On freshmen`s academic achievements of college mathematics and the efficient methods of education
김병학 Byung Hak Kim , 김재웅 Jae Woong Kim , 김지윤 Jiyun Kim
31(1) 115, 2017
김병학 Byung Hak Kim , 김재웅 Jae Woong Kim , 김지윤 Jiyun Kim
DOI: JANT Vol.31(No.1) 115, 2017
The university entrance examination in deeply related to high school education, adaptation and study ability in university. In this point of view, we investigate the scholastic achievement to the Calculus 1,2, linear algebra and differential equation from academic year 2006 to 2016. The above four subjects contain elementary and essential contents to study for science and engineering major in university. We compare and analyse the data of scholastic achievement and system of various university entrance examination, and we discuss and propose the methods of improvements for adaptation to each major field and study ability.

A Case analysis on the treatment of mathematics anxiety utilizing a program to change students` thought of mathematics
박해성 Park Hae Soung , 조완영 Cho Wan Young
31(1) 1748, 2017
박해성 Park Hae Soung , 조완영 Cho Wan Young
DOI: JANT Vol.31(No.1) 1748, 2017
This case study examined mathematics anxiety of a public high school sophomore who was unable to perform well in mathematics but later overcame his fear of mathematics. In this study, he showed high levels of mathematics anxiety in the assessment tools that evaluate mathematical anxiety factors. Cognitive and behavior treatments were carried out to alleviate his anxiety. First, cognitive treatments that were implemented include: understanding his own problems, writing down his thoughts on a record sheet, and changing intermediate and core beliefs. This paper explored cognitive and affective changes and reactions during the treatment process. Second, behavioral treatments that were conducted include: the dividedpage method and peer tutoring. The dividedpage technique involves the test subject to write down and solve his problems on a note to see what kind of cognitive and affective changes occur during the process. This paper also explored how Suchul, an overly competitive student, changed and reacted cognitively and affectively through peer tutoring. The results revealed that Suchul`s exam anxiety, as well as other factors, has decreased. Moreover, he regained his selfconfidence by solving math problems that he had felt difficult. His competitive attitude also has turned into a cooperative and thoughtful one.

Multigroup Generalizability Analysis of Creative Attitude ScaleKorea for Mathematically Gifted and General Students in Middle Schools
김성연 Sungyeun Kim
31(1) 4970, 2017
김성연 Sungyeun Kim
DOI: JANT Vol.31(No.1) 4970, 2017
The purpose of this study was to investigate the relative influence of multiple error sources and to find optimal measurement conditions that obtain a desired level of reliability of a creative attitude test in mathematical creativity. This study analyzed the scores of the Creative Attitude ScaleKorea allowed to access publicly of 125 general students and 109 mathematically gifted students by performing a multivariate generalizability analysis. The main results were as follows. First, based on reliability, the Creative Attitude ScaleKorea was measured less precisely for mathematically gifted students. On the contrary, based on the conditional standard error of measurement, it was measured less precisely for general students. However, the Creative Attitude ScaleKorea showed strong reliability in both groups. Second, the optimal weights should adjust to .3, .3, .4 in mathematically gifted students and .4, .4, .2 in general students with three scoring components of divergent attitude, problem solving attitude, and convergent attitude based on the maximum reliability. Third, to approach desirable reliability, it is possible to use one component of divergent attitude in general students but three components of divergent attitude, problem solving attitude, and convergent attitude in mathematically gifted students. Finally this study proposed application plans for the Creative Attitude ScaleKorea and future directions of research.

A study on understanding of Taylor series
오혜영 Oh Hyeyoung
31(1) 7184, 2017
오혜영 Oh Hyeyoung
DOI: JANT Vol.31(No.1) 7184, 2017
Taylor series has a complicated structure comprising of various concepts in college major mathematics. This subject is a strong tool which has usefulness and applications not only in calculus, analysis, and complex analysis but also in physics, engineering etc., and other study. However, students have difficulties in understanding mathematical structure of Taylor series convergence correctly. In this study, after classifying students` mathematical characteristic into three categories, we use structural image of Taylor series convergence which associated with mathematical structure and operation acted on that structure. Thus, we try to analyze the understanding of Taylor series convergence and present the results of this study.

Difficulty of understanding and using the number line by Elementary school students
김양권 Kim Yang Gwon , 홍진곤 Hong Jinkon
31(1) 85101, 2017
김양권 Kim Yang Gwon , 홍진곤 Hong Jinkon
DOI: JANT Vol.31(No.1) 85101, 2017
The purpose of this study is to investigate how elementary school students understand and use the number line relating number concept and what is the main problem in the learning process. For the efficient achievement of this purpose, we investigated how the number line metaphor is related to the number concept and considered the role of the number line on Freudenthal`s number concept teaching theory. The test conducted to find the degree of understanding and difficulty on using the number line by actual elementary school students consisted of two questions; to find appropriate number corresponding to the given number on the number line and to identify contents of chapters about the use of number line on each grade. It was found that many students couldn`t solve the problem represented by the number line though they could solve the problem represented by other ways such as number track and pictures. The only difference between the two problems was the way of representation, and they had same contents and structure. This study tried to figure out the meaning of this phenomenon. Also, by using various teachinglearning method (number track, pictures, empty number line, and double number line etc.), this study was aimed to provide the way to help learning `related number concept` and to solve the difficulty on understanding the number line.

An Exploration of Cognitive Demand Level in MiC Textbook based on the Tasks of `Data Analysis and Probability`
황혜정 Hwang Hye Jeang , 정지혜 Jeong Ji Hye
31(1) 103123, 2017
황혜정 Hwang Hye Jeang , 정지혜 Jeong Ji Hye
DOI: JANT Vol.31(No.1) 103123, 2017
Mathematical tasks in general introduce and deal with reallife situations, and they derive to students` thinking fluently in solving the given tasks. The tasks might be considered as an important and significant factor to lead a successful mathematical teaching and learning situation. MiC Textbook is a representative one showing such good examples and tasks. This study explores concretely and in detail the cognitive demand level of mathematical tasks, by the subject of MiC Textbook. To accomplish this, this study is to reconstruct more elaborately the analysis framework developed by Hwang and Park in 2013. The framework basically was set up utilizing `the cognitive demand level` suggested by Stein, et, al. The cognitive demand level is divided into two levels such as low level and high level. The low level is comprized of two elements such as Memorization Tasks(MT), Procedures Without Connections Tasks(PNCT), and high level is Procedures With Connections Tasks(PWCT), and Doing Mathematics Tasks(DMT). This study deals with the tasks on the area of `data analysis and statistics` in MiC 1, 2, 3 level Textbook. As a result, mathematical tasks of MiC Textbook led learners to deal with and understand mathematical content for themselves, and furthermore to do leading roles for checking and reinforcing the content. Also, mathematical tasks of MiC Textbook are comprized of the tasks suitable to enhance mathematical thinking ability through communication. In addition, mathematical tasks of MiC Textbook tend to offer more learning opportunity to learners` themselves while the level of MiC Textbook is going up.

The Effects of MathematicsCentered STEAM Program on Middle School Students` Interest in STEM Career and Integrated Problem Solving Ability
한혜숙 Han Hyesook
31(1) 125147, 2017
한혜숙 Han Hyesook
DOI: JANT Vol.31(No.1) 125147, 2017
The purpose of this study was to investigate the effects of mathematicscentered STEAM program which was operated in free semester system classes on middle school students` interest in science, technology/engineering, and mathematics(STEM) career and integrated problem solving ability. The study was conducted with 40 first graders in a middle school for 12 weeks using mathematicscentered STEAM program developed for the use of free semester system classes by the support of the Ministry of Education/KOFAC in 2016. According to the results of STEM career interest survey, mathematicscentered STEAM program was effective for improving middle school students` interest in STEM career. And it was also effective in the development of students` integrated problem solving ability.

Mathematics Textbook in Korea (18802016)
이상구 Sanggu Lee , 이재화 Jae Hwa Lee , 김영구 Yeunggu Kim , 이강섭 Kang Sup Lee , 함윤미 Yoonmee Ham
31(1) 149177, 2017
이상구 Sanggu Lee , 이재화 Jae Hwa Lee , 김영구 Yeunggu Kim , 이강섭 Kang Sup Lee , 함윤미 Yoonmee Ham
DOI: JANT Vol.31(No.1) 149177, 2017
Since modern mathematics textbooks were introduced in the late 19th century Korea, arithmetic experts started to teach modern mathematics using Arabic numerals at village schools and churches. After the Gabo Education Reform of 1894, western mathematics education was included in public education and the mathematics textbooks began to be officially published. We explored most of Korean mathematics textbooks from 1895 to 2016 including the changes of mathematics curriculum through 18851905, 19051910, 19111945, 19451948, 19481953, 19541999, and 20002016. This study presents the characters of modern mathematics textbooks of Korea since 1885.
