• The Mathematical Education
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• v.49 no.3
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• pp.299-311
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• 2010

The purpose of this study was to examine the effects of abstraction offer of basic concept principle and feedback of self-efficacy attributional and mathematical study ability of math underachievers in high school based on the attribution theory and self-efficacy theory. The hypothesis were posed as below : Hypothesis 1: The experimental group that takes the abstraction offer of concept principle and attributional feedback training would be better at most self-efficacy than the control group that doesn't. Hypothesis 2: The experimental group that takes the abstraction offer of concept principle and attributional feedback training would have better math achievement than the control group that doesn't. They were divided into an experimental group and a control group, and the attribution disposition, self-efficacy and academic achievement of the children were measured by pretest and posttest. For data analysis, SPSS/PC+ program was employed and t-test was conducted. The main findings of this study were as below : First, the abstraction offer of concept principle and attributional feedback training was effective for enhancing the math self-efficacy in high school underachievers. Second, the abstraction offer of concept principle and attributional feedback training was effective for increasing the math achievement in high school underachievers.

• Journal of Educational Research in Mathematics
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• v.22 no.2
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• pp.229-259
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• 2012

The purpose of the present study is to develop instrument of mathematical belief of middle school and high school students and to analysis results of test using the instrument. Based on the results of literature review, mathematical belief is the cumulative effects of self-assessment and self-concept in mathematical learning and achievement experience. Four sub-components of mathematical belief is identified belief of school mathematics, belief of mathematical problem solving, mathematical self-concept, belief of mathematical teaching and learning. The instrument was developed to investigate mathematical belief by reflecting Korean middle school and high school students' psychological characters. To develop the appropriate items for the mathematical belief, after reviewing literature thoroughly, first version of the instrument was developed and exploratory factor analysis and confirmatory factor analysis were conducted. Then, to reduce the effect of the gender difference and achievement level difference, Correlation Analysis and 1-way ANOVA was performed. Also, using multiple group confirmatory factor analysis, this instrument was investigated to see whether this can be used for both middle school and high school. The final items for middle school students is consisted 7 items of belief of school mathematics, 9 items of belief of mathematical problem solving, 11 items of mathematical self-concept, 10 items of belief of mathematical teaching and learning. Instrument of mathematical belief for high school students is consisted 9 items of belief of school mathematics, 9 items of belief of mathematical problem solving, 11 items of mathematical self-concept, 11 items of belief of mathematical teaching and learning. This study examined the differences about mathematical belief's sub-factors shown by three groups of mathematics achievement level. Students of higher achievement level showed that the degree of most factors ware the highest excepting stereotype of belief of school mathematics. Also, Male students preferred more positive in mathematics belief than female students.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.253-267
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• 2007

This study examined the relationships between multiple intelligences as cognitive factors and affective factors of learning motivation and academic self-concept. The data were collected from 276 4th grade elementary school students and analyzed by correlation, multi-variate analysis, and step-wise multiple regression. Results were that (1) multiple intelligences, learning motivation, and academic self-concept had statistically significant correlations among themselves. Multi-variate analysis showed that intra-personal intelligence explained 58.6% of the linear combination of learning motivation and academic self-concept. (2) Intra-personal intelligence explained 29% to 58% of learning motivation and its sub-factors of achievement motivation, internal locus of control, self-efficacy, and self-regulation. (3) Intra-personal intelligence, logical-mathematical intelligence, musical intelligence, and inter-personal intelligence were explanatory variables for academic self-concept and its sub-factors.

• East Asian mathematical journal
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• v.24 no.2
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• pp.145-149
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• 2008

From the notion of bi-ideals in near-rings, various generalizations of regularity conditions have been studied. In this paper, we generalize further the notion of bi-ideals and introduce the notion of weak bi-ideals in near-rings and obtain some characterizations using this concept in left self distributive near-rings.

• The Mathematical Education
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• v.61 no.1
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• pp.127-156
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• 2022

This study used the data of students from the 6th grade to the 3rd grade of middle schoolin the Korean Educational Longitudinal Study 2013 and classified them into subgroups with similar longitudinal changes in math academic achievement. In addition, the influence of longitudinal changes in the group's academic self-concept and teachers and parents academic support on the longitudinal changes in math academic achievement were analyzed, either directly or indirectly. As a result of the analysis, it was found that the academic self-concept of each group had a positive influence on the academic achievement in mathematics. In addition, the academic support of teachers and parents was found to have a positive influence on the academic achievement in mathematics through the mediating of the academic self-concept. In terms of direct and indirect influence on academic self-concept and math vertical scale scores, it was found that teachers' academic support had more influence than parents' academic support. The educational implications of these points were discussed.

• Journal of the Korean Mathematical Society
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• v.43 no.3
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• pp.491-506
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• 2006

In this paper, we extend the concept of the group ${\varepsilon}(X)$ of self homotopy equivalences of a space X to that of an object in the category of pairs. Mainly, we study the group ${\varepsilon}(X,\;A)$ of pair homotopy equivalences from a CW-pair (X, A) to itself which is the special case of the extended concept. For a CW-pair (X, A), we find an exact sequence $1\;{\to}\;G\;{\to}\;{\varepsilon}(X,\;A)\;{to}\;{\varepsilon}(A)$ where G is a subgroup of ${\varepsilon}(X,\;A)$. Especially, for CW homotopy associative and inversive H-spaces X and Y, we obtain a split short exact sequence $1\;{\to}\;{\varepsilon}(X)\;{\to}\;{\varepsilon}(X{\times}Y,Y)\;{\to}\;{\varepsilon}(Y)\;{\to}\;1$ provided the two sets $[X{\wedge}Y,\;X{\times}Y]$ and [X, Y] are trivial.

• Journal of the Chungcheong Mathematical Society
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• v.18 no.1
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• pp.1-22
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• 2005

The object of this paper is to introduce the concept of a pair of semi-compatible self-maps in a fuzzy metric space to establish a fixed point theorem for four self-maps. It offers an extension of Vasuki [10] to four self-maps under the assumption of semi-compatibility and compatibility, repsectively. At the same time, these results give the alternate results of Grebiec [5] and Vasuki [9] as well.

• East Asian mathematical journal
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• v.39 no.2
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• pp.119-139
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• 2023

Most of calculus and real analysis are concerned with the study on continuous functions. Because of self-sustaining concept caused by everyday language, continuity has difficulties. This kind of viewpoint is strengthened with that teacher explains continuity by graph drawn ceaselessly and so finally confused with mathematics concept which is continuity and connection. Thus such a concept image of continuity becomes to include components which create conflicts. Therefore, we try to analyze understanding of continuity on university students by using the concept image as an analytic tool. We survey centering on problems which create conflicts with concept definition and image. And we investigate that difference of definition in continuous function which handles in calculus and analysis exists and so try to present various results on university students' understanding of continuity concept.

• Bulletin of the Korean Mathematical Society
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• v.41 no.3
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• pp.393-401
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• 2004

In this paper, we apply the concept of the group \ulcorner(X,A) of self pair homotopy equivalences of a CW-pair (X, A) to the Postnikov system. By using a short exact sequence related to the group of self pair homotopy equivalences, we obtain the following result: for any Postnikov section X$\sub$n/ of a CW-complex X, the group \ulcorner(X$\sub$n/, A) of self pair homotopy equivalences on the pair (X$\sub$n/, X) is isomorphic to the group \ulcorner(X) of self homotopy equivalences on X. As a corollary, we have, \ulcorner(K($\pi$, n), M($\pi$, n)) ≡ \ulcorner(M($\pi$, n)) for each n$\pi$1, where K($\pi$,n) is an Eilenberg-Mclane space and M($\pi$,n) is a Moore space.

• School Mathematics
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• v.18 no.3
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• pp.691-709
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• 2016

Understanding the belief of mathematics pre-service teachers is essential in conducting and designing the effective teacher education program. This study analyzed the mathematical belief of the elementary school pre-service teachers. The results of the study are as follows. First, persistence factor, which is the belief about solving mathematical problems, following teacher direction factor, which is the belief about mathematical studies, activity involvement factor, and interest factor, which is the belief about self-concept, showed much connection with other mathematical belief factors. Second, the stereotype factor, which is the belief about mathematics, are affecting the following teacher direction factor. The process factor, which is the belief about solving mathematical problems, are affecting the activity involvement factor. Third, as for the comparison of the mathematical beliefs according to grades, only the stereotype and usefulness factors, which are the beliefs about mathematics, and the benefit factor, which is the belief about self-concept, had statistically significant differences. Fourth, as for the comparison of the mathematical beliefs according to majors, all the mathematical beliefs except for the confidence factor and benefit factor, which is the belief about self-concept, had significant differences. Based on the results of this study, we need to establish the mathematical beliefs that the elementary school pre-service teachers should have, and prepare various measures such as education program for pre-service teachers and instruction-learning methods.