• Communications of Mathematical Education
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• v.35 no.3
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• pp.233-255
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• 2021

The purpose of this study is to develop math anxiety scale for middle school students for planning and implementing math anxiety treatment programs. In this study, we describe the process of developing and validating math anxiety scale for middle school students and detailing exploratory factor analysis and confirmatory factor analysis to verify construct validity. As a result of the study, we developed the Math Anxiety Scale for Middle School Students (MASS-M) of 30 items with four factors: mathematical curriculum content, mathematical attitude, mathematical test, and environment. As a math anxiety factor for middle school students, MASS-M was developed, which includes mathematical anxiety factors such as mathematical test factor and environmental factor, especially mathematical curriculum content factor describing mathematical treatment, and mathematical attitude factor describing psychological treatment. MASS-M, derived from this study, is a standardized scale for measuring math anxiety in middle school students and is expected to serve as the basis for maintaining consistency in research on math anxiety in middle school students and developing programs to treat math anxiety in middle school students.

• School Mathematics
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• v.13 no.1
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• pp.127-153
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• 2011

The purpose of this study was to investigate the effect of peer tutoring on mathematical inclination and mathematical communication ability of peer tutor. For the purpose of this study, research questions were established as follows: 1. How does peer tutoring affect to the mathematical inclination of peer tutors? 2. How does peer tutoring affect to the mathematical communication ability of peer tutors? To answer the research questions, four 5th grade peer tutors were selected for qualitative case study in an elementary school located in Goyang-si, Gyeonggi-do. Before and after 11 weeks of peer tutoring in their mathematics classes, mathematical inclination, mathematical communication ability of peer tutors were examined. For qualitative analysis, peer tutors were asked to complete worksheets, self-evaluation, journal for their peer tutoring in daily basis during the experiment. By comparing the scores in mathematical inclination test and mathematical communication test before and after the treatment and analyzing the data gathered for qualitative analysis, the conclusions were drawn as follows: First, Peer tutoring has positive effects on the mathematical inclination of peer tutors. Scores for mathematical inclination of peer tutors after the treatment increased and qualitative analysis showed positive change in their attitude toward mathematics. Second, Peer tutoring has positive effects on the mathematical communication ability of peer tutors. Scores in the performance assessment for mathematical communication ability of peer tutors after the treatment increased. Also qualitative analysis showed that peer tutors tried to develop various ways to solve a problem and explained them to their peer tutee sophisticatedly.

• Research in Mathematical Education
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• v.13 no.2
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• pp.109-122
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• 2009

This study investigates the change in two theoretical constructs, attitudes toward mathematics and mathematics self-efficacy, among college students involved in a learning community model. The case of this study was a developmental mathematics class offered at a historically black college located in the southeastern United States. Subjects included 31 students enrolled in an introductory mathematics course, some of whom participated in a learning community (treatment group). The participants completed mathematics attitudes and mathematics efficacy instruments twice: at the beginning of the semester and again at the end. Data was analyzed using descriptive statistics and a non-parametric statistic. The results showed that students' attitudes toward mathematics and mathematics self-efficacy are strongly correlated; the mathematical problem-solving efficacy changed significantly over time and it is significantly higher in the treatment group than in the control group; and the treatment group produced better outcomes. These findings indicate that a learning community model can increase students' mathematics self-efficacy beliefs. It is recommended that mathematics self-efficacy and attitudes toward mathematics be measured over an extended period of time when a learning community is implemented.

• Journal of the Korean Mathematical Society
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• v.32 no.1
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• pp.115-139
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• 1995

Our purpose in this paper is to prove a new version of the nonlinear Chernoff theorem and to discuss the equivalence between resolvent consistency and converge nce for nonlinear algorithms acting on different Banach spaces. Such results are useful in the numerical treatment of partial differential equations via difference schemes.

• East Asian mathematical journal
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• v.39 no.1
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• pp.65-73
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• 2023

In this paper, we present an optimal control strategy to prevent the EMT process by downregulating the level of overexpressed β-catenin in the cytoplasm. To do this, we propose a mathematical model that expresses relationship between the Wnt signaling pathway and TGF-β in cancer cells. We also define an optimal control problem considering the side effects that occur simultaneously with the method for controlling the concentration of β-catenin. Finally numerical simulations show that treatment effect is quantitatively changes depending on the concentration of core proteins of the Wnt signaling pathway.

• East Asian mathematical journal
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• v.38 no.3
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• pp.357-363
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• 2022

Immunological imbalance eventually results in the development of various diseases. A typical example is an imbalance of cytokines with immunomodulatory abilities. In this paper, we propose a two-variable delay model to anti-pro-inflammatory cytokine therapy for autoimmune diseases, which are caused by an imbalance between the pro and anti-inflammatory cytokines. The interaction between pro- and anti-inflammatory cytokines were modeled mathematically to investigate the relevance of cytokines in disease processes. The delay time was estimated to maintain the stability of a biologically important steady state. In particular, the effects of delay with anti-pro-inflammatory cytokines therapy in autoinflammatory diseases were studied.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.97-124
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• 2012

The purpose of this study is to examine the effects of mathematics instruction using children's literature on students' mathematical communication and attitude. To conduct this research, a total of 59 6th grade students were selected from an elementary school in Seoul, and three different types of teaching methods using children's literature were applied to the treatment group, while a traditional teaching method was adopted to the comparison group. Children's literature was used in the actual classroom environment for about 20 minutes in the course of 10 weeks treatment, and the results were analyzed to find the effects of using children's literature during mathematics teaching on students' mathematical communication skills and attitudes toward mathematics. The results of the present study were as follows: First, with respect to mathematical communication aspects, the treatment group achieved significantly higher mathematical communication skills than that of the comparison group. That is to say, this result shows that students learning mathematics using children's literature seem to have more mathematical communication abilities than students in the textbook-based mathematics learning group. Secondly, the results of this study point out that students in the treatment group have more positive attitude toward mathematics as a result of learning that the other group of students focused on textbook-based mathematics learning. In conclusion, the current study demonstrates that mathematics teaching using children's literature made more significant impact on students' mathematical communication ability and attitudes toward mathematics than the comparative method focused on a traditional textbook-based mathematics teaching method.

• Communications of the Korean Mathematical Society
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• v.12 no.2
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• pp.427-456
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• 1997

This paper concerns constructing wavelet bases on the unit interval, where a new boundary treatment is provided to overcome certain drawbacks of eariler constructions. Wavelet expansions on the unit interval usually suffer from artificial boundary effects and poor convergence at the boundaries. Many researchers have suggested a solution to the drawbacks. From a practical point of view, their solutions also have a common disadvantage. This paper provides a new solution using biorthogonality near the boundaries, that avoids the disadvantage while preserving their advantages.

• Research in Mathematical Education
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• v.4 no.1
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• pp.1-22
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• 2000

The purpose of this study was to investigate the effects of using graphing calculators on students' understanding of the linear and quadratic function concepts. The populators of this study are tenth graders at high school in Seoul, one class for the treatment group and another class for the comparison group, and experiment period is 14 weeks including two weeks for school regular exams.Function tests used in the study was proposed which described a conceptual knowledge of functions in terms of the following components: a) Conceptual understanding, b) Interpreting a function in terms of a verbal experission, c) Translating between different representations of functions, and d) Mathematical modeling a real-world situation using functions. Even though the group test means of the individual components of conceptual understanding, interpreting, translating, mathematical modeling did not differ significantly, there is evidence that the two groups differed in their performance on conceptual understanding. It was shown that students learned algebra using graphing calculators view graphs more globally. The attitude survey assessed students' attitudes and perceptions about the value of mathematics, the usefulness of graphs in mathematics, mathematical confidence, mathematics anxiety, and their feelings about calculators. The overall t-test was not statistically significant, but the students in the treatment group showed significantly different levels of anxiety toward mathematics.

• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.111-127
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• 2020

In many studies, mathematics anxiety (MA) is a major factor affecting students' mathematical achievement (MC) and is reported to have a greater negative effect on female students. In the study, we developed a complex treatment program consisting of 10 lesson units, to reduce mathematic anxiety and applied it to 26 male and female students with high MA. For this purpose, we analyzed the differences between the two gender groups collected by the Math Anxiety Scale for Students(MASS) and Mathematical Achievement Scale(MCS) before and after. As a result of the treatment program, MA was decreased in both groups, but only female students scored higher in MC. The program that had been effective for both boys and girls in MA satisfied the main purpose of which was to treat MA with integrated mathematical and psychological aspects, and implied that additional procedures and guidance should be followed for boys' MC.