배미희 Mihui Bae , 임웅 Woong Lim

DOI: JANT Vol.63(No.1) 1-18, 2024

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This study aims to analyze low-performing high school students’ difficulties in constructed response (CR) mathematics assessments and explore ways to use writing activities to support student learning. The participants took CR assessments, engaged in guided writing activities across 15 lessons, and provided responses to our interviews. The study identified 20 types of student difficulties, which were sorted into two main categories: “mathematical difficulties” and “CR difficulties.” The difficult nature of mathematics as a school subject included a lack of understanding of mathematical concepts, students’ difficulty with mathematical symbols and notations, and struggles with word problems. Challenges specific to CR assessments included students’ difficulties arising from the testing conditions unlike those of multiple-choice items, and included issues related to constructing appropriate responses and psychological barriers. To address these challenges in CR assessments, the study conducted guided writing activities as an intervention, through which six themes were identified: (1) internalization of mathematical concepts, (2) mathematical thinking through relational understanding, (3) diverse problem-solving methods, (4) use of mathematical symbols, (5) reflective thinking, and (6) strategies to overcome psychological barriers.

김래영 Rae Yeong Kim , 한수연 Sooyun Han

DOI: JANT Vol.63(No.1) 19-33, 2024

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This study investigates longitudinal patterns in middle school students’ mathematics interest and achievement using panel data from the 4th to 6th year of the Gyeonggi Education Panel Study. Results from the multivariate growth mixture model confirmed the existence of heterogeneous characteristics in the longitudinal trajectory of students’ mathematics interest and achievement. Students were classified into four latent classes: a low-level class with weak interest and achievement, a high-level class with strong interest and achievement, a middle-level-increasing class where interest and achievement rise with grade, and a middle-level-decreasing class where interest and achievement decline with grade. Each class exhibited distinct patterns in the change of interest and achievement. Moreover, an examination of the correlation between intercepts and slopes in the multivariate growth mixture model reveals a positive association between interest and achievement with respect to their initial values and growth rates. We further explore predictive variables influencing latent class assignment. The results indicated that students’ educational ambition and time spent on private education positively affect mathematics interest and achievement, and the influence of prior learning varies based on its intensity. The perceived instruction method significantly impacts latent class assignment: teacher-centered instruction increases the likelihood of belonging to higher-level classes, while learner-centered instruction increases the likelihood of belonging to lower-level classes. This study has significant implications as it presents a new method for analyzing the longitudinal patterns of students’ characteristics in mathematics education through the application of the multivariate growth mixture model.

한수연 Sooyun Han

DOI: JANT Vol.63(No.1) 35-61, 2024

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The purpose of this study is to examine changes in Korean middle school students’ affective attitudes toward mathematics over the past 5 cycles of TIMSS. To this end, we first analyzed the changes in students’ affective attitudes towards mathematics in five major countries, and then analyzed the changes in Korean students’ affective attitudes toward mathematics by item. As a result of the study, there were positive changes in Korean students’ interest, confidence, and value perception of mathematics during the recent 5 cycle of TIMSS. Korean male students’ affective attitude toward mathematics is higher than that of female students, and the gender gap has been increasing recently. There was a large difference in the affective attitudes toward mathematics among Korean students, depending on their achievement level, and in particular, the affective attitudes toward mathematics of students at the lower achievement level remained significantly low. Item-level analysis revealed a decrease in Korean students’ awareness of the necessity of mathematics in daily life. Based on these results, we discussed the implications for cultivating Korean students’ affective attitudes. It is hoped that the results of this study will be meaningfully used as basic data for examining the performance of mathematics education in Korea and contribute to developing measures to foster students’ positive attitudes toward mathematics.

최윤정 Yun-jung Choi , 오영석 Young-seok Oh , 김동중 Dong-joong Kim

DOI: JANT Vol.63(No.1) 63-83, 2024

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The purpose of this study is to analyze the mathematical connection components of the tasks included in the trigonometric ratio unit of 3rd grade middle school textbook based on the 2015 revised mathematics curriculum and investigate teachers' perceptions and practical measures regarding these components. To this end, we analyzed the characteristics of mathematical connection tasks included in the trigonometric ratio units in nine types of 3rd grade middle school mathematics textbooks, and we conducted a questionnaire survey and interviews with one in-service math teachers in pre interview and with two in-service math teachers in this interview to investigate their perceptions and practical measures. As a result of the study, the number of tasks with external connection in the trigonometric ratio unit were less than those of internal connection. In addition, in terms of teachers' perceptions and practical measures, the perspective of analyzing tasks with mathematical connections varied depending on the teacher's perspective, and the practical measures varied accordingly. These findings are significant in that they reveal the relationship between mathematical tasks, teacher perceptions and measures to foster effectively students' mathematical connections.

김은현 Eun Hyun Kim , 김래영 Rae Young Kim

DOI: JANT Vol.63(No.1) 85-104, 2024

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This study aims to analyze the mathematics items of the 2013-2024 elementary school teacher employment tests in order to identify the knowledge and characteristics required to teach mathematics, and discuss the future direction of improvement of the elementary school teacher employment tests. By using the revised analytical framework of TEDS-M, we found that the proportion of MCK and MPCK differed from year to year and MPCK was relatively dominant. We also observed that the items were heavily focused on particular knowledge domains, cognitive processes, and levels within MCK and MPCK, and a shortage of items desigend to asseess knowledge in the field of assessments and the ability to engage in higher-order thinking. The results from this study suggest the future direction of improvement of the elementary school teacher employment test to evaluate teacher knowledge and ability necessary in an increasingly diverse society.

황지남 Jinam Hwang , 이유진 Yujin Lee

DOI: JANT Vol.63(No.1) 105-122, 2024

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This study analyzed the research trends of 101 articles published in prominent international mathematics education journals over 24 years from 2000, when NCTM’s recommendation emphasizing argumentation was released, until September 2023. We first examined the overall trend of argumentation research and then analyzed representative research topics. We found that students were the focus of the studies. However, several studies focused on teachers. More studies were examined in secondary school than in elementary school, and many were conducted in argumentation in classroom contexts. We also found that argumentation research is becoming increasingly popular in international journals. The representative research topics included ‘teaching practice,’ ‘argumentation structure,’ ‘proof,’ ‘student understanding,’ and ‘student reasoning.’ Based on our findings, we could categorize three perspectives on argumentation: formal, contextual, and purposeful. This paper concludes with implications on the meaning and role of argumentation in Korean mathematics education.