• 한국수학교육학회지시리즈D:수학교육연구
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• 제12권3호
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• pp.167-177
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• 2008

The students' beliefs about mathematics teaching-learning come from the social activities in mathematics classrooms; and the mathematics classroom culture to a large extent decides the social activities in mathematics classrooms. So, the students' beliefs about mathematics teaching-learning are decided indirectly by the mathematics classroom culture mainly. The students' beliefs about mathematics teaching-learning react to the social activities in mathematics classrooms, and the social activities in mathematics classrooms react to the mathematics classroom culture. Therefore, the students' beliefs about mathematics teaching-learning react indirectly to the mathematics classroom culture. So, the relationships between the students' beliefs about mathematics teaching-learning and the mathematics classroom culture are dialectic, and the social activities in mathematics classrooms are the medium. In addition, the relationships have some inspirations to the current mathematics curriculum reform in the mainland China.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제25권2호
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• pp.99-115
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• 2022

This study examined difficulties middle school students have in learning mathematics and proposed a flipped classroom consisting of Khan Academy activities, small-group problem solving, and mathematical modeling to help improve their learning. A mixed-method approach was used to identify difficulties students have in learning mathematics, explore how the flipped classroom helped them reduce the learning difficulties identified, and examine if there were differences in students' mathematics achievement and their affective characteristics after participating in the flipped classroom. Qualitative analyses showed that students had difficulties in understanding mathematical concepts and finding effective ways to learn as well as negative views towards learning mathematics. This study also found that each activity of the flipped classroom had a different impact on student learning. Before class, the Khan Academy activities were most likely to help students understand mathematical concepts. In class, small-group problem solving activities were most helpful for students who had trouble finding effective learning methods and environments. Mathematical modeling activities were most likely effective in changing students' negative views towards mathematics. A quantitative analysis showed that the flipped classroom not only significantly improved the students' mathematics achievement, but also positively affected their confidence and motivation and how much they valued learning mathematics.

• 한국학교수학회논문집
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• 제1권1호
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• pp.121-130
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• 1998

The purpose of this study is to enhance the achievement in mathematics by developing compensatory learning materials and applying those to learning. The conclusions of this study are as follows. 1. Solving the learning tasks by cooperative learning guided instruction to learning by students from teaching by teacher, and it made learning effective and students cooperative in personal-relation 2. Learning materials for compensating learning deficit made students motivated and interested in mathematics, and active in learning. 3. By applying the learning materials for compensating prerequisite learning deficit, students could grasp learning contents and learning tasks, and their achievement could be enhanced. On the basis of problems which appeared in the progress of this study, the suggestions are as follows. 1, The necessity of mathematics in agricultural high schools should be recognized by students and various learning materials should be developed. 2. In cooperative learning, the roles of team-chiefs have a great influence on learning mood and problem-solving processes, they, therefore, must be directed beforehand so that they play the roles of leaders.

• 한국초등수학교육학회지
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• 제13권2호
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• pp.163-192
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• 2009

본 연구의 목적은 정규교육과정 내에서 초등학교 일반학급 수학 영재아를 위한 효율적인 영재교육 방안을 탐색해 보고, 영재의 특성을 고려한 심화학습 프로그램을 개발하여 실제로 일반학급의 교수 학습 환경에 적용한 후, 그 효과를 분석하는 것이다. 문헌연구를 통해 초등학교 일반학급 수학 영재아 지도를 위한 복식수업 형태의 영재교육 방안을 제시하였고, 수학영재 심화학습 프로그램을 개발하여 초등학교 1학년 한 학급 6명을 대상으로 적용하여 그 효과를 분석하였다. 연구의 결과 첫째, 일반학급에서 복식수업 형태로 수학 영재교육을 실시하는 것은 수학 영재아 측면에서 매우 효과적이었다. 둘째, 수학영재 심화학습 프로그램은 수학 영재아의 수학적 사고력과 창의성 계발에 매우 효과적이었다. 셋째, 수학 영재아 선발 과정에서 교사의 추천과 영재성 검사는 둘 다 매우 중요한 것으로 나타났다. 이 연구는 영재교육이 방과후 교육 형태의 특별교육으로만 운영될 것이 아니라 정규교육과정 내에서 보다 효율적인 방법으로 운영함으로써 수학 영재아의 요구에 부합되면서도 영재교육의 효과를 극대화할 수 있음을 제안하고 있다.

• 아동학회지
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• 제30권5호
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• pp.73-85
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• 2009

The purpose of this research was to compare mathematically gifted students with non-gifted students in perception of learning environments, learning ability beliefs, and preference for problem-solving and task. Thirty-seven mathematically gifted students and 75 general students in middle school completed questionnaires about perceptions about mathematics. Data were analyzed by ${\chi}^2$ test and t-test. Compared with general students, mathematically gifted students estimated their talents for mathematics higher, studied mathematics more, expended more time and effort to solving difficult problems, put learning mathematics itself as their primary purpose for studying mathematics and regarded inappropriate environments as the major obstacle to mathematics study. Mathematically gifted students perceived their parents' support higher, solved problem creatively, and had higher preference for challenging tasks.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제13권2호
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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.

• 한국수학교육학회지시리즈A:수학교육
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• 제41권2호
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• pp.189-202
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• 2002

Problem-centered learning reflects learning strategy based on constructivism. In this learning, students should find the solution in a small group discussion, and share their solutions with classmates in whole class discussion. So students participate in mathematics instruction actively and interact with other students about the strategies. We expect students would change their attitudes on mathematics and mathematical learning in these processes. In this study, we analyzed students' attitudes on mathematics and mathematical learning when they participated the problem-centered learning program. We found the change of students' attitudes to mathematics via problem-centered learning.

• 한국수학교육학회지시리즈A:수학교육
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• 제53권2호
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• pp.239-261
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• 2014

The purpose of this study is to analyze the influences of discussion-based learning of mathematics using smart phone application on the middle school students' mathematics learning. For this purpose, we selected 6 open problems suitable for learning mathematical reasoning and five 3rd grade middle school students as participants who expected to participate in 6 lessons of discussion-based learning of mathematics using smart phone application. From the analysis of 6 lessons, we found the following results. First, attending the lessons of discussion-based learning of mathematics using smart phone application makes students more interested in mathematics and change their mathematics learning attitudes more positively. Second, the lessons of discussion-based learning of mathematics using smart phone application facilitate students' mathematical communication with the help of various communication methods using many functions of smart phone applications. Third, the lessons of discussion-based learning of mathematics using smart phone application provide teachers with teaching-learning environment where teachers can easily give their students consultation about mathematics learning or daily life.

• East Asian mathematical journal
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• 제31권2호
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• pp.245-273
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• 2015

The purpose of this study is to investigate environmental factors that affect mathematics learning of students in multicultural families. For this study, as study subjects, eight elementary school students and one middle school student, who were born and grew up in multicultural families in Korea due to international marriage of Korean father and foreign mother, and their five mothers were selected. To examine factors affecting mathematics learning and interests of students in multicultural families, relationships with parents, friends, and teachers were surveyed, and mathematics attitude test was performed. After conducting one on one interview based on collected questionnaires and results of the attitude test, qualitative data analysis was performed. As a result of survey and interview, positive factors affecting mathematics learning of students in multicultural families included arousing interest in mathematics through mother's mathematics teaching in her mother language and direct teaching, good peer relation, teacher's compliment and encouragement, and lowering the burden of language in accordance with characteristics of mathematics course.

• 대한수학교육학회지:수학교육학연구
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• 제9권2호
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• pp.439-457
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• 1999

In this paper, we tried to find out what makes the students feel anxious to mathematics and the ways to decrease their anxiety by comparing two learning types, self-directed-learning and learning in a body, by means of continuous observation and interviews. To perform this study, two classes of self-directed-learning and other two classes of learning-in a body were chosen from the third year-students in Wando Middle School in Chollanamdo. In this study, we obtained the following results: 1. In high group in math grade, students in self-directed-learning are less anxious than students in learning-in a body. 2. In average group in math grade, students in self-directed-learning are much more anxious than students in learning-in a body. 3. In low group in math grade, both students in self-directed-learning and students in teaming-in a body feel anxious about math and there is no difference between them. 4. Anxiety about math hove positive influence on high group in math grade. 5. Anxiety about math have negative influence on average and low groups in math grade. Especially, low group students had no interests about mathematics because of their math anxiety. We observed that some students got over the math anxiety to some meaningful extent by means of interviews or appropriate advices, and became to have confidence and interests in mathematics.