• The Mathematical Education
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• v.57 no.4
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• pp.393-412
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• 2018

Teacher quality is a key factor that determines quality of education. Being aware of this, the Korean government and teachers have been striving to improve teachers' professionalism. Research about the impacts of efforts to enhance teacher professionalism on students' academic achievement and course satisfaction, however, is extremely limited. This study sought to advance our understanding of the relationship between these factors by analyzing what teacher characteristics impact students' achievement and satisfaction. To this end, the study drew on the middle and high school data from 3rd to 6th year survey of the Seoul Educational Longitudinal Study. Structural equational modeling were used as the main approach. Latent profile analysis, a kind of mixture modeling analysis, were used as needed. This study found that teachers' participation in instruction enhancement activity and professional development impact students' attitude toward mathematics lessons and their perception on class atmosphere, and ultimately impact their academic achievement as well as their overall satisfaction in the course. In addition, teachers' use of EBS textbooks and videos impact 3rd grade high schoolers' academic achievement. These findings suggest that effort to improve teacher professionalism positively impact students' academic achievement and course satisfaction, although there is a difference according to the year grade. This study provides implications for education policy makers and teacher educators.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.525-541
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• 2010

The purpose of this thesis is to investigate the effects of the topics in basic mathematics on academic achievement in order to improve the problem-solving abilities of low achievement students in university general mathematics. This program has been conducted from P University as a part of Education Capacity Enhancing Project. The goals of this program are to make students who have fear to mathematics feel confident for mathematics, and make easier to study general mathematics and major field without any difficulties for the students. The topics in basic mathematics was enforced with solving problem based on comprehension of the basic concept and computer-based learning. The classes were organized as Algebra-Geometry, Calculus, and General mathematics class by students' applications for classes and basic academic ability. As a result, the topics in basic mathematics has been evaluated as positive way to effect satisfaction and learning effect for the students who have low-level in basic academic ability. And also, according to the survey, the result shows that assignment through Webwork system and Mathematica program practice are helpful for learning basic mathematics. But several measures are asked for participation in the class and prevention for quitter of participants.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.2
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• pp.161-176
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• 2007

It is useless to say that time is precious and important. So it does when we emphasize the importance of studying the quality and efficiency of time in learning, especially in the learning of Mathematics. In this respect, this study aims to examine the overall structure of time application in the learning of Mathematics, understanding the state and problems of Mathematics education in respect of time application, and finally seeking to find the solutions for the problems. As a first step, the items below were examined for the solutions: First, the eight viewpoints of time in Mathematics education was examined and the meaning of each viewpoint was analysed. Second, the variables resulting from teachers was examined. The preconditions for mathematics education, the attitude towards Mathematics classes, viewpoints of mathematics, the forms of self-expression, the way of utterance can be considered as the variables mentioned above. Third, the variables resulting from students was examined. Learning attitude, specific activity(both meaningful and meaningless), practical uses of teaching tools, game activities, the ways of communication and problem solving can be examined as well. In conclusion, it needs to be stressed that Mathematics class should be the meaningful time for learners, parents, and teachers. The class should guarantee the satisfaction of the learners. In other words, even if physical time is applied the same to everyone, it may differ in degree of quality and value of time application according to the way one spends the time.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.55-66
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• 2013

The purposes of this study were to examine major satisfaction and career decision level of Home Economics Education major college students, to investigate factors influencing on major satisfaction and career decision level, and to provide basic informations for career counseling. A survey was conducted to students majoring Home Economics Education at four universities, and students majoring Korean Language Education and Mathematics Education at one same university in Seoul from October to November, 2011. General satisfaction in major of Home Economics Edu. students was above average, but social perception satisfaction was low. The social perception satisfaction was lower for Home Economics edu. students than Korean Language edu. and Mathematics edu. students. There were significant differences in major satisfaction by university and class standing, but no significant difference by gender. Students showed the lowest value in Home Economics teacher as considering job, and most of students considered teacher and major unconcerned job. Students considering major concerned job showed higher major satisfaction compared to students considering major unconcerned job. Career decision level was medium and there were not significant differences in career decision level by major, university, class standing, gender, considering job. Career decision level was affected positively by only general satisfaction in major.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.345-368
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• 2017

The purpose of this study is to investigate the educational significance of STEAM in school mathematics education by developing a STEAM program that learns mathematical and scientific principles based on patterns and analyzing the effects of developed program. For this purpose, we conducted an experimental class based on the STEAM program developed. STEAM attitude and satisfaction were tested for 120 elementary school students. The results of this study are as follows. First, in terms of STEAM attitude, STEAM-based experimental instruction did not differ significantly in the second grade students. However, there were positive effects in the other five grades. Second, in terms of satisfaction, the proportion of students who were 'generally' was 89%. the proportion of students who were 'not generally' was 3%. Study subject students were found to be generally satisfied with the STEAM-based instruction.

• The Mathematical Education
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• v.62 no.1
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• pp.117-149
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• 2023

This study attempted to design a virtual space using ZEP, a metaverse platform, to enable mathematics classes in the metaverse space, to apply it to mathematics classes, and to find out changes in students' affective domain. As a result, students showed positive effects in terms of subject efficacy, subject interest, intrinsic motivation, class satisfaction and participation. In addition, we found the possibility of customized classes for each student level by performing different missions in classroom classes with limited time and space.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.557-566
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• 2011

This study investigated the effect of subject classroom system by examining students' perceptions of science discretion class, which was newly developed as Science Mathematics specialized subject classroom system. Science discretion subject proceeded through inquiry experiments in the subject classroom, applying both block scheduling and divided classes. Surveys were conducted twice in order to find out what the students thought about science discretion subject and subject classroom class. The results have shown that students considered that the teachers have prepared with enhanced enthusiasm and the classes have become more interesting. The satisfaction level for experiment centered subject was very high (84%) and significantly higher in case of science-oriented course students (p<.05) and upper level students (p<.01). In addition, most of the students thought favorably about block scheduling and divided classes.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.213-231
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• 2021

This study is intended to investigate contents related to parents' perception and satisfaction level of school mathematics curriculum. Based on the results, this study intended to deduce implications for mathematics education in schools, child education, and parent education. According to the result of the survey, the more positively the parents perceived the value of the mathematics learning, the more positively the child perceived, and the higher the parent's participation rate in mathematics-related education was. In terms of perception of teaching and learning activities, it showed that the willingness to participate in educational programs was lower for the parents of middle and high school students than the parents of elementary school students and the parents of elementary school students also showed higher satisfaction level of school mathematics curriculum. parents have perceived the necessity of teaching and mathematics education to develop artificial intelligence or data analysis skills. It was also found that the parents of middle and high school students' participation experience in education had an effect on the satisfaction level of their children's math teacher's class preparedness. Parents perceived positively to how pragmatic mathematics curriculum can be and provided answers to what they wish in specific mathematics classes in learning methods and future mathematics learning. As this is for educational experts to consider much in-depth in the future, this study suggested the need for diverse parents' education related to mathematics including the expansion of mathematics education with parents' participation, the creation of a mathematics learning environment for future mathematics learning.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.277-302
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• 2019

In this study, we identified the effects of Self-Reflective Note(SRN) strategy, which used on 'college mathematics' courses, operated as a liberal arts curriculum course in university. For this purpose, we used SRN strategy on 'college mathematics' 3 classes, 'college mathematicsII' 1 class enrolled 95 students, and then analyzed the data. For identifying a change of students' learning, we conducted surveys related to the affective domain, core competencies, satisfaction. From this, we identified the followings. First, the interest, self-confidence, future expectation of students who attended classes in which SRN strategy is used are positively changed. Second, core competencies(self-directed ability, communication ability) of students who attended classes in which SRN strategy is used are improved. Third, the students who attended classes in which SRN strategy is used evaluated such as mathematics learning using the strategy help their mathematics study. Fourth, the students who attended classes in which SRN strategy is used evaluated such as the strategy improved their learning habit, supplemented their weakness, and activate realistic communication between professor and them.

• Journal of the Korean School Mathematics Society
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• v.23 no.3
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• pp.377-395
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• 2020

The purpose of this study was to understand the perception of professors and students about non-face-to face classes at the university. The subjects of this study were 194 professors and 1,543 students at M University. In addition, 23 mathematics majors and 80 students of natural sciences and engineering investigate the perception of using video contents methods. It surveyed the evaluation from students after progressing online classes using video for one semester. The results of this study are as follows. First, the students preferred distance education type was an audio recording using lecture materials or class video contents. Second, an online class using video content was preferred by the students who are well self-control or have an autodidactic background. Finally, professors advanced preparation and careful consideration for the students enhanced the course satisfaction of students.