박혜숙 Hye Sook Park , 박기양 Ki Yang Park , 김영국 Young Kuk Kim , 박규홍 Kyeo Hong Park , 박윤범 Yun Beom Park , 권혁천 Hyok Chon Kwon , 박노경 No Kyung Park , 백은정 Yeun Joung Back , 황정연 Jeong Yeon Hwang

DOI: JANT Vol.43(No.2) 115-137, 2004

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In this paper, we verified the effect and appropriateness of the scheme to cure the math. disliking disposition which is the cause of underachievement in learning. We choose 3 schools as the subject of experiment for this research. Each experiment experiment class consists of 27~30 students(underachievers) whose final test results of 1st school year in the middle school are 30~60 points. In this case, we also select some middle level students whose test results are more than 60 points for the normal experimental condition. For this research, we developed the suitable test materials to cure the mathematics disliking disposition of underachievers. We applied those test materials to the experiment schools during 2.5 months and we analysed the variation of disliking disposition, the variation of math. dislike students` number and the cure rate of the math. disliking disposition. From the results of this experimental study, we find that the factors of teacher and math recognition environment have only the significant difference of math. disliking disposition between experiment class and comparison class under the 5％ significance level in one middle school. We understand that this results caused by teachers` careful advice and guidance in that middle school. We also find that the number of student who dislike mathematics decreased in two middle schools. Furthermore 50％ of math. disliking dispositions are cured for 9 disliking factors in the lower grade group(the group of underachievers) and as a whole, we can see that 50％ of cure rate for the 7 factors of math. disliking in two middle schools. So we can understand that the experiment of our research was performed successfully in two middle schools. In this research, we find out that the scheme to cure the disliking dispositions for the factors of math. disliking depends on the factors of teacher who take charge of cure. So teachers must take interest in and must have careful concem to students and their math. disliking.

정인철 In Chul Jung

DOI: JANT Vol.43(No.2) 139-149, 2004

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This study was initiated by the idea to help students to be more ideally educated following the 7th curriculum that seeks the proactive students along with creativity for the 21st century. Mind-map was the main tool throughout the study and this was performed to find answers for the following questions : 1) to examine how students` drawing a mind-map affects their mathematical tendency or emotional aspects (motivation for study, interest, etc); 2) to investigate the types and characteristics of mind-maps that students draw; 3) to analyze advantages and obstacles that they experience during the process of drawing a mind-map and provide some suggestions for overcoming them. The research shows that students were highly motivated by the drawing a mind-map. There are types of mind-maps: tree shape and radial shape, and each shape has its own advantages. But the more important factor for being a good mind-map is where and how each concept is located and connected. Although it is true that drawing a mind-map helped students to see the bigger structure of what they learned, but there are several hardships taken care of. The study suggests to extend the experiment to various levels of students and diverse contents.

박정 Chung Park , 박경미 Kyung Mee Park

DOI: JANT Vol.43(No.2) 151-162, 2004

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For the past several years, performance assessment has been widely used by mathematics teachers. The superiority of performance assessment items compare to multiple choice items has been discussed by many researchers, however these discussions tend to be lack of empirical data. Thus, this study aims to examine the effectiveness of free response items in comparison with multiple choice items. Using the information function in Item Response Theory(IRT), item information of free response items and multiple choice items from the Third Intemational Mathematics and Science Study-Repeat(TIMSS-R) were obtained and compared. Test informations of the whole mathematics area as well as each content area of mathematics were computed. On average, free response items yielded more information than multiple choice items, especially in measurement and data interpretation. This study also revealed that free response items estimated students` mathematics ability more accurately than multiple choice items with smaller number of items.

고상숙 Sang Sook Koh , 이석현 Seuk Hyun Lee

DOI: JANT Vol.43(No.2) 163-175, 2004

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We believe new assessment strategies and practices need to be developed that will enable teachers and others to assess students` performance in a manner that reflect the 7th Korean curriculum reform vision for school mathematics. This research was conducted to develop the assessment tasks based on the current literatures such as National Council of Teachers of Mathematics (1999) and Korea Institute of Curriculum & Evaluation(KICE, 2002, 2003) in quadratic functions of the secondary school and to find the effect of these tasks by classifying students` responses. The research instrument were composed of three criteria, the previous knowledge, the application of quadratic functions, and the general properties in functions. The research data were collected from 32 high school students in a suburb of Seoul and sorted by their similarities and differences in mathematical understanding. Through the research, we could know more than ever before about how the students learned mathematics and about how to improve teachers` mathematical instruction.

김화경 Hwa Kyung Kim , 조한혁 Han Hyuk Cho

DOI: JANT Vol.43(No.2) 177-186, 2004

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In this paper, we introduce new functional definitions for school geometry based on DGS (dynamic geometry system) teaching-learning environment. For the vertices forming a geometric figure, we first consider the relationship between the independent vertices and dependent vertices, and using this relationship and educational considerations in DGS, we introduce functional definitions for the geometric figures in terms of its independent vertices. For this purpose, we design a new DGS called JavaMAL MicroWorld. Based on the needs of new definitions in DGS environment for the student`s construction activities in learning geometry, we also design a new DGS based geometry curriculum in which the definitions of the school geometry are newly defined and reconnected in a new way. Using these funct onal definitions, we have taught the new geometry contents emphasizing the sequential expressions for the student`s geometric activities.

김주아 Joo Ah Kim , 남궁지영 Jee Yeong Namgung , 강상진 Sang Jin Kang

DOI: JANT Vol.43(No.2) 187-197, 2004

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The present study investigated the effects of school and student background variables on academic achievement through analyzing Korean data from the OECD`s Programme for International Student Assessment(PISA) which had been administered in 2000. The regression analysis was used to analyze the data, responses of 2,769 students(1,545 boys and 1,221 girls). Results of regression analysis were that 5.5％ of process variables was accounted for by student variables and 0.3％ of process variables was accounted for by school variables. So we try to find many other process variables which effect math achievements.

차인숙 In Sook Cha , 한정순 Jeong Soon Han

DOI: JANT Vol.43(No.2) 199-210, 2004

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This study investigates 55 preservice secondary mathematics teachers` situational understanding of functional relationship. Functional thinking is fundamental and useful because it develops students` quantitative thinking about the world and analytical thinking about complex situations through examination of the relations between interdependent factors. Functional thinking is indispensable for understanding natural phenomena, for investigation by science, and for the technological inventions in engineering and navigation. Therefore, it goes without saying that teachers should be able to represent and communicate about various functional situations in the course of teaching and learning functional relationships to develop students` functional thinking. The result of this study illustrates that many preservice teachers were not able to appropriately represent and communicate about various functional situations. Additionally, it shows that most preservice teachers have limited understanding of the value of teaching function.