• School Mathematics
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• v.12 no.2
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• pp.219-237
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• 2010

On inquiry of international comparison assessment, the Korean students achieve high scores in mathematics while they achieve relatively low scores in responses of the affective questionnaire. It can be an important point in mathematics education of Korea, but there are few studies which explore the specific reasons. So in this study, we analysed the results of PISA 2003(in math domain) based on multiple regression analysis and correlation analysis to investigate the reasons and features of those phenomena. We compared the results of Korean students with students of other countries. As a result, there were 7 factors which effect on Korean students' affective domain in mathematics learning and they were statistically significant. According to this study, it needs to improve students' positive attitudes to their school, mathematical interest, and positive self-concept. And it needs to develop an actual instrument to explore the affective domain which effect on mathematics learning.

• Journal of Elementary Mathematics Education in Korea
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• v.6 no.1
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• pp.23-40
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• 2002

Historically, the use of algorithms has been emphasized in the mathematics curriculum at the elementary school mathematics. The current reform movement in our country are seemed to emphasize the importance of algorithms in favor of problem-solving approaches, the conceptualization of mathematical processes and applications of mathematics in real world situations. Recently, children may come to school with a fairly well-developed attitude about mathematics and mathematical ideas. That is, they do not come to school and to learning mathematics with a clean slate. Because they have already formed some partial mathematical concepts in a wide variety of contexts. Many kindergarten children have attended pre-school programs where they played with blocks, made patterns, and started adding and subtracting. It seems that there are psychological change attitudes of the children in upper grades toward learning mathematics. In our elementary school mathematics, almost every student are still math anxious or have developed math anxiety because of paper-pencil test. In these views, this paper is devoted to introduce and apply to second grade students in ND-elementary school in Taegu City the new method for learning addition and subtraction so called ‘Mrs Weill's Hill’, which is believed as a suitable method for children with mathematical teaming disabilities and Math anxiety.

• Journal of Educational Research in Mathematics
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• v.9 no.2
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• pp.439-457
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• 1999

In this paper, we tried to find out what makes the students feel anxious to mathematics and the ways to decrease their anxiety by comparing two learning types, self-directed-learning and learning in a body, by means of continuous observation and interviews. To perform this study, two classes of self-directed-learning and other two classes of learning-in a body were chosen from the third year-students in Wando Middle School in Chollanamdo. In this study, we obtained the following results: 1. In high group in math grade, students in self-directed-learning are less anxious than students in learning-in a body. 2. In average group in math grade, students in self-directed-learning are much more anxious than students in learning-in a body. 3. In low group in math grade, both students in self-directed-learning and students in teaming-in a body feel anxious about math and there is no difference between them. 4. Anxiety about math hove positive influence on high group in math grade. 5. Anxiety about math have negative influence on average and low groups in math grade. Especially, low group students had no interests about mathematics because of their math anxiety. We observed that some students got over the math anxiety to some meaningful extent by means of interviews or appropriate advices, and became to have confidence and interests in mathematics.

• East Asian mathematical journal
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• v.34 no.2
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• pp.177-189
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• 2018

Recently, Topological Data Analysis (TDA) has attracted attention among various techniques for analyzing big data. Mapper algorithm, which is one of TDA techniques, is used to visualize the cluster diagram. In this study, students were clustered according to the characteristics and degree of mathematics anxiety using a mapper, and students were visualized according to mathematics anxiety. In order to do this, Mathematical Anxiety Scale (Ko & Yi, 2011) in the aspect of mathematical instability in terms of teaching - learning, ie, Nature of Mathematics, Learning Strategy, Test/Performance is used. And the number of questions that measure the anxiety of mathematics can be extracted by extracting the most relevant items among the items that measure the anxiety of mathematics.

• 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.

• The Mathematical Education
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• v.50 no.2
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• pp.247-261
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• 2011

In this study, the researchers developed an inventory which can measure the affective achievement in mathematical learning especially targeted to Korean students. By using EFA and CFA, the six affective factors of mathematical learning such as learning directivity, self control, anxiety, interest, cognizing value and confidence are distinguished. Also, the content validity of this inventory was examined by the experts groups, composed of mathematics education professors, high school mathematics teachers, and measurement experts. The reliability of the instrument was high enough to trust the results. Through a large scaled sampling, the reliability and validity of this inventory were verified. In addition, this inventory was developed not by a partial aspects of a certain theory but based on the recent theories. Due to these reasons, the results of this study can be respected that it plays a leading part in understanding the affective achievement of Korean students.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.47-57
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• 2000

The purpose of this study is to investigate the degree of anxiety factors for learning mathematics and look into the reason of anxiety of mathematics and show the method of eliminating negative and anxious factors in elementary school, secondary school and high school. To have learner take an interest in learning mathematics, develop the positive attitude about learning mathematics and maximize the effect of learning of mathematics, three kinds of hypotheses are established as follows: 1. There would be difference in anxiety factor of learning mathematics according to elementary school, secondary school and high school. 2. There would be difference in anxiety factor of learning mathematics according to sex. 3. There be difference in anxiety factor of learning mathematics according to the level of achievement. The results of this study are as follows: 1. Hypotheses I was testified. The anxiety factor between mathematics learning and mathematics teacher was significant difference according to elementary school, secondary school and high school. 2. Hypotheses II was testified. The result of hypotheses II was significant difference only in high school. The anxiety factor of mathematics teacher was significant difference according to boy student and girl student. 3. Hypotheses III was testified. The anxiety factor of mathematics, teacher and test was significant difference only in elementary school and high school.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.611-626
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• 2022

In this study, we introduced the case of college calculus course for vocational high school graduates with coding. We suggest this case as an alternative to overcome mathematics anxiety. Contents, python/SageMath codes, and textbook for this course, which help students to easily and quickly review middle and high school mathematics, were newly developed by authors. Due to the use of codes and chat with classmates in learning management system, most of the students who took this course reported that they no longer felt anxious in complex mathematics problems, had a full understanding of calculus concepts, could solve almost problems in any calculus textbooks with or without codes, and could explain calculus concepts to other students in their own words. In this way if mathematics and coding is properly used in mathematics education, it helps students with weak mathematical backgrounds or mathematics anxiety to restore confidence in mathematics in college. This could be applicable in secondary mathematics education.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.545-562
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• 2009

Calculus is used in various parts of human life and the basis of social science such as economics and public administration. Yet that is still considered important in the field of science and technology only, and there have been a lot of disputes on that phenomenon. Fortunately, calculus is going to be taught as part of the academic high school second-year mathematics curriculum in and after 2010. Students who face calculus for the first time should be helped not to lose interest in differentiation learning, not to be apprehensive of it nor to avoid it. The purpose of this study was to examine the types of errors made by students in the course of solving differentiation problems in an effort to lay the foundation for differentiation education. A pilot test was conducted after generalized differentiation problems to which students were usually exposed were selected, and experts were asked to review the pilot test. And then a finalized test was implemented to make an error analysis according to an error type analysis framework to serve the purpose.

• Proceedings of the Korean Society for the Gifted Conference
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• 1994.08a
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• pp.1.2-37
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• 1994

Currently Korea encourages gifted high schoolers and junior high schoolers to participate in international achievement contests such as International Olympiads. Participants for these contests are selected nationwide among gifted students in areas of mathematics, physics, chemistry, and others. They go through a series of screening tests and programs. One of the screening processes IS Korean Olympiad School, which provides study programs each summer for student-candidates prior to following year's International Olympiads. Approximately 40 students of high schools and junior high schools, in each subject of study, gather at Korean Olympiad Summer School, and they go through intensive study programs during a short period of time. Out of 40 candidates,' less than 10 students are finally selected to participate in International Olympiads. In this study, a psycho-educational program called "Situation Coping Training Program" was developed to enhance ahievement motivation for these student-candidates. This study was to see if this training program actually improved their cognitive, emotive motivation factors, and to see how this training program affected their achievement level. Training was administered for five days. This training program was found effective for participants to increase self-efficacy, internal locus of control, and anxiety copmg. These cognitive and emotive motivation factors, other than intelligence, were found to have positive relationship with achievement level, of which self-efficacy and attribution style of students were found as two best predictors of achievement. This training program was perceived as necessary. by participants, and helpful for recovering self-confidence and self-control as well as coping pressure. Suggestions were made that this kind of training program be administered as a regular curriculum in preparative study programs such as Korean Olympiads, since cognitive, emotive motivation factors are related with achievement, and furthermore, be utilized in all gifted education programs in Korea. in Korea.