environmental challenges, such as the loss of basic study skills which naturally results from the gap in their studies and differences in the educational curriculum between North and South Korea, are posing difficulties for these students.

• School Mathematics
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• v.15 no.1
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• pp.15-35
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• 2013

The purpose of the research is to categorize math learners into pattern through those tools that distinguish math learning style for middle school students. On the ground of survey for 976 middle school students, the fact that there are 16 different math learning style at the result of cluster analysis is confirmed and the results are compared and analyzed previous research. Also according to the each constituent of math learning style, dissimilarity of distribution about learner of different sexes and grades are analyzed. It's helpful to understanding the whole characteristics of learners regarding math learning to figure out their cognitive and affective learning styles through the tools to distinguish their math learning styles.

• The Mathematical Education
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• v.62 no.4
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• pp.491-513
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• 2023

High achievement in mathematics is a very complex process in which various factors such as cognitive factors, affective factors, and social and environmental factors work respectively and complementary. A number of previous studies conducted so far have shown that there are certain factors affecting math learning and these factors have positive or negative effects on it. However, these studies were conducted with limited variables and it was not possible to present a comprehensive analysis of what would be necessary to get good achievements in mathematics learning. Therefore, in this study, we analyzed the process of experience of students who experienced success in mathematics learning using the analysis method of the grounded theory. In addition, the collected data was analyzed to explain the process of leading to the successful experience in mathematics learning. As a result of the analysis, it was revealed that students form their identity as successful learners through the processes of 'new phase stage', 'experience accumulation stage', 'stand-up stage', and 'maintenance effort stage'. Through this study, we were able to get implications for what actions are needed to experience success in math learning by looking at the process of the experience what interviewees have gone through.

• Journal of the Korean School Mathematics Society
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• v.26 no.2
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• pp.159-184
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• 2023

In this study, after defining motivating efficacy operationally, we developed a draft of the Motivating Efficacy Scale for Mathematics Teachers (MESMT), a measure of mathematics teachers' motivating efficacy, through the literature review and an expert Delphi survey, and conducted the exploratory factor analysis using online survey responses from 347 elementary and secondary mathematics teachers across the country to explore the factor structure of the measure and to test its validity and reliability. The exploratory factor analysis resulted in the deletion of 17 items from the initial 42 items developed through the literature review and expert Delphi survey and the identification of four factors (Providing successful experiences, Eliciting attention and engagement, Creating mathematics case-based relevance, and Providing extrinsic rewards), resulting in a final MESMT of 25 items. The MESMT developed in this study is a valid and reliable measure of mathematics teachers' motivating efficacy, and is expected to serve as a starting point for many subsequent studies to understand mathematics teachers' motivating efficacy and improve mathematics teachers' ability to motivate students' mathematics learning.