• Title/Summary/Keyword: mathematical disposition

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The Effect on the Mathematical Creativity and Disposition by the Open-ended Learning Activity Approach (개방형 학습활동이 수학적 창의력 및 수학적 성향에 미치는 효과)

  • Beak, Jong-Suk;Ryu, Sung-Rim
    • The Mathematical Education
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    • v.47 no.2
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    • pp.135-154
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    • 2008
  • The purpose of this study is to help to improve the method of math teaching by analysing how learner-centered teaching method offsets mathematical creativity and mathematical disposition. For this purpose, research questions are established as follows; (1) Mathematical creativity between open-ended learning activity approach(OLAA) and general classroom-based instruction(GCI) shows any difference? (2) Mathematical disposition between OLAA and GCI shows any difference? The results obtained through this study were as follows: (1) There was significant difference between OLAA group and CCI group in mathematical creativity. This means that open-ended learning activity approach was generally more effective in improving mathematical creativity than general classroom-based instruction. (2) There was no significant difference between OLAA group and GCI group in mathematical disposition. But the average scores of mathematical disposition except mathematical confidence improved a little. So we can say that open-ended learning activity approach brought an positive influence on students' mathematical disposition. The results obtained in this study suggest that the OLAA can be used to cultivate the children's mathematical creativity and disposition. Therefore, I suggest that teachers should use the OLAA to improve the children's mathematical creativity and disposition.

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The Effects of Problem Posing Program through Structure-Centered Cooperative Learning on Mathematics Learning Achievements and Mathematical Disposition (구조중심 협동학습을 통한 문제 만들기 학습이 수학학업성취도 및 수학적 성향에 미치는 효과)

  • Yun, Mi-Ran;Park, Jong-Seo
    • Journal of Elementary Mathematics Education in Korea
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    • v.12 no.2
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    • pp.101-124
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    • 2008
  • The purpose of this study is to test if problem posing based on structural approach cooperative learning has a positive effect on mathematical achievement and mathematical disposition. For this purpose, this study carried out tasks as follows: First, we design a problem posing teaching learning program based on structural approach cooperative learning. Second, we analyze how problem posing based on structural approach cooperative learning affects students' mathematical achievement. Third, we analyze how problem posing based on structural approach cooperative learning affects students' mathematical disposition. The results of this study are as follows: First, in the aspect of mathematical achievement, the experimental group who participated in the problem posing program based on structural approach cooperative teaming showed significantly higher improvement in mathematical achievement than the control group. Second, in the aspect of mathematical disposition, the experimental group who participated in the problem posing program based on structural approach cooperative teaming showed positive changes in their mathematical disposition. Summing up the results, through problem posing based on structural approach cooperative learning, students made active efforts to solve problems rather than fearing mathematics and, as a result, their mathematical achievement was improved. Furthermore, through mathematics classes enjoyable with classmates, their mathematical disposition was also changed in a positive way.

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Analysis on the Mathematical Disposition of the Mathematically Gifted Students in the Middle School of Korea

  • Park Hye-Sook;Park Kyoo-Hong
    • Research in Mathematical Education
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    • v.10 no.2
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    • pp.125-134
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    • 2006
  • We study on the mathematical disposition of mathematically gifted students in the middle school of Korea. For this purpose, we use a tool which is a psychological test about disposition of mathematics disliking. The tool was developed by Kim et al. (2001: Studies on Exploring Mathematics Disliking Factors and Devising Tools to Analyze Students' Disliking Trends about School Mathematics. J. Korea Soc. Math. Ed. Ser. A Mathematical Education. 40(2), 217-239) to analyze the mathematical disposition of underachievers and we investigate the characteristic of it.

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Effects of NIE(Newspaper In Education) in Learning Mathematics (신문활용교육(NIE)이 수학학습에 미치는 효과)

  • 이종희;윤혜정
    • 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.

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The Effects of Cyber Home Learning System on Mathematics Learning Achievements and Mathematical Disposition (사이버가정학습을 통한 수학학습이 수학학업성취도 및 수학적 성향에 미치는 영향)

  • Yun-Hee, Pyo;Park, Jong-Seo
    • Journal of Elementary Mathematics Education in Korea
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    • v.12 no.1
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    • pp.27-46
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    • 2008
  • This research aimed to find out what kind of effects cyber home learning system has on the 7th educational system elementary school students in grade 6. Specifically, the effects on the students' mathematics learning achievements and mathematical disposition. The following items were established for the research objective. First, analyze what effects using the cyber home learning system for studying mathematics has on mathematics learning achievements. Second, analyze what effects using the cyber home learning system for studying mathematics has on mathematical disposition of the students. The following results were obtained from the analysis. First, the students who were subjected to the cyber home learning system showed improvements in mathematics learning achievements compared to those who weren't. Furthermore, the students who were subjected to the system on mathematical program showed greater improvements than those who were subjected to the system on social program. Second, the experimental group that was subjected to the system, when compared with the comparison group 1, was shown to have positive, statistically-significant effects on mathematical disposition. Moreover, though effects weren't statistically significant when compared with the group that was subjected to the system on social program, it was seen that there were changes in mathematical disposition to some degree.

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Effects of Communication Oriented Mathematics Lessons on Mathematical Disposition and Academic Achievements (의사소통 중심 수학 수업이 수학적 성향과 학업성취도에 미치는 영향)

  • Hong, Sun-Ju;Choi, Chang-Woo
    • Journal of Elementary Mathematics Education in Korea
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    • v.13 no.2
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    • pp.269-283
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    • 2009
  • This study has investigated the way to improve the communication skills emphasized in mathematics education, and analyzed the effects of Communication Oriented Mathematics Lessons on the mathematical disposition and the academic achievements. For this research, two groups of first grade students from D elementary school in Daegu city were selected which had been proved homogeneous in mathematical disposition and academic achievements via a preliminary test. The experimental group was given Communication Oriented Mathematics Lessons (COML) while the control group was given Traditional Classroom-based Instruction (TCI). COML were given along with first grade, first level mathematics for eight weeks, to improve communication skills of the students who were unfamiliar with mathematical communications. The schemes for the education include revising, summarizing, asking questions, and participating. The results of the study were summarized for mathematical disposition and academic achievements. First, COML is effective to evaluate the will to solve problems in the mathematical disposition of the students, and to make it useful for them to live their lives and to learn other subjects. Second, previous studies have shown contrary interpretations on the effects of COML. This study has found that it does not improve the students' scores on the original form of academic achievement test.

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A study on the mathematical disposition and communication level in process of applying mathematical journal writing to the 3rd graders in a mathematics classroom (수학일지 쓰기 활동이 초등학생의 수학적 성향과 수학적 의사소통 수준에 미치는 영향: 3학년 수와연산 영역을 중심으로)

  • Yang, Hyeonsu;Kim, Min Kyeong
    • The Mathematical Education
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    • v.57 no.3
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    • pp.247-270
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    • 2018
  • The purpose of this study is to investigate the mathematical disposition and mathematical communication level of elementary school students in the process of applying mathematical journal writing activities. For this study, 21 third grade students in elementary school were observed when they participated in mathematical journal writing activities while studying number and operation area. According to the Mathematical disposition pre-test and post-test results, mathematical confidence, mathematical flexibility, mathematical will, and mathematical reflection increased and it was statistically proved. Expression and explanation level of the mathematical communication writing area also increased as the mathematical journal writing activity continued. Thus, mathematical journal writing activities can help to enhance the core competencies of the 2015 revised mathematics curriculum while make students 'to develop and transform mathematical expressions' and 'to express oneself'. Also, it provides implications of including active writing activities such as mathematical journal writing activities into mathematics classroom. Furthermore, the change in mathematical communication level according to mathematical disposition level was not statistically significant. Therefore, when providing active writing activities including mathematical journal writing activities into classroom, it is necessary to understand students' individual characteristics and to encourage communication to be active rather than giving feedback based on one's mathematical disposition level.

A Study on the Math. Camp to Improve Underachiever's Mathematical Disposition (학습 부진아의 수학적 성향 제고를 위한 수학캠프)

  • 박혜숙;박기양;김영국;박규홍;박윤범;임재훈
    • The Mathematical Education
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    • v.38 no.2
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    • pp.129-144
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    • 1999
  • The purpose of our work is to developing the program of math. camp to improve underachiever's mathematical disposition. To do this, the following research were taken; (1)Analysis of current status of programs for underachievers (2)Analysis of inclination to mathematics(We collected the data from 2 classes of middle schools) (3)Prepare and apply the program of math. camp for the students including underachievers, and then analysis the effect of the math. camp The results of this study is as follows; (1)Only 40% of investigated schools have their own programs for underachievers. But almost all general high schools do not have such programs because students do not want. More than half of the investigated teachers suggested that the most important thing for underachievers is the induction of motivation for mathematics. (2)Many students dislike mathematics from 5∼6 grade of elementary school, and more than 50% of students think that 'measure' and 'equations' items are difficult. (3) After attending the math. camp based on the games and activities in small groups, the students in the middle-ranking group showed more positive reactions against the items of mathematical disposition and attitude tests. The students in the row-ranking group were improved in the 'self-confidence' and 'will' items of mathematical disposition test and in the 'superiority' and 'interest' items of mathematical attitude test.

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A Study on Developing and Using Mathematics Learning Program which can be used to Connect Schooling and Home Education for the other days of 5 days-schooling - Centered on Project Learning - (주 5일 수업제 시행에 따른 학교와 가정을 연계한 수학학습프로그램 개발과 활용에 관한 연구 - 프로젝트형 과제를 중심으로 -)

  • Nam, Seung-In;Ryu, Sung-Rim;Baek, Seon-Su
    • School Mathematics
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    • v.10 no.1
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    • pp.79-103
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    • 2008
  • The purpose of this study is for developing and using project tasks which can be used to connect schooling and home education for the other days of 5days-schooling; to promote students' mathematical ability and to let students have positive cognitions toward mathematics and self-controled learning attitudes. For this study, two classes of 4th graders(56 students) were sampled from a school in D city. Half of them were assigned to the experiment group(EG) and the other to comparison group(CG). In the experiment group, students completed 16 project tasks and we investigated whether there is an effect on students' academic achievement and mathematical disposition. Two kinds of test instruments, pre-test and post-test were used. The pre-test scores guaranteed that both groups were homogeneous. Post-test scores were used to identify three effects and the post-test scores were analyzed by t-test. The result of this study is as follows: (1) There was significant difference between EG and CG in academic achievement (p=0.010). (2) There was significant difference between EG and CG in mathematical disposition(p=0.007). (3) There was no significant difference between EG's pre-test and post-test in mathematical disposition at the 5% significant level. But the average score of mathematical disposition improved from 3.3333 to 3.5375. Mathematical disposition was composed of 6 factors. One of them was mathematical value and there was significant difference between EG's pre-test and post-test at the 5% significance level(p=0.030). But other factors were not. The average scores of mathematical reflection improved a little. So we can say that the activities with project tasks brought an positive influence on students' mathematical disposition.

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The effect of mathematical disposition and learning attitude in instruction utilizing STAD cooperative learning model (STAD 협동학습 모형을 적용한 수업이 수학적 성향 및 학습태도에 미치는 영향)

  • An, Jong Su
    • Communications of Mathematical Education
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    • v.32 no.2
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    • pp.147-174
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    • 2018
  • The purpose of this study was to verify the effect of mathematical disposition and attitude through the foster self-confidence and learning motivation by STAD cooperative learning. For this purpose, we made up an experimental class. And then we investigated the students' change in these aspects after the foster self-confidence and learning motivation by STAD cooperative learning. As a result of the experiment, we find that significant changes on the students' mathematical disposition and attitude utilizing the foster self-confidence and learning motivation by STAD cooperative learning. Therefore, in this study, I want to solve the particular problems that follow. First, what is the reaction of utilizing the foster self-confidence and learning motivation by STAD cooperative learning mathematical program for students? Is it effective utilizing the foster self-confidence and learning motivation by STAD cooperative learning to improve students' mathematical disposition? Third, does utilizing the foster self-confidence and learning motivation by STAD cooperative learning have a positive impact on students' mathematical attitude?