• School Mathematics
• /
• v.4 no.2
• /
• pp.147-160
• /
• 2002

The purpose of this study is to examine the The correlation between information processing types and mathematical communication abilities / word problem solving abilities. The results obtained are as follows: 1 Simultaneous/continuous information process types showed statistically high correlation with mathematical communication abilities. However, the correlation between simultaneous information process and mathematical communication abilities is a little higher than the correlation between continuous information process and mathematical communication abilities. 2. There is a high correlation between mathematical communication abilities and word problem solving abilities. Especially, speaking ability is much more correlated with four factors of word problem solving than reading, writing and listening, Through this study, we can conclude that information process types should be consider ed in order to improve mathematical communication abilities and mathematical communication abilities is essential in word problem solving.

• The Mathematical Education
• /
• v.42 no.5
• /
• pp.623-636
• /
• 2003

Metacognition is defined to be 'thinking about thinking' and 'knowing what we know and what we don't know'. It was verified that the metacognitive abilities of high school students can be improved via instruction. The purpose of this article is to investigate a new method for activating the metacognitive abilities that play a key role in the Mathematical Problem Solving Process(MPSP). Hyunsung participated in the MPSP using Visual Basic Programming. He actively participated in the MPSP. There are sufficient evidences about activating the metacognitive abilities via the activity processes and interviews. In solving mathematical problems, he had basic metacognitive abilities in the stage of understanding mathematical problems; through the experiments, he further developed his metacognitive abilities and successfully transferred them to general mathematical problem solving.

• Journal of Engineering Education Research
• /
• v.18 no.4
• /
• pp.34-44
• /
• 2015

Mathematical, spatial, and verbal abilities are important for future engineers to succeed in the STEM disciplines. The purpose of the study is to assess engineering students' spatial abilities and analyse the relationship with mathematical achievement, verbal achievement, and gender. On the mental rotation tests, 65% of male students demonstrated a substantial level of spatial abilities. But only 30% of female students exhibited spatial skills at the same level as their male colleagues. The correlations between mathematical - spatial - verbal abilities are found to be negligible. When spatial visualization ability was plotted according to the mathematical achievement level, there was no difference in the mean spatial abilities score. But when mathematical achievement score was plotted according to the spatial abilities, there was a noticeable difference. Regression analysis confirmed that female students' mathematical achievement increased as spatial abilities improved. This phenomenon was not observed for male students. It's because male students' spatial ability already contributed to their mathematics achievement. So spatial ability can be regarded as one factor for the gender differences in mathematics achievement. The gender gap on spatial abilities and math achievement is large among high achieving students. For example, there was a 4.3 to 1 male - female ratio and 3.4 to 1 male - female ratio among students scoring 99th percentile in spatial visualization test and scholastic aptitude test-math.

• Education of Primary School Mathematics
• /
• v.2 no.2
• /
• pp.113-131
• /
• 1998

The purpose of this study is to investigate the relationships among affective characteristics, mathematical problem-solving abilities, and reasoning abilities of the 6th graders for mathematics, and to analyze whether the relationships have any differences according to the regions, which the subjects live. The results are as follows： First, self-awareness is the most important factor which is related mathematical problem-solving abilities and reasoning abilities, and learning habit and deductive reasoning ability have the most strong relationships. Second, for the relationships between problem-solving abilities and reasoning abilities, inductive reasoning ability is more related to problem-solving ability than deductive reasoning ability Third, for the regions, there is a significant difference between mathematical abilities and deductive reasoning abilities of the subjects.

• Korean Journal of Child Education & Care
• /
• v.18 no.4
• /
• pp.199-211
• /
• 2018

Objective: The purpose of this study is to examine the relative effects of young children's mathematical abilities and scientific abilities on intelligence. Methods: The object of this study is 100 five or six-years-old children in a kindergarten of S district in S city. I conducted analysis of partial correlation after controlled young children's age and sex to examine correlation between young children's mathematical abilities, scientific abilities and intelligence, also I used stepwise multiple regression analysis for inspecting the relative effects of young children's mathematical abilities and scientific abilities on intelligence. Results: Young children's intelligence is relative with mathematical abilities and scientific abilities, this relation is higher in 'measurement' and 'algebra' factors of mathematical abilities and 'predicting' factor of scientific abilities. Mathematical abilities bigger impact to the relative effects on young children's intelligence. Conclusion/Implications: On this, it is necessary that evenly providing the math and science activities in early childhood education field and home, and we have to consider the integrations of the process when provide the math and science integrated activities. This study has the significance to use basic line data when people plan the integrated math-science activities and develop program associated those by finding the relationship between mathematical abilities, scientific abilities and intelligence and evaluating the relative effects on intelligence.

• Korean Journal of Human Ecology
• /
• v.17 no.5
• /
• pp.821-833
• /
• 2008

The purpose of this study was to investigate the effects of family related mathematical inquiry activities based on daily experiences on the young children's mathematical abilities. 38 three-years old children were selected from kindergarten in K City, Jeon-buk Province. Children were divided into 19 children for experimental group and 19 children for control group. And for the 5 weeks, the children in the experimental group participated in family related mathematical inquiry activities based on daily experiences. The Stanford Early School Achievement Test were used as both pre-test and post-test for the children's mathematical ability. And the data were analyzed by Independent-Sample t-test and ANCOVA. The results shows that the family related mathematical inquiry activities based on daily experiences had enhanced the children's mathematical abilities.

• Journal of the Korean School Mathematics Society
• /
• v.5 no.1
• /
• pp.1-11
• /
• 2002

The purpose of this study is to find out if there are meaningful differences between small rural middle schools and nearby urban ones In the mathematical diagnostic evaluation. It also says how to improve students' scholastic abilities, making up a question of attitudes towards math to know the mathematical abilities lowering cause in small rural middle schools. Findings are, 1. Students must recognize that studying math is essential and be interested in it. 2. The mathematical confidence is needed. 3. A strong will of studying math hard is important. 4. Students must have a motivational triggering, while solving math problems and then checking answers for themselves. 5. Backward countries' humanistic and social environmental factors should be overcome. In conclusion, we expect the mathematical abilities improvement, making students remove the mathematical abilities lowering cause after having a learning experience suitable for the rural community instead of the negative attitudes towards math.

• Communications of Mathematical Education
• /
• v.18 no.2 s.19
• /
• pp.265-276
• /
• 2004

In this study we in detail analyze Kolmogorov's viewpoint of mathematical abilities, and conclude that school geometry plays important role in developing and upbringing mathematical abilities. We discuss meanings of school geometry in gifted students education, and draw didactical principles concerned with gifted students education. We suggest some geometrical materials which aim for developing and upbringing mathematical abilities.

• Proceedings of the Korea Society of Mathematical Education Conference
• /
• 2010.04a
• /
• pp.83-97
• /
• 2010

The purposes of this study were to explore in depth about 5th graders' mathematical speaking and writing abilities and to investigate differences on those abilities. The study involved 3 5th graders and their speaking and writing abilities in geometry area were analyzed. According to the results of the study, the children had difficulties in selecting and using appropriate mathematical languages to explain mathematical concepts, mathematical ideas, and problem solving steps. The children who participated in the study showed higher ability in speaking than writing.

• Korean Journal of Child Studies
• /
• v.33 no.2
• /
• pp.203-222
• /
• 2012

The purpose of this study was to examine the factors influencing their mathematical learning abilities and mathematical learning potential in an attempt to assist their learning at the preschool level. The findings of the study were as follows : First. the female children performed at a much higher level than their male counterparts in terms of mathematical learning ability and mathematical learning potential training. The young children generally improved in their mathematical learning abilities and mathematical learning potential with age. Second, it was found that the participants had higher levels of both mathematical learning ability and mathematical learning potential when their mathematical attitudes and learning motivation were better. Third, there were significant differences in terms training-test and transfer-test scores between the 4 groups based on their relative levels of mathematical abilities and attitudes.