• Title/Summary/Keyword: general mathematics

Search Result 1,664, Processing Time 0.021 seconds

Toward Self-Directed Math Learning in College Math Classes (대학수학에서, 자기주도 수학학습)

  • Kim, Byung-Moo
    • Communications of Mathematical Education
    • /
    • v.24 no.3
    • /
    • pp.563-585
    • /
    • 2010
  • The major goals of this study are to find the factors that enhance self-directed math learning in college math classes and to provide the students with the opportunities to check and develop their self-directed math learning attitude. For these research goals, we prepared the questionnaires that asked about their learning motivations, basic learning ability, self-discipline strategies, and self-directed learning strategies. Another purpose of the questionnaires was to give them the chances to check and improve their attitude toward those learning strategies, motivation and ability. From the research results, we find that the important factors for self-directed learning are internal & external motivations, concentration ability, and the goal-setting and plan-making abilities. In addition, concentration ability, good habit, stress-control, recognition of math value, and self-directing ability are found to be necessary for the desirable learning environment. On the other hand, we find that the ability to perform note-taking, class preparation and review, time-control, and test-control is required for the selection and practice of self-fitting learning strategies. Finally, we provided our own self-directed math learning model. Our model, containing the necessary factors for self-directed math learning, is the revised and modified one of Knowles(1975)'s 5 stage self-directed learning model that comprises diagnosis of learning desire, setting learning goals, grasping human&material resources, selection and practice of proper learning strategies, and evaluation of learning results.

Meta Analysis of STEAM (Science, Technology, Engineering, Arts, Mathematics) Program Effect on Student Learning (융합인재교육(STEAM) 프로그램이 학생에 미친 효과에 대한 메타분석)

  • Kang, Nam-Hwa;Lee, Na-ri;Rho, Minjeong;Yoo, Jin Eun
    • Journal of The Korean Association For Science Education
    • /
    • v.38 no.6
    • /
    • pp.875-883
    • /
    • 2018
  • This study examined overall effect of STEAM programs on student learning through meta-analysis of journal articles published for the past six years. We examined the areas of effects that the research tested and analyzed overall effect across the research. We first identified academic journal articles that utilized quasi-experimental design in examining STEAM effects on student learning and presented appropriate data for meta-analysis such as effect size. A total of 63 articles were identified to be appropriate for meta-analysis. Using R packages, we first identified outliers and eliminated them in the analysis of mean effect size. Thus, 172 effect sizes from 60 studies were analyzed. The results showed that the mean effect was medium (effect size = 0.52). Analysis showed that moderators of the effect were affective measures, thinking skills, character measures, and career aspirations, which meant the studies that measured these variables had more effect than achievement measures. On the other hand, the school level (elementary, middle, and high school), the absence or presence of student products as program requirements, hours of intervention, and sample size did not moderate the effect. Thus, regardless of these variables STEAM programs produced medium effect in general. Based on these results, further research areas and topics are suggested.

A Review of the Neurocognitive Mechanisms for Mathematical Thinking Ability (수학적 사고력에 관한 인지신경학적 연구 개관)

  • Kim, Yon Mi
    • Korean Journal of Cognitive Science
    • /
    • v.27 no.2
    • /
    • pp.159-219
    • /
    • 2016
  • Mathematical ability is important for academic achievement and technological renovations in the STEM disciplines. This study concentrated on the relationship between neural basis of mathematical cognition and its mechanisms. These cognitive functions include domain specific abilities such as numerical skills and visuospatial abilities, as well as domain general abilities which include language, long term memory, and working memory capacity. Individuals can perform higher cognitive functions such as abstract thinking and reasoning based on these basic cognitive functions. The next topic covered in this study is about individual differences in mathematical abilities. Neural efficiency theory was incorporated in this study to view mathematical talent. According to the theory, a person with mathematical talent uses his or her brain more efficiently than the effortful endeavour of the average human being. Mathematically gifted students show different brain activities when compared to average students. Interhemispheric and intrahemispheric connectivities are enhanced in those students, particularly in the right brain along fronto-parietal longitudinal fasciculus. The third topic deals with growth and development in mathematical capacity. As individuals mature, practice mathematical skills, and gain knowledge, such changes are reflected in cortical activation, which include changes in the activation level, redistribution, and reorganization in the supporting cortex. Among these, reorganization can be related to neural plasticity. Neural plasticity was observed in professional mathematicians and children with mathematical learning disabilities. Last topic is about mathematical creativity viewed from Neural Darwinism. When the brain is faced with a novel problem, it needs to collect all of the necessary concepts(knowledge) from long term memory, make multitudes of connections, and test which ones have the highest probability in helping solve the unusual problem. Having followed the above brain modifying steps, once the brain finally finds the correct response to the novel problem, the final response comes as a form of inspiration. For a novice, the first step of acquisition of knowledge structure is the most important. However, as expertise increases, the latter two stages of making connections and selection become more important.

A longitudinal analysis of high school students' dropping out: Focusing on the change pattern of dropout, changes in school violence and school counseling. (전국 고등학교 학생의 학업중단에 대한 종단적 분석 -학업중단 변화양상에 따른 유형탐색, 학교폭력 및 학교상담의 변화추이를 중심으로-)

  • Kwon, Jae-Ki;Na, Woo-Yeol
    • Journal of the Korean Society of Child Welfare
    • /
    • no.59
    • /
    • pp.209-234
    • /
    • 2017
  • This study viewed schools as a cause of students dropping out and posited that dropping out of high school would vary depending on the characteristics and influencing factors of the school from which students were dropping out. Therefore, focusing on schools, we longitudinally investigated the change patterns of school dropout across high schools in the country, and the types of changes in dropping out of high school. In addition, we predicted the general characteristics of schools according to the type of school students were dropping out from, looked at the changes in the major factors (i.e., school violence and school counseling) affecting school dropout, and reviewed schools' long-term efforts and outcomes in relation to school dropout. For this purpose, KERIS EDSS's "Secondary School Information Disclosure Data" were used. The final model included data collected five years20122016) from high schools across the country. The results were as follows. First, in order to examine the longitudinal change patterns of dropping out of high schools, a latent growth models analysis was conducted, and it revealed that, as time passed, the dropout rate decreased. Second, growth mixture modeling was used to explore types according to the change patterns of the school students were dropping out from. The results showed three types: the "remaining in school" type, the "gradually decreasing school dropout" type, and the "increasing school dropping out". Third, the multinomial logistic regression was conducted to predict the general characteristics of schools by type. The results showed that public schools, vocational schools, and schools with a large number of students who have below the basic levels in Korean, English and mathematics were more likely to belong to the "increasing school dropout" type. Further, the larger the total number of students, the higher the probability of belonging to the "remaining in school" type or the "gradually decreasing school dropout" type. Lastly, growth mixture modeling was used to analyze the trend of school violence and school counseling according to the three types. The focus was on the "gradually decreasing school dropout" type. In the case of the "gradually decreasing school dropout" type, it was found that as time passed, the number of school violence cases and the number of offenders gradually decreased. In addition, in terms of change in school counseling the results revealed that the number of placement of professional counselors in schools increased every year and peer counseling was continuously promoted, which may account for the "gradually decreasing school dropout" type.