• Journal of Educational Research in Mathematics
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• v.15 no.1
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• pp.57-74
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• 2005

The aim of this study is to reflect Vygotsky's theory of Zone of Proximal Development and other scholars' scaffolding theories emboding the theory and to examine the effects of mathematics instruction by scaffolding. The subjects of this study consist of 8 fifth graders attending S elementary school which is located in San-Chung county. The teaching-learning processes were videotaped and analysed according to scaffolding components. The results between pretest and posttest regarding to fraction were compared and the responses of students to a questionnaire on the mathematical attitude before and after the teaching experiment. It concludes that mathematics instruction by scaffolding was effective to improve students' mathematical learning ability and positive mathematical attitude.

• Journal of the Korean School Mathematics Society
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• v.9 no.1
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• pp.41-55
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• 2006

Although gifted students are well ready in the perspective of intelligence, in order to make their learning highly effective, it is necessary to revitalize their intellectual abilities and progress it into proactive learning behaviour It is requisite to stress on the affective variables for achieving this. This study examined and analyzed affective variables for the subject mathematics on self-concept toward mathematics, attitude, interest, mathematical anxiety, and learning habits.

• Education of Primary School Mathematics
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• v.19 no.2
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• pp.161-175
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• 2016

The purpose of this study is to measure the differences in affective characteristics and mathematical reasoning ability between gifted students and non-gifted students. This study compares and analyzes on the relations between the affective characteristics and mathematical reasoning ability. The study subjects are comprised of 97 gifted fifth grade students and 144 non-gifted fifth grade students. The criterion is based on the questionnaire of the affective characteristics and mathematical reasoning ability. To analyze the data, t-test and multiple regression analysis were adopted. The conclusions of the study are synthetically summarized as follows. First, the mathematically gifted students show a positive response to subelement of the affective characteristics, self-conception, attitude, interest, study habits. As a result of analysis of correlation between the affective characteristic and mathematical reasoning ability, the study found a positive correlation between self-conception, attitude, interest, study habits but a negative correlation with mathematical anxieties. Therefore the more an affective characteristics are positive, the higher the mathematical reasoning ability are built. These results show the mathematically gifted students should be educated to be positive and self-confident. Second, the mathematically gifted students was influenced with mathematical anxieties to mathematical reasoning ability. Therefore we seek for solution to reduce mathematical anxieties to improve to the mathematical reasoning ability. Third, the non-gifted students that are influenced of interest of the affective characteristics will improve mathematical reasoning ability, if we make the methods to be interested math curriculum.

• East Asian mathematical journal
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• v.34 no.4
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• pp.429-449
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• 2018

The purpose of this study is to investigate how the mathematical creativity of middle school mathematical gifted students is represented through the process of problem posing activities. For this goal, they were asked to pose real-world problems similar to the tasks which had been solved together in advance. This study demonstrated that just 2 of 15 pupils showed mathematical giftedness as well as mathematical creativity. And selecting mathematically creative and gifted pupils through creative problem-solving test consisting of problem solving tasks should be conducted very carefully to prevent missing excellent candidates. A couple of pupils who have been exerting their efforts in getting private tutoring seemed not overcoming algorithmic fixation and showed negative attitude in finding new problems and divergent approaches or solutions, though they showed excellence in solving typical mathematics problems. Thus, we conclude that it is necessary to incorporate problem posing tasks as well as multiple solution tasks into both screening process of gifted pupils and mathematics gifted classes for effective assessing and fostering mathematical creativity.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.463-485
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• 2011

This study was to investigate the effects of mathematical history-based mathematics teaching on mathematical communication and attitudes of elementary students, through selecting mathematical history content to apply to elementary mathematics and devising an instruction model to use effectively. For this purpose, while the experimental group received instruction using mathematical history and the comparative group lecture-based instruction using the common textbook, both quantitative and qualitative methods were employed to analyze gathered data. To conclusion, first, instructions using mathematical history were helpful for increasing the student's participation in communication, and secondly helped the students justify their opinions to others with mathematical logic.

• The Mathematical Education
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• v.59 no.4
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• pp.373-387
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• 2020

The purpose of this study is to verify the effects of personalized learning platforms applied with machine learning recommendation modules that upgrade recommended algorithms by themselves through learning big data analysis on students' learning time, self-directed learning ability, mathematics achievement, and attitudes toward mathematics, and the correlation between them. According to the study, customized learning affected learning time, self-directed learning ability and mathematics attitude, while learning time affected self-directed learning ability. Self-directed learning ability has had a significant impact on the attitude of mathematics and mathematical achievements. As a result of the mediated effectiveness test, the indirect impact of customized learning on mathematics attitude and mathematics performance was significant through the medium of learning time and self-directed learning ability.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.193-213
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• 2016

This study has two goals. The First is to develop and apply a step-by-step program and the degree to which students' mathematical skills. The second is to analyze mathematical attitude change around the first grade students was done. The program for learning complement number is composed of series of 5 steps and 11 classes. Play for learning complement number, taking into account the difficulty of the learning steps 1-5 are organized. First step is composed of the classes which fragmented pieces of shapes to complete the entire geometry with fun activities for the entire part of the concept of learning and it maintenance concepts and can naturally learn by associating step. In second step, tools to take advantage of the real world and collecting the conservative concept. 3rd steps is to repair the mathematical concept of the parish in the learning stage of expansion. 4th step is halrigalri, number cards, making ten games etc. 5th step is to verify the concept of complement number and number operation ability. The concept of complement number through fun activities can improve students' mathematical skills, and mathematical attitude change. Early in the program, students use the finger to throw acid in the process. Simple addition and subtraction calculations may take a long time and error, but more and more we progress through the program using the fingers is eliminated and a more complex form calculations was not difficult to act out.

• East Asian mathematical journal
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• v.34 no.4
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• pp.537-548
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• 2018

An integrated approach has been regarded as important in mathematics education. The ultimate ideal of mathematics education is the development of whole person in students. However, mathematics education has not been successful in achieving this ideal. The purpose of this article is to identify an integrated approach to secondary mathematics education in order to achieve the ideal of the whole person. In particular, Ideas for an integrated approach for mathematical activities are sought. This study starts with analysis of recent attempts to integrate knowledge and attitude of mathematics education. Finally, some suggestions for the cultural and institutional conditions in which these integrative ideas can be effectively realized in secondary school.

• The Mathematical Education
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• v.41 no.2
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• pp.189-202
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• 2002

Problem-centered learning reflects learning strategy based on constructivism. In this learning, students should find the solution in a small group discussion, and share their solutions with classmates in whole class discussion. So students participate in mathematics instruction actively and interact with other students about the strategies. We expect students would change their attitudes on mathematics and mathematical learning in these processes. In this study, we analyzed students' attitudes on mathematics and mathematical learning when they participated the problem-centered learning program. We found the change of students' attitudes to mathematics via problem-centered learning.

• School Mathematics
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• v.2 no.2
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• pp.403-426
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• 2000

In this study, we tried to suggest a meaningful teaching method that is a mathematical thinking-oriented. After referring to the recent trend of mathematics education, we examined the direction that school mathematics should go. Next, we considered previous studies that deals with teaching methods focusing on the mathematical thinking. On the basis of the above examination, we accomplished case studies that aims at mathematical thinking-oriented teaching. And we explained that these case studies reflects the key points didactics of mathematics such as the education of ‘open mathematics’, constructivism etc. Finally, we proposed the necessity of mathematical thinking-oriented teaching in the current state of school mathematics.