• School Mathematics
• /
• v.18 no.3
• /
• pp.667-689
• /
• 2016

Value is an intellectual and an affective concept that influences behavior. It does not exist individually but is conveyed through generation with some system. Korean students showed high achievement scores in spite of low emotion in mathematics learning. The objects of value recognition ought to be extended to social value as well as mathematics for balancing intellectual and affective features. Since the value formed at the first step in mathematics learning keeps its influence even after learning, it is important to form a positive recognition in the value. The following conclusions were drawn. First, the mathematics learning value instrument developed in this study. It is appropriate to explain a students' imbalance of intellectual and affective characteristics. Second, it is possible that the intellectual achievement of Korean students are influenced by the others-oriented value in particular. Third, the recognition of the mathematics learning value of elementary school students would have an influence on secondary school learning. Therefore, education for parents of elementary school students is required. This study can provide a basis on the view of the mathematics learning value which influences the educational result of Korean elementary students as well. It is expected from the following studies that focus on improving affective characteristics on mathematics learning of Korean students is beneficial.

• Communications of Mathematical Education
• /
• v.23 no.2
• /
• pp.383-398
• /
• 2009

We conduct a survey on mathematics academic achievement to 4th, 5th, and 6th grade elementary school students at Dong-Gu in Busan in order to provide teachers in elementary schools with basic research data. The survey questionnaire includes home background, private education, the difficulty degree of mathematics textbook, practical usage of computers, group-teaching, teaching methods, preview, review, homework amount, learning attitude, problem solving ability, interest for mathematics, and the relationships of a home room teacher and friends. Based on survey data we perform factor analysis to find major factors affecting mathematics academic achievement. We identify if there are statistically significant differences in responses of survey for gender group and grade group with regard to survey questions belonging to the major factors obtained in factor analysis.

• Communications of Mathematical Education
• /
• v.29 no.2
• /
• pp.255-279
• /
• 2015

Educating for character was emphasized in 2009 reformed Korea national mathematics curriculum. Thus, in this study we basically conducted to realize the character education. This study aimed to develop the teaching and learning materials for character education in middle school. For the purpose of this study, the following study was carried out. First, we investigated the concept of character education. Second, based on this, we extracted the three factor(altruism, rationality, course orientation) for character education in mathematics teaching and learning. Third, we developed five teaching and learning models for character education. The five kinds of models are 'Respect model', 'Self-directed model', 'Cooperation-centered model', 'Self-interest model, 'Story sympathy model'. Finally, We have developed a teaching and learning materials in accordance with the models. And, we applied to the classroom and confirmed its effectiveness.

• Education of Primary School Mathematics
• /
• v.20 no.4
• /
• pp.287-303
• /
• 2017

In order to understand the characteristics of affect of elementary school students in this study, we used a questionnaire developed by Hannula (2012) to measure elementary students' beliefs and affective factors about mathematics based on the emotional, cognitive, and motivational dimensions of the affect of personal level. Statistical analysis and one-way ANOVA were conducted to identify the characteristics of elementary school students' beliefs and affective factors about mathematics according to mathematics achievement level, grade level, and gender. Regression analysis was performed to analyze the correlation between the factors. The results of this study are compared with the results of the previous study which used comparative study of elementary school students in Finland and Chile using the questionnaire used in this study.

• Communications of Mathematical Education
• /
• v.36 no.2
• /
• pp.201-227
• /
• 2022

The purpose of this study was to develop an instrument measuring mathematics anxiety suitable for Korean High school students. In order to achieve this study purpose, the study was conducted according to the procedure of setting components of mathematics anxiety, developing questions, and verifying validity and reliability. First, in order to set the components of mathematic anxiety, previous studies on mathematic anxiety. Through this, six factors of mathematic anxiety were derived. Next, new questions were developed for each of the six constituent factors. The 122 questions were revised and supplemented through two content validity tests, and the final instrument for mathematics anxiety consisted of 49 questions of 6 factors. Finally, to verify the validity and reliability of the measurement instrument for mathematics anxiety, a survey was conducted on 1,848 students from 16 universities in Seoul and the metropolitan area. Next, a validity analysis was conducted with the 1,645 responses, excluding students who answered that there was no mathematics anxiety. As a result of exploratory factor analysis, 15 out of 49 questions were removed. Six factors were named individual characteristics, pressure on achievement, abstraction in mathematics, teaching and learning style, parental attitudes, and cumulative mathematics subjects. As a result of confirmatory factor analysis, the model fit was found to be appropriate, and the convergence validity and discriminant validity were found to be good.

• Journal of Educational Research in Mathematics
• /
• v.13 no.3
• /
• pp.267-286
• /
• 2003

The purpose of this study was to understand the structures underlying Korean elementary teachers' attitudinal beliefs toward reform-oriented mathematics instruction and predict their intentions to change traditionally-oriented teaching practice. The theory of planned behavior (TPB) developed by Fishbein and Ajzen provided a conceptual framework for the examination of factors that influence Korean teachers' beliefs, attitudes, subjective norms and perceptions of control factors. Data were gathered through a survey instrument from 281 teachers who teach mathematics in a metropolitan city of Korea. Descriptive statistics and multiple regression analyses were conducted to analyze the data. Findings indicate that Korean elementary teachers' change in Instructional practice is based primarily on their judgements regarding the likelihood of occurrences of certain consequences if they engage in teaching mathematics in a reform-oriented way. Teachers' perceptions of important others regarding the reform-oriented mathematics instruction seem to play a minor role in teachers' instructional change. Teachers' perceptions about control factors that prohibit or help teach mathematics in a reform-oriented way do not seem to make significant improvement in predicting their intentions to change traditionally-oriented teaching practice.

• Communications of Mathematical Education
• /
• v.22 no.2
• /
• pp.211-227
• /
• 2008

The method of being composed of small groups has a strong influence on mathematics and cooperative learning and therefore, the group classification should be made in a way of considering not only a learner's cognitive factor but also a affective factor in order to maximize the effects. In this research, we regarded personality as the important standard of the group classification for cooperative learning and tried to find out the influence on the mathematical attitude and achievement in mathematics by means of conducting mathematics and cooperative learning according to the personality types. In order to resolve this problem, we performed the cooperative learning of small group subject to the students at year 6 in an elementary school by making up a similar personality type of group and a different personality type of group through MMTIC examination, and also tried to find out any significant difference in terms of mathematical attitude and achievement in mathematics between two groups. The results obtained in this research are as follows; First, organizing groups in accordance with personality types did not affect on mathematical attitude. Although there were some positive opinions towards mathematics and cooperative learning, the both similar personality type of group and different personality type of group showed no significant difference in terms of mathematical attitude between two groups. Second, organizing groups in accordance with personality types showed positive effects on the achievement in mathematics. The similar personality type of group showed the better achievement in mathematics than the different personality type of group.

• Communications of Mathematical Education
• /
• v.5
• /
• pp.41-48
• /
• 1997

• The Mathematical Education
• /
• v.63 no.2
• /
• pp.335-350
• /
• 2024

This study explored the factors that influence elementary school teachers' intention to use an artificial intelligence (AI) math learning system and analyzed the interactions and relationships among these factors. Based on the technology acceptance model, perceived usefulness for math learning, perceived ease of use of AI, and attitude toward using AI were analyzed as the main variables. Data collected from a survey of 215 elementary school teachers was used to analyze the relationships between the variables using structural equation modeling. The results of the study showed that perceived usefulness for math learning and perceived ease of use of AI significantly influenced teachers' positive attitudes toward AI math learning systems, and positive attitudes significantly influenced their intention to use AI. These results suggest that it is important to positively change teachers' perceptions of the effectiveness of using AI technology in mathematics instruction and their attitudes toward AI technology in order to effectively adopt and utilize AI-based mathematics education tools in the future.

• Communications of Mathematical Education
• /
• v.22 no.2
• /
• pp.91-108
• /
• 2008

One of the essential factors for successful college mathematics class is to provide a strong motivation for learning to students. In this respect, this paper attempted to find out how the letter-writing assignment can change students' learning attitude and enhance their motivation for further mathematical investigation. The process is to have all students write up letters containing a summary of the major points covered during the semester, and to find out how valuable is the letter-writing assignment. The major finding of this research is that the letter-writing assignment makes a notable contribution to the desirable change of students' learning attitude. From this finding, we suggest that the letter-writing assignment be adopted by more math classes and expect that such expansion of the letter-writing assignment would have a positive influence on the students' learning attitude.