• The Mathematical Education
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• v.62 no.2
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• pp.195-209
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• 2023

This study examined the effect and structural relationship of math teachers' teaching ability and class activity types on learners' value perception, confidence, and interest of mathematics at the student level and teacher level. To this end, data from 2nd graders of korea middle school in TIMSS 2019 were applied to the multilevel structural equation model. As a result of the analysis, the teaching ability of math teachers had a positive effect on value perception, confidence, and interest of mathematics at the student level and teacher level. Also, math value perception and math confidence had a positive effect on math interest. and it was confirmed that the teaching ability of math teachers indirectly had a positive effect on math interest by mediating math value perception and math confidence. In addition, the math class activity of applying what was learned to problems had a positive effect on math value perception, but it had a negative effect on math interest. and the class activity of the same ability group had a positive effect on math confidence and math interest. This study presents meaningful implications for math classes in the school field through a multilevel analysis of the student level and the teacher level.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.117-129
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• 2000

The purpose of this research consists in understanding how the effects of Teaching Method by Questions on the achievement ability of math study and learning attitude are in the aspect of teaching and learning procedure, compared with those of the traditional teaching way. To attain the purpose, the research questions have been set up as follows: ［Research Question 1］ How to make a teaching plan of effective Learning by Questions\ulcorner ［Research Question 2］ Can Learning by Questions bring about a meaningful difference between two groups (experimental group and comparative group) in the aspect of the achievement ability of math study\ulcorner ［Research Question 3］ Can Learning by Questions change the Learning attitude of the students positively\ulcorner The outcome is as follows: First, it shows that the experimental group with Learning by Questions have marked more significant difference than the comparative group in the aspect of the achievement ability of math study. That is, Learning by Questions has a positive effect on the achievement ability of math study. Second, the experimental group with Learning by Questions have brought about more positive learning attitude than the comparative group without Learning by Questions.

• The Mathematical Education
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• v.61 no.4
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• pp.613-629
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• 2022

This study explored the heterogeneous latent group on the influence of the learner's perceived math teaching method(instructor-centered, learner-centered) on math self-efficacy. In order to profile the characteristics of the detected latent group, the distribution of variables was confirmed, and multi-group analysis was conducted by SEM. According to the analysis results, two latent groups were detected, and the instructor-type group and the learner-type group were named. As a result of post-hoc analysis, the perception of instructor-centered classes and learner-centered classes, and the perception of math teaching ability were similar between the instructor-type and the learner-type group. But the instructor-type group had higher math self-efficacy, math interest, and math class engagement than the learner-type group. Also, in the instructor-type group, the effect of perception of math teaching ability on math self-efficacy and math class engagement was greater than that of the learner-type group. Whereas, in the learner-type group, the effect of math interest on math self-efficacy and math class engagement was greater than that of the instructor-type group. This study presented a new research method on the influence of math teaching methods on learners by applying the REBUS-PLS method.

• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.165-174
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• 1998

This is the study on a teaching method for improving problem-solving ability in mathematics. If this method is performed step by step in solving problems, learners can approach problems in a variety of ways. This step-by-step teaching method will create some changes among learners. The purpose of this experiment was to determine what effects resulted from this method, especially which effects arose in the affective areas of learning math. For the experiment, learning materials were divided into 73 parts. And the subjects, who are low-leveled and have negative attitudes towards mathematics, were divided into two groups. One group was exposed to this method for four months (treatment group), and the other group(control group) was not. According to the result, though there were few changes, the treatment group came to be more interested in math than before and also negative attitudes towards math were reduced gradually, as compared with the control group. In this study, three factors were investigated: interest in math, attitudes toward math, and learning -achievement in math. Significant changes were found in two factors: interest in math and learning-achievement in math. No significant changes were found in the area of attitudes towards math. In conclusion, if this method is adopted and performed regularly, it is likely that the problem-solving skills will be improved and the negative attitudes towards math will be reduced.

• Journal for History of Mathematics
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• v.30 no.3
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• pp.163-183
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• 2017

In this study we reveal that there were positive changes after the practicums of pre-service math teachers, in that, they changed contents of class and the way of explanation in order to enhance students' understanding, and provided opportunities for students to participate in the class. In addition, they made more use of textbooks in their class instead of depending on their experience acquired before the practicums. However, no difference was found before and after their practicums, neither in their review of lessons nor in their use of simple 'question and answer' strategies. In this regard, we suggest continuous researches be conducted in order to enhance pre-service mathematics teachers' teaching ability, especially those which is hard to be acquired in a short period of time. And, reflecting the results of the research, systematic development and operation of the curriculum are required in the teacher training institutes.

• Journal of Elementary Mathematics Education in Korea
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• v.8 no.1
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• pp.23-43
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• 2004

The purposes of this study are, by referring to various previous studies on problem posing, to re-construct problem posing steps and a variety of problem posing learning materials with a problem posing teaching-learning model, which are practically useful in math class; then, by applying them to 4-Ga step math teaming, to examine whether this problem posing teaching-learning model has positive effects on the students' problem solving ability and mathematical attitude. The experimental process consisted of the newly designed problem posing teaching-learning curriculum taught to the experimental group, and a general teaching-learning curriculum taught to the comparative group. The study results of this experiment are as follows: First, compared to the comparative group, the experimental group in which the teaching-teaming activity with problem posing was taught showed a significant improvement in problem solving ability. Second, the experimental group in which the teaching-learning activity with problem posing was taught showed a positive change in mathematical attitude.

• Education of Primary School Mathematics
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• v.6 no.1
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• pp.41-54
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• 2002

The purpose of this study is to find out what mathematical situation means, how to pose a meaningful situation and how situation-centered teaching could be done. The obtained informations will help learners to improve their math abilities. A survey was done to investigate teachers' perception on teaching-learning in mathematics by elementary teachers. The result showed that students had to find solutions of the textbook problems accurately in the math classes, calculated many problems for the class time and disliked mathematics. We define mathematical situation. It is artificially scene that emphasize the process of learners doing mathematizing from physical world to identical world. When teacher poses and expresses mathematical situation, learners know mathematical concepts through the process of mathematizing in the mathematical situation. Mathematical situation contains many concepts and happens in real life. Learners act with real things or models in the mathematical situation. Mathematical situation can be posed by 5 steps(learners' environment investigation step, mathematical knowledge investigation step, mathematical situation development step, adaption step and reflection step). Situation-centered teaching enhances mathematical connections, arises learners' interest and develops the ability of doing mathematics. Therefore teachers have to reform textbook based on connections of mathematics, other subject and real life, math curriculum, learners' level, learners' experience, learners' interest and so on.

• Journal of the Korean School Mathematics Society
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• v.19 no.2
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• pp.177-196
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• 2016

In this paper, we analyze the influence of mathematics teaching-learning for high level math problems of A-type of mathematics section on the College Scholastic Ability Test(CSAT). To analyze the influence, we compare and analyze units and field of questions set at examinations based on the rate of wrong answers in A-type mathematics test of the CSAT from 2012 to 2016. Also, we study the recognition of academic high school students and teachers about units and fields on math which need to allow more time to improve grade for A-type of mathematics section on the CSAT. We found following facts. First, high level math problems determining rank of high rank students on the CSAT was taken mostly from the unit related a exponential function and a logarithmic function. Second, these problems need more time for a calculation rather than an ability for students to deepen their understanding of the concept and quality of education. Third, high rank students spend a lot of time to study more important units and fields of mathematics on the CSAT such as a exponential function and a logarithmic function, and teachers spend a lot of time to teach them.

• The KIPS Transactions:PartB
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• v.14B no.1 s.111
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• pp.43-50
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• 2007

This study proposes design of courseware based on scaffolding for teaching math word problem solving of students with intellectual disabilities. This courseware not only offer various technological supports to solving difficult problems of students with intellectual disabilities but also systematically withdraw that supports. Compared with previous related softwares, this courseware has potential that can adapt math strategies to meet different needs of individuals with intellectual disabilities, increase independent learning ability of learners and maintain high level of motive through successful problem solving experience.

• The Mathematical Education
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• v.51 no.3
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• pp.197-210
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• 2012

In this study, we will develop and implement the teaching program of 'Function', on the subject of "Poster-Making utilizing the Graph Art" in the Math Camp for middle-school students. And we will examine the didactical significance through student's activities and products. The teaching program of 'Function' utilizing the Graph Art can be promoted self-directly the understanding of 'Function' concept and the ability for handling 'Function'. In the process of drawing up the graph art, in particular, this program help students to promote the ability for problem-solving and mathematical thinking, and to communicate mathematically and attain the his own level. Ultimately, this program have a positive influence upon cognitive and affective and areas with regard to mathematics.