• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.927-949
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• 2015

The purpose of this study was to find out the difference between importance and performance regarding perception of core competence of gifted education teachers through importance-performance analysis (IPA). One hundred fourteen elementary gifted education teachers including math and science participated in the study. The collected survey data was analyzed with IPA matrix. As the result, firstly, there was significant difference between importance and performance regarding perception of core competence of gifted education teachers. Secondly, core competencies of 'understanding knowledge', 'research and instruction', 'passion and motivation', and 'ethics' are high in both perceptions of importance and performance. However, both 'communication and practices' and 'professional curriculum development' are low. Thirdly, there was a difference in core competence of gifted education teachers between math and science at the competence of 'passion and motivation'. Math gifted education teachers perceived 'passion and motivation' high in both importance and performance while science gifted education teachers perceived its importance low and performance high. In addition, math gifted education teachers showed lower performance compared to its importance in the sub-categories; 'knowledge of gifted development', 'gifted child assessment', 'information gathering and its literacy', and 'creative answers to various questions'. However, science gifted education teachers showed lower performance compared to its importance in sub-categories; 'higher-order thinking skills in its subject', 'teaching methodology for self-directed learning', 'problem behavior of the gifted', and 'counseling the gifted'.

• Communications of Mathematical Education
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• v.31 no.3
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• pp.291-312
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• 2017

The purpose of this study is to analyze the effects of parental educational involvement and mathematical attitude perceived by students on math motivation and math anxiety. The results showed that parents' educational involvement had effect on students' motivation to learn mathematics and had a significant effect on mathematics anxiety. In addition, the parents 'mathematical attitude has a significant effect on the motivation of the students, and the higher the mathematical attitude of the parents, the lower the mathematics anxiety of the students but the higher the students' mathematics anxiety. This suggests that even if the parents are educated, the parents can influence their motivation to learn mathematics, rather the more the achievement pressure becomes, the higher the educational involvement. In addition, the parents' mathematical attitude is independent of the degree of educational involvement, and parents can expect to increase their motivation to learn mathematics by nurturing with positive and positive perceptions and attitudes. In order to do this, it is a time when parents' education for the recognition of parents' right mathematics courses and their interest in education and the role of education are positively required.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.563-585
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• 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.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.723-743
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• 2015

In this research, The objective of the present study was to develop a preliminary diagnostic worksheet for use in consultations for learning mathematics. In order to achieve this, the worksheet was constructed with questions designed to assess the students. Through standardization, diagnostic worksheets for primary school students in grades 5 and 6 and secondary school students in grades 7 and 8 were produced. The diagnostic worksheet was divided into three sections, consisting of the psychology of learning mathematics in section 1, the methodology in learning mathematics in section 2, and personal preferences in learning mathematics in section 3. The psychology of learning mathematics was composed of questions on factors such as, "confidence in math learning ability," "math anxiety," and "attitude in learning mathematics." Moreover, factors in methodology in learning mathematics were "self-management in learning mathematics" and "math learning strategies." Those for personal preferences in learning mathematics asked about "motivation" and "preferences" with questions about "math learning habits" and "management methods for learning math." This diagnostic worksheet can be used as basic material in consulting students on learning mathematics.

• School Mathematics
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• v.18 no.2
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• pp.397-423
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• 2016

Mathematics learning motivation is an important variable which is not only the primary goal of learning mathematics but also mediates the effects of the mathematics learning. Nevertheless, the present learning environment is full of impeding factors which reduce learners' motivation to learn mathematics and mathematical self-regulatory efficacy. The purpose of this study is to offer various suggestions for program to enhance and forster mathematics learning motivation based on empirical findings and theories on motivation, self-regulatory learning, regulatory focus, reducing academic stress and math anxiety. The concrete and practical ideas are suggested in terms of mathematical self-regulatory efficacy, learners' characteristics, learning task. The analysis of the effects revealed a positive effect on mathematical self-regulatory learning.

• Journal of the Korean School Mathematics Society
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• v.7 no.1
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• pp.49-69
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• 2004

The purpose of this study was to develop learning materials for the remedial curriculum, part of the 7th sequential differentiated math curricula, in an effort to fix the academic deficiencies of underachieving students, provide motivation to them and enhance their self-directed learning capabilities. The subjects in this study were the students in their second year of C middle school, who were in want of remedial education. After their mid-term and finals grades in the first semester of 2003 were analyzed to measure their academic deficiencies, remedial learning materials about math 8-A stage were developed, by modifying the textbook and existing materials, in consideration of 7-A stage. After they were utilized in remedial class, frequency analysis was conducted to find out what the students thought of the developed learning materials, and diagnosis evaluation was implemented to find out how many students passed the test, improve the materials, and suggest in which way their achievement could get better.

• Korean Journal of Culture and Social Issue
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• v.16 no.2
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• pp.103-124
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• 2010

The purpose of the present study was to examine the relationships among private tutoring hours, academic motivation, use of learning strategies, and academic achievement test scores using structural equation modeling. The sample consisted of 3,607 7th graders from Korean middle schools who were included in the Korean Education Longitudinal Study. The results suggest that there was no evidence that the private tutoring hours predicted students' motivation and learning strategy use. It was found that the private tutoring hours predicted achievements in English and Math, but it was negligible in magnitude. As for achievement test scores, academic motivation and the use of learning strategies played more critical role rather than the private tutoring hours.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.521-536
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• 2017

One of difficulties with which teachers meet is to have underachievers with no willingness and motivation for study involved in class. Mathematics underachiever are average or above average in their intelligence but their actual achievement in mathematics did not coincide to their intellectual capabilities. The teaching strategy for them is to motivate them to try to study mathematics and to experience the improvement in their mathematics grade. In this paper, we choose flipped classroom as the strategy of teaching basic mathematics to math underachievers and applied it to them. Then we wanted to make sure the possibility for applying flipped classroom to teaching math underachievers through the analysis of change in the scholastic achievement of students in mathematics and mathematical disposition. The results of this study are as followings; First, when we taught basic math to underachievers using a flipped classroom, we confirm that math underachievers with active participation improved scholastic achievements significantly. Second, the flipped classroom was led to positive effects in an affective domain. In particular, it showed the most noticeable change in the area of willingness to math problem-solving and perception about the value of mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.583-613
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• 2010

Mathematics anxiety is likely to be a drag on mathematics learning if that is left alone, and it is important to grasp the cause of mathematics anxiety and devise how to get rid of it. The purpose of this study was to examine the cause of mathematics anxiety among elementary school children, to develop a math-friendly activity program geared toward easing mathematics anxiety and to check the effect of the developed program on the alleviation of mathematics anxiety. The subjects in this study were 32 students in a fourth-grade class in I elementary school located in Dongdaemoon-gu, Seoul. A math-friendly activity program was designed to alleviate the mathematics anxiety of the five subfactors-test anxiety, time constraints, comprehension, learning motivation and parent attitude-on which the students scored higher than their pretest collective averages. The mathematics anxiety pretest data, the objectives and content system of the current 7th national mathematics curriculum and the mathematics textbooks for 4-A and 4-B were analyzed to develop the math-friendly activity program that consisted of psychological remedy (positive thinking training) and non-psychological remedy (mathematics activities). After the program was implemented, we analyze the pretest and posttest mathematics anxiety data to determine the effect of the program. As a result, the collective averages of every student on math anxiety and its subfactors were lower in the posttest than in the pretest.

• Journal of Gifted/Talented Education
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• v.5 no.2
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• pp.55-89
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• 1995

Currently Korea encourages gifted highschoolers 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 short period of time. Out of 40 candidates, less than 20 students are finally selected to participate in International Olympiads. In this study, a psycho-educational program called "Situatin Coping Training Program" was developed to enhance ahievement motivation for these student-candidates. This study was to see if this tranining 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 coping. 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 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.