• East Asian mathematical journal
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• v.39 no.4
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• pp.393-417
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• 2023

STEAM education, which was introduced to address many of the issues raised in science and technology education, has had a profound impact on the field of education over the past 13 years. This study aims to systematically analyze the research trends of STEAM education integrated with mathematics from 2010 to 2022 and to provide implications for future STEAM education. To this end, 89 articles published in domestic KCI journals were collected and analyzed. The results showed that more than half of the STEAM studies were related to the development and application of STEAM programs. The next most frequent studies were related to current state and improvement oaf STEAM education, followed by curriculum and textbook analysis, and by teacher education and teacher competencies. Students' and teachers' perceptions and attitudes toward STEAM education were addressed in only a few papers.

• Research in Mathematical Education
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• v.14 no.4
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• pp.361-380
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• 2010

Some 400 Secondary One (i.e. seventh-grade) students from 10 schools were provided with non-routine mathematical problems in their normal mathematics classes as exercises for one academic year. Their attitudes toward mathematics, their conceptions of mathematics and their problem-solving performance were measured both in the beginning and at the end of the year. Hierarchical regression analyses revealed that the introduction of an appropriate dose of non-routine problems would generate some effects on the students' conceptions of mathematics. A medium dose of non-routine problems (as reported by the teachers) would result in a change of the students' conception of mathematics to perceiving mathematics as less of "a subject of calculables." On the other hand, a high dose would lead students to perceive mathematics as more useful and more as a discipline involving thinking. However, with a low dose of non-routine problems, students found mathematics more "friendly" (free from fear). It is therefore proposed that the use of non-routine mathematical problems to an appropriate extent can induce changes in students' "lived space" of mathematics learning and broaden their conceptions of mathematics and mathematics learning.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.295-313
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• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.373-395
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• 2022

This study aimed to examine how prospective mathematics teachers (PMTs) perceive collaborative problem-posing (CPP) as a method to cultivate students' creativity and character in mathematics education. This is to propose the introduction of CPP at the stage of preparatory math teacher education as one of the ways to reinforce the creativity and character education capacity of PMT), and to attempt to be an opportunity to actively utilize CPP in math teaching-learning in the school field for the education of students' creativity and character. To achieve this objective, I designed PMTs taking the 'Educational Theories for Teaching Mathematics' course, required in the second year of university, to experience CPP tasks. Data were collected through questionnaires or interviews over three years on how PMTs recognized the CPP tasks as a tool to cultivate students' creativity and character in secondary schools. The results of the study are as follows. First, PMTs recognized regardless of their CPP experience that CPP might have a positive impact on improving students' ability to devise various ideas and that it positively influences students' attitudes toward building interpersonal relationships, including teamwork, respect, and consideration. Second, the experience of PMTs participating in the CPP made them more positively aware that CPP is effective in improving students' ability to elaborate on ideas. Third, the PMTs' experience of participating in CPP led to a more positive perception of the impact of CPP on the students' abilities and attitudes, namely, the students' ability to elaborate on ideas and their inner attitudes toward individuals, including honesty, fairness, and responsibility, and the attitude of students regarding logically presenting their opinions and making rational decisions. Finally, if there are downsides to the offline environment, an online environment may be more beneficial.

• Journal of Preventive Medicine and Public Health
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• v.55 no.5
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• pp.428-435
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• 2022

Objectives: The Indonesian Ministry of Health launched isoniazid preventive therapy (IPT) in 2016, with general practitioners (GPs) at the frontline of this program. However, the extent to which GPs have internalized this program remains uncertain. The aim of this study was to identify the knowledge and attitudes of GPs towards the IPT program in Indonesia. Methods: This study used an online, self-administered questionnaire distributed via e-mail and social messaging services. A logistic regression model was employed to identify the explanatory variables influencing the level of knowledge and attitudes toward IPT among GPs in Indonesia. An empirical analysis was conducted separately for each response variable (knowledge and attitudes). Results: Of the 418 respondents, 128 (30.6%) had a good knowledge of IPT. Working at a public hospital was the only variable associated with good knowledge, with an adjusted odds ratio (aOR) of 1.69 (95% confidence interval [CI], 1.02 to 2.81). Furthermore, 279 respondents (66.7%) had favorable attitudes toward IPT. In the adjusted logistic regression analysis, good knowledge (aOR, 0.55; 95% CI, 0.34 to 0.89), 1-5 years of work experience (aOR, 2.09; 95% CI, 1.21 to 3.60), and having experienced IPT training (aOR, 0.48; 95% CI, 0.25 to 0.93), were significantly associated with favorable attitudes. Conclusions: In general, GPs in Indonesia had favorable attitudes toward IPT. However, their knowledge of IPT was limited. GPs are an essential element of the IPT program in the country, and therefore, adequate information dissemination to improve their understanding is critical for the long-term viability and quality of the IPT program in Indonesia.

• School Mathematics
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• v.19 no.2
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• pp.267-287
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• 2017

Fostering students' positive affect related to mathematics such as attitudes toward mathematics and dispositions toward learning mathematical concepts is one of the major goals of school mathematics programs. In this study, we collected data from students at the 4-1 grade levels to develop an instrument that measures students' affect regarding mathematics learning. To develop the instrument, we first conducted focus group interviews, which we recorded, transcribed, and analyzed. We sorted the results according to seven components of the non-cognitive domain of mathematics learning, which drew from taxonomical constructs of previous research. We then conducted a pilot study in which we administered the instrument as a pretest and a posttest. We chose the final items based on confirmatory factor analysis and a reliability test of the pre and posttest scores. The final instrument contains 24 items, which are classified according to the seven components: interest, attitudes, value, external motivation, internal motivation, learning conation, and efficacy. We anticipate this instrument will be useful for studies that need to measure students' non-cognitive characteristics in relation to learning mathematics.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.359-376
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• 2021

In this study, in accordance with the research trend that the learner's emotions expressed positively or negatively in mathematics learning or the learner's beliefs and attitudes toward mathematics learning affect the results of mathematics learning, the learner's emotions and affective factors are analyzed in the learner's own learning. A power that can be adjusted according to a goal or purpose is needed, and I tried to explain this power through meta-affect. To this end, the meaning of the definitional and conceptual factors of meta-affect was explored based on prior studies. Affective factors of meta-affect were viewed as emotions, attitudes, and beliefs, and conceptual factors of meta-affect were viewed as awareness, evaluating, controlling, utilization, and monitoring, and the meaning of each conceptual factor was also defined. In this study, the conceptual factors and meanings of meta-affect in terms of using them to help in learning mathematics by controlling them, beyond the identification or examination of the characteristics of the affective factors, which are meaningfully dealt with in the field of mathematics education.

• Korean Journal of Child Studies
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• v.35 no.2
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• pp.137-156
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• 2014

The purpose of this study was to better understand the tendencies and general distributive features of mathematical educational activities which are presented in the Nuri Curriculum Teaching Guidebooks. This was done by analysis of 628 mathematical activities suggested in those guidebooks, the total number of which was thirty-two. The results of this study can be summarized as follows: First, the number of activities for mathematical education was 204 for the age of three, 223 for the age of four, and 201 for the age of five. Second, these mathematical educational activities are aimed mainly for developing positive attitudes toward mathematics rather than the delivery of mathematical knowledge and skills. Third, the number of activities for developing mathematical inquiry skills was greater than that of activities for developing of inquiry attitudes. Furthermore, the characteristic of understanding the basic concepts of space and figures can be found most frequently in five kinds of activities for mathematical inquiry. Last, the activities for mathematical education are more frequently found in free choice activities rather than group activities. The results of this study also suggest that checking the current status of mathematical education for young children and the Nuri Curriculum Teaching Guidebooks can be utilized for creating teachers' manuals.

• Journal of the Korean School Mathematics Society
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• v.9 no.4
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• pp.521-538
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• 2006

The purpose of this study is to examine the effect of teaching mathematical proofs that made use of the 'proof assisted cards' at the second year of middle school and to investigate students' ability to geometric proofs as well as changes of mathematical attitudes toward geometric proofs. The subjects are seven students at the 2nd year of D Middle School in Daegu who made use of the 'proof assisted cards' during five class periods. The researcher interviewed the students to investigate learning questions made by students as well as the 'proof assisted cards' before and after use. The findings are as follows: first, the students made change of geometric proof ability by proof activity with the 'proof assisted cards' and second, the students made significant change of mathematical attitudes toward geometric proofs by proof activity using the cards.

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