A study on the correlation between mathematics anxiety and mathematics achievement in high school students
유경훈 Lew Kyounghoon , 황선욱 Hwang Sunwook
58(3) 337346, 2019
유경훈 Lew Kyounghoon , 황선욱 Hwang Sunwook
DOI: JANT Vol.58(No.3) 337346, 2019
The purpose of this paper is to investigate the differences of the mathematics anxiety and mathematical achievement of high school students according to gender and grade, and to find out which mathematics anxiety causes have more influence on mathematical achievement and how much it is. The subjects of this study consist of 459 students selected for a class of unit, in high schools located in Seoul, Korea. Huh(1996)'s Mathematics Anxiety Scale was used. The collected data were analyzed by using the 24.0 SPSS program. The data were also tested by using the ttest, correlation and multiple regression. The major results of this study were as follows: Firstly, there was no difference in mathematics score according to gender, but mathematics anxiety was higher in girl students. Mathematics score and mathematics anxiety have significantly related each other. Boy students' mathematics scores were significantly explained by interest, Mathematical Achievement factor, and mathematical confidence factor. For girl students, mathematics achievement factor, interest were the significant predictors. Secondly, mathematical anxiety and mathematics scores were correlated in the first and third grades, and the variables that predict mathematics scores significantly in all grades were interest. *

An analysis of preservice mathematics teachers’ reading of curriculum materials: Focused on conditional probability
구나영 Ku Nayoung , 탁병주 Tak Byungjoo , 최인용 Choi Inyong , 강현영 Kang Hyunyoung
58(3) 347365, 2019
구나영 Ku Nayoung , 탁병주 Tak Byungjoo , 최인용 Choi Inyong , 강현영 Kang Hyunyoung
DOI: JANT Vol.58(No.3) 347365, 2019
It is important to pay attention to how teachers recognize and use curriculum materials in order to link written curriculum and enacted curriculum. In this study, 90 preservice mathematics teachers were surveyed to identify their perspective and reading of curriculum materials. Especially, we focused on the curriculum documents, textbooks, and teachers’ guidebooks containing the concept of conditional probability which is addressed in highschool mathematics curriculum. The various misconceptions of conditional probability were reported in the many researches, and there are multiple methods to introduce conditional probability in mathematics classes.
As a result, curriculum materials have some limits to be used as they are and considered to be reconstructable by participants, but their curriculum reading were mainly classified to be descriptive and evaluative, not to be interpretive. However, unlike curriculum documents, textbooks and teachers’ guidebooks were partially interpreted by participants using their knowledge of conditional probability.
The purpose of this study is to investigate the profession of mathematics teachers in terms of curriculum implementation. We expect that this study will provide a basic framework for analyzing mathematics teachers’ works and suggest some implications for the professional development of mathematics teachers.

An analysis of U.S. preservice teachers’ modeling and explaining 0.14m^{2}
이지은 Lee Jieun , 임웅 Lim Woong
58(3) 367381, 2019
이지은 Lee Jieun , 임웅 Lim Woong
DOI: JANT Vol.58(No.3) 367381, 2019
This investigation engaged elementary and middle school preservice teachers in a task of modeling and explaining the magnitude of 0.14m^{2} and examined their responses. The study analyzed both successful and unsuccessful responses in order to reflect on the patterns of misconceptions relative to preservice teachers’ prior knowledge. The findings suggest a need to promote opportunities for preservice teachers to make connections between different domains through meaningful tasks, to reason abstractly and quantitatively, to use proper language, and to refine conceptual understanding. While mathematics teacher educators (MTEs) could use such mathematical tasks to identify the mathematical content needs of preservice teachers, MTEs generally use instructional time to connect content and pedagogy. More importantly, an early and consistent exposure to a combined experience of mathematics and pedagogy that connects and deepens key concepts in the program’s curriculum is critical in defining the important content knowledge for K8 mathematics teachers.

A study on the development of integrated class data using the mathematical linkage found in the study of Mendel (1865)
이동근 Lee Dong Gun
58(3) 383401, 2019
이동근 Lee Dong Gun
DOI: JANT Vol.58(No.3) 383401, 2019
This study started with the idea that it is necessary to focus on common concepts and ideas among the subjects when conducting integrated education in high school. This is a preliminary study for developing materials that can be taught in mathematics in the context of already learning scientific concepts in high school. For this purpose, Mendel 's law of genetics was studied among the contents of biological subjects which are known to have relatively little connection with mathematics. The more common links between the two subjects are, the better, in order to integrate math and other subjects and develop materials for teaching. Therefore, in this study, we investigated not only the probability domain but also the concept of statistical domain. We have been wondering if there is a more abundant idea to connect between 'Mendel's law' and 'probability and statistics'. Through these anxieties, we could find that concepts such as 'likely equality' and 'permutation and combination' including 'a large number of laws' can be a link between two subjects. Based on this, we were able to develop class materials that correspond to classes. This study is expected to help with research related to development of integrated education support materials, focusing on mathematics.

A study on the comparative analysis of the graph introduced newly in the seventh grade mathematics textbook and on the investigation of the degree of the learning satisfaction
황혜정 Hwang Hye Jeang , 김혜지 Kim Hye Ji
58(3) 403422, 2019
황혜정 Hwang Hye Jeang , 김혜지 Kim Hye Ji
DOI: JANT Vol.58(No.3) 403422, 2019
As the informal graph was introduced newly in the area of function in middle school mathematics curriculum revised in 2015, ten publishing company became to have a concern on how to represent the graph content uniquely and newly. At this time, it may be meaningful and useful to compare and analyze the content of the graph unit shown on each textbook published by publishing companies. To accomplish this, on fundamentally the basis of diverse prior researches this study tried to select the elements of expression and interpretation of the graph and establish an analytic frameworks of expression and interpretation of the graph respectively. This study executed the frequency analysis and cross analysis by textbook system, textbook, and the number of the graph drawn on a coordinate plane on the representation and interpretation of the graph. As a result, the textbook contains more items on interpretation than the representation of the graph, and students showed a learning effect on the graph unit but showed a neutral response to the impact of learning. This basic and essential paper shed light on developing the practical and more creative textbook which has diversity and characteristic respectively, while adjusting the scope of the elements of the graph’s representations and interpretations and providing proper level and quality content.

A research on mathematics teachers’ perceptions of mathematics education
김소민 Kim Somin , 김홍겸 Kim Hongkyeom
58(3) 423442, 2019
김소민 Kim Somin , 김홍겸 Kim Hongkyeom
DOI: JANT Vol.58(No.3) 423442, 2019
Stepping into the beginning of the fourth industrial revolution, we need new mathematics education plans and policies to foster talent in people for future. Investigating the present condition and teachers’ perceptions of mathematics education in schools is an essential process in making mathematics education plans and policies that reflect the periodical changes and social needs. Thus, we developed a survey to investigate teachers’ perceptions and present condition of mathematics education, conducted the survey for teachers in elementary, middle, and high schools, and analyzed the results of the survey. In this study, focusing on the results of the survey, we interpreted the results and provided implications for mathematics educational policies. Through frequency analysis of individual questionnaires and crosstabulation analysis between questionnaires, we could provide mathematics teachers’ overall perceptions of mathematics education and basic information on the conditions of mathematics education in the schools. In addition, the findings of this study suggest that policymakers should consider the followings when developing new mathematics education plans and policies: having the proper number of students per class, reducing nonteaching work, supporting teachers’ expertise in evaluation, improving Internet access and technology equipment, supporting the school administrators’ change of perceptions of mathematics education, retraining teachers in the active use of ICT or technological tools, and supporting students having difficulty learning mathematics.

Preservice mathematics teachers’ perceptions on mathematical modeling and its educational use
한선영 Han Sunyoung
58(3) 443458, 2019
한선영 Han Sunyoung
DOI: JANT Vol.58(No.3) 443458, 2019
Mathematical modeling has been a crucial topic in mathematics education as students’ problem solving competency are regarded as a core skill for future society. Despite of the importance of mathematical modeling in school mathematics, there have been very limited studies relating preservice teachers’ knowledge and perceptions on mathematical modeling. In this vein, this study aimed to investigate peservice mathematics teachers’ perceptions on mathematical model, mathematical modeling and educational use of mathematical modeling, and their relationships. The current study utilized a survey consisted of 18 items. The responses of 210 preservice mathematics teachers to the survey items were quantitatively analyzed using descriptive statistics, analysis of variance, exploratory and confirmatory factor analysis, the structural equation model, and multi group analysis. The results of analysis of variance revealed that preservice teachers in difference groups (majors, grades, and experiences with mathematical modeling) showed statistically significant differences in mean values. Moreover, according to the results from the structural equation modeling analysis, preservice mathematics teachers’ perceptions on mathematical model and modeling affected their perceptions on educational use of mathematical modeling. In addition, depending on their preexperiences with mathematical modeling, preservice teachers represented a different relationship between perceptions on mathematical modeling and educational use of mathematical modeling. Implications for future studies and mathematics classrooms were discussed.

Analyzing seventh graders’ statistical thinking through statistical processes by phases and instructional settings
김가영 Kim Ga Young , 김래영 Kim Rae Young
58(3) 459481, 2019
김가영 Kim Ga Young , 김래영 Kim Rae Young
DOI: JANT Vol.58(No.3) 459481, 2019
This study aims to investigate students’ statistical thinking through statistical processes in different instructional settings: Teachercentered instruction vs. studentcentered learning. We first developed instructional materials that allowed students to experience all the processes of statistics, including data collection, data analysis, data representation, and interpretation of the results. Using the instructional materials for four classes, we collected and analyzed the data from 57 seventh graders’ discourse and artifacts from two different instructional settings using the analytic framework generated on the basis of literature review. The results showed that students felt difficulty particularly in the process of data collection and graph representations. In addition, even though data description has been heavily emphasized for data analysis in statistics education, it is surprisingly discovered that students had a hard time to understand the relationship between data and representations. Also, there were relationships between students’ statistical thinking and instructional settings. Even though both groups of students showed difficulty in data collection and graph representations of the data, there were significant differences between the groups in terms of their performance. Whereas students from studentcentered learning class outperformed in making decisions considering verification and justification, students from teachercentered lecture class did better in problems requiring accuracy than the counterpart. The results from the study provide meaningful implications on developing curriculum and instructional methods for statistics education.
