Analysis of Recognition and Needs for Parents in Elementary, Middle, and High Schools for Mathematics Education
이형주 Lee¸ Hyeung Ju , 김형식 Kim¸ Hyeongsik , 고호경 Ko¸ Ho Kyoung
35(3) 213231, 2021
이형주 Lee¸ Hyeung Ju , 김형식 Kim¸ Hyeongsik , 고호경 Ko¸ Ho Kyoung
DOI: JANT Vol.35(No.3) 213231, 2021
This study is intended to investigate contents related to parents' perception and satisfaction level of school mathematics curriculum. Based on the results, this study intended to deduce implications for mathematics education in schools, child education, and parent education. According to the result of the survey, the more positively the parents perceived the value of the mathematics learning, the more positively the child perceived, and the higher the parent's participation rate in mathematicsrelated education was. In terms of perception of teaching and learning activities, it showed that the willingness to participate in educational programs was lower for the parents of middle and high school students than the parents of elementary school students and the parents of elementary school students also showed higher satisfaction level of school mathematics curriculum. parents have perceived the necessity of teaching and mathematics education to develop artificial intelligence or data analysis skills. It was also found that the parents of middle and high school students’ participation experience in education had an effect on the satisfaction level of their children's math teacher's class preparedness. Parents perceived positively to how pragmatic mathematics curriculum can be and provided answers to what they wish in specific mathematics classes in learning methods and future mathematics learning. As this is for educational experts to consider much indepth in the future, this study suggested the need for diverse parents’ education related to mathematics including the expansion of mathematics education with parents’ participation, the creation of a mathematics learning environment for future mathematics learning.

Development of Mathematics Anxiety Scale for Middle School Students & its Validity
옥보명 Ok¸ Bomyoung , 이창연 Lee¸ Chang Yeon , 류병국 Ryoo¸ Byeong Kook
35(3) 233255, 2021
옥보명 Ok¸ Bomyoung , 이창연 Lee¸ Chang Yeon , 류병국 Ryoo¸ Byeong Kook
DOI: JANT Vol.35(No.3) 233255, 2021
The purpose of this study is to develop math anxiety scale for middle school students for planning and implementing math anxiety treatment programs. In this study, we describe the process of developing and validating math anxiety scale for middle school students and detailing exploratory factor analysis and confirmatory factor analysis to verify construct validity. As a result of the study, we developed the Math Anxiety Scale for Middle School Students (MASSM) of 30 items with four factors: mathematical curriculum content, mathematical attitude, mathematical test, and environment. As a math anxiety factor for middle school students, MASSM was developed, which includes mathematical anxiety factors such as mathematical test factor and environmental factor, especially mathematical curriculum content factor describing mathematical treatment, and mathematical attitude factor describing psychological treatment. MASSM, derived from this study, is a standardized scale for measuring math anxiety in middle school students and is expected to serve as the basis for maintaining consistency in research on math anxiety in middle school students and developing programs to treat math anxiety in middle school students.

Prospective Teachers' Noticing about Concept of Variables
조형미 Cho¸ Hyungmi , 이은정 Lee¸ Eunjung
35(3) 257275, 2021
조형미 Cho¸ Hyungmi , 이은정 Lee¸ Eunjung
DOI: JANT Vol.35(No.3) 257275, 2021
This study investigated the prospective teacher’s noticing of students’ mathematical thinking from the perspective of how the prospective teacher pays attention to, interprets, and responds to the student’s responses related to variables. The prospective teachers were asked to infer the students' thinking from the variables related to the tasks and suggest feedback accordingly. An analysis of the responses of 26 prospective teachers showed that it was not easy for prospective teachers to pay attention to the misconception of variables and that some of them did not make proper interpretations. Most prospective teachers who did not attend and interpret were found to have failed to provide an appropriate response due to a lack of overall understanding of variables. even though prospective teachers who did proper attend and interpret were found to have failed to respond appropriately due to a lack of empirical knowledge, even with proper attention and interpretation.

The Effects of OpenEnded Mathematical Problem Solving Learning on Mathematical Creativity and Attitudes of Elementary Students
서영민 Seo¸ Youngmin , 박만구 Park¸ Mangoo
35(3) 277293, 2021
서영민 Seo¸ Youngmin , 박만구 Park¸ Mangoo
DOI: JANT Vol.35(No.3) 277293, 2021
The purpose of this study was to find out how problem solving learning with openended mathematics problems for elementary school students affects their mathematical creativity and mathematical attitudes. To this end, 9 problem solving lessons with openended mathematics problems were conducted for 6th grade elementary school students in Seoul, The results were analyzed by using ISTATistics program to preand post ttest. As a result of the study, problem solving learning with openended problems was effective in increasing mathematical creativity, especially in increasing flexibility and originality, which are subelements of creativity. In addition, problem solving learning with openended problems has helped improve mathematical attitudes and has been particularly effective in improving recognition needs and motivation among subfactors. In problem solving learning with openended problems, students were able to share various responses and expand their thoughts. Based on the results of the study, the researchers proposed that it is necessary to continue the development of quality materials and teacher training to utilize mathematical problem solving with openended problems at school sites.

The Effects of MathematicsCentered STEAM Program on Mathematical Modeling Ability of First Grade Students in Middle School
김미경 Kim¸ Mikyung , 한혜숙 Han¸ Hyesook
35(3) 295322, 2021
김미경 Kim¸ Mikyung , 한혜숙 Han¸ Hyesook
DOI: JANT Vol.35(No.3) 295322, 2021
This study was conducted for one semester through one group pretestposttest design with 49 firstyear middle school students to explore the effects of mathematicscentered STEAM class experiences on students’ mathematical modeling abilities. The main results of this study are as follows: First, the results of the pre and postmathematical modeling ability tests showed that the average score of posttest was improved compared to the pretest, and that the experiences of mathematicscentered STEAM classes provided in this study had a positive effect on improving the mathematical modeling ability of firstyear middle school students. Second, STEAM classes were more effective in solving mathematical modeling problems that require students’ creative and divergent thinking. Third, the content analysis of student responses for each subquestion showed that STEAM classes were especially more helpful in activating students' mathematical model construction and validating steps.

Comparison of Middle School Students’ Similarities Revealed in the Process of Word Problems Solving According to Covariational Reasoning
마민영 Ma¸ Minyoung
35(3) 323340, 2021
마민영 Ma¸ Minyoung
DOI: JANT Vol.35(No.3) 323340, 2021
The purpose of this case study is to explore the similarities revealed in the process of solving and generalizing word problems related to systems of linear equations in two variables according to covariational reasoning. As a result, student S, who reasoned with coordination of value level, had a static image of the quantities given in the situation. student D, who reasoned with smooth continuous covariation level, had a dynamic image of the quantities in the problem situation and constructed an invariant relationship between the quantities. The results of this study suggest that the activity that constructs the relationship between the quantities in solving word problems helps to strengthen the mathematical problem solving ability, and that teaching methods should be prepared to strengthen students’ covariational reasoning in algebra learning.

A Case Study on the Satisfaction of Mathematics Online Class and its Relationship with Mathematical Learning in Corona19
김홍겸 Kim¸ Hongkyeom
35(3) 341358, 2021
김홍겸 Kim¸ Hongkyeom
DOI: JANT Vol.35(No.3) 341358, 2021
Corona, which first broke out in 2020, has caused many changes in many parts of society. Education was not an exception to this change. Teachers had to prepare online classes and students were asked to participate in it without sufficient preparation. Regarding online learning, many studies, in the field of developing teaching module and material or observing the satisfaction of online class, were conducted but there was no study based on how online class is happening in school. Therefore, this study was to investigate the current situation and satisfaction of online class for high school students and explored the relationship between subelements of mathematics learning and the level of satisfaction of online learning. As a result, mathematics online class was generally conducted in the form of realtime interactive classes and students felt a little satisfied with it. However, some conflicting opinions were expressed on the continuation of mathematics online learning. In addition, the study found that the higher level of satisfaction students have with online class, the difference appears in the subelements of learning mathematics such as values of mathematics, and motivation to learn, willingness to learn mathematics, learning strategies according to the safisfactory level of online class.
