• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.45-63
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• 2003

This study is a research about the effect on achievement, retention and attitude of learning descriptive statistics with the computer software. For this study, 60 students are randomly divided two groups, one is an experimental group using software, the other one is a control group using lecture type of learning statistics. For the analysis, both groups are divided three subgroups according to mathematical ability. Also the topic "descriptive statistics" is divided by 5 subtopics. The test is divided three parts(computation, concept and application) according to knowledge type. The attitude toward statistics is investgated with questionaire and interview with both groups. The achievement test is taken after 8 class periods. The retention test were administered together six weeks after achievement test. The experimental group achieved significantly better than in concept type while the control group performed significantly better than the experimental group in computation type. With respect to the attitude toward statistics, lower ability students may have been negatively affected by the use of software.

• IEMEK Journal of Embedded Systems and Applications
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• v.15 no.3
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• pp.139-148
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• 2020

This paper is concerned with the H₂ attitude controller design for 3 degree of freedom (DOF) Hover systems with an event-triggered mechanism. The 3 DOF Hover system is an embedded platform for unmanned aerial vehicle (UAV) provided by Quanser. The mathematical model of this system is obtained by a linearization around operating points and it is represented as a linear parameter-varying (LPV) model. To save communication network resources, the event-triggered mechanism (ETM) is considered and the performance of the system is guaranteed by the H₂ controller. The stabilization condition is obtained by using Lyapunov-Krasovskii functionals (LKFs) and some useful lemmas. The effectiveness of the proposed method is shown by simulation and experimental results.

• Journal of Institute of Control, Robotics and Systems
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• v.20 no.7
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• pp.695-700
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• 2014

In this paper, we utilize the CMG's momentum bias to control the roll/pitch attitude of the Quad-rotor. While the previous control approaches have used the thrust control approach, we design and add a new momentum controller (using CMG) in order to improve the transient response over the existing methods. The focal point of this paper is the design of a controller for a Quad-rotor's attitude using CMG. This leads to other tasks such as an identification of the model's parameters and mathematical nonlinear modeling. Then, the previous thrust controller is designed based on the linearized model. Finally, the overall system with our designed controller is implemented and tested in real time to show that the Quad-rotor is kept in a good balanced position faster than the traditional thrust-only control approach.

• Korean Journal of Child Studies
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• v.28 no.6
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• pp.1-16
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• 2007

In this study of mathematics anxiety, mathematical learning style, and grade in school, 1,264 elementary students completed the Mathematics Anxiety Scale(Lee, 2005) and the Mathematical Learning Style Scale(Yang & Whang, 2005) for elementary school students. Analysis of their responses showed that anxiety about mathematics increased with grade in school. Among sub-factors of mathematics anxiety, the subject itself, learners' attitude, and learning environment increased the anxiety of upper grade students. Motivation, initiative, and regulation styles of learning mathematics were found to be important factors in the mathematics anxiety of elementary school students.

• The Mathematical Education
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• v.47 no.4
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• pp.405-419
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• 2008

The purpose of this study is to find oui the effects of teaching mathematical concepts by designing and applying teaching and learning programs that takes into consideration the students' strong intelligence, through the teaching and learning strategies based on the multiple intelligences theory. For this study, developmental and experimental research was conducted. In the developmental research part of the study, teaching and learning programs for teaching the concept of multiplication were designed and the activities based on the multiple intelligences were chosen. On the other hand, in the experimental research part, the data acquired from the application of nonequivalent control group pretest-posttest design in the actual classes was processed and analyzed. The results above indicate that the teaching and learning program based on the multiple intelligences theory improved the students' overall understanding of mathematical concepts by providing various types of activities. In addition, this program helped students to increase their confidence and generate a positive attitude towards learning math.

• Research in Mathematical Education
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• v.1 no.1
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• pp.23-34
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• 1997

For the balanced realization of these values of mathematical culture, we need to innovate mathematics classrooms, for which we need to make use of portfolio assessment. First, portfolio assessment can be regarded as a method of synthesizing a variety of resources for systematic evaluation. Second, portfolio assessment can be used as a tool of building up learners' positive attitude toward mathematics, by which we can identify the latent possibility of learners' development and help them develop confidence in mathematics. Third, portfolio assessment can play an important role as a tool for exploring the method of teaching and learning in which learners recognize the value of mathematics and are interested in mathematical activities, as we have seen in the report on the Gulliver's Travels Project.

• East Asian mathematical journal
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• v.26 no.4
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• pp.509-533
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• 2010

This study will contribute to improve intimacy and interests of students in mathematics and to cultivate their abilities and attitudes to continuously learn through problem posing activities using fairy tales. An experimental study was carried out two classes of the fifth grade (total 60 of students, each group 30 os students) in G elementary school located in Daegu Metropolitan City. This experiment was performed for thirteen weeks. For this study, using two examination devices for measuring mathematical attitude and learning achievement, pre- and post-tests were carried out. As a result, it was found that two groups are identical groups. Problem posing activities with fairy tales had significant effect on mathematical attitudes of children and learning achievement of children.

• School Mathematics
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• v.2 no.1
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• pp.145-164
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• 2000

The purpose of this study is to investigate the effect of NIE instruction in learning mathematics. There are two groups. The one group is an experimental group which is assigned to use NIE in learning mathematics for 10 weeks. The other group is a controlled group which is received only ordinary teaching methods. The results of this study are as follows. 1. There is no significant difference in learning achievement between the experimental group and the controlled group in significant level 0.05. 2. There are some difference in mathematical disposition between two groups. That is, the students of experimental group learned NIE are not changed in mathematical disposition. However, the other group takes on negative attitude in a mathematical disposition. Considering that as the students go up higher grade, their mathematical disposition become negative, using NIE in mathematics education is valuable to prevent the negative disposition to the mathematics. 3. There are some difference between two groups in the open-ended problem test in significant level 0.05. Although using NIE has little effects in the ordinary test methods, NIE has some effects in the test which require communication ability.

• East Asian mathematical journal
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• v.35 no.4
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• pp.407-427
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• 2019

The six core competencies included in the mathematics curriculum revised in 2015 are problem solving, reasoning, communication, attitude and practice, creativity and convergence, information processing. In particular, the problem solving is very important for students' enhancing much higher mathematical thinking. Based on this competency, this study selected the four elements of the problem solving such as problem solving process, cooperative problem solving, mathematical modeling, problem posing. And also this study selected the domain of function which is comprised of the content of the coordinate plane, the graph, proportionality in the seventh grade mathematics textbook. By the subject of the ten kinds of textbook, this study examined how the four elements of the problem solving competency were shown in each textbook.

• East Asian mathematical journal
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• v.37 no.2
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• pp.149-167
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• 2021

The six core competencies included in the mathematics curriculum revised in 2015 are problem solving, reasoning, communication, attitude and practice, creativity and convergence, information processing. In particular, the reasoning is very important for students' enhancing much higher mathematical thinking. Based on this competency, this study selected the four elements of investigation and fact guess, justification, the logical performance of mathematical content and process, reflection of reasoning process, And also this study selected the domain of function which is comprised of the content of the coordinate plane, the graph, proportionality in the seventh grade mathematics textbook. By the subject of the ten kinds of textbook, this study examined how the four elements of the reasoning competency were shown in each textbook.