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Cultural Affordance, Motivation, and Affective Mathematics Engagement in Korea and the US
이유진,Robert M. Capraro,Mary M. Capraro,Ali Bicer 한국수학교육학회 2022 수학교육연구 Vol.25 No.1
Investigating the relationship between intrinsic and extrinsic motivation and their effects on affective mathematics engagement in a cultural context is critical for determining which types of motivation promote affective mathematics engagement and the relationship with cultural affordance. The investigation in the current study is comprised of two dependent studies. The results from Phase 1 indicate that attitude and emotion are better explained by extrinsic motivation, while self-acknowledgment and value are better explained by intrinsic motivation. The results of Phase 2 indicate that the Korean sample has greater extrinsic motivation, attitude, and emotion, while the U.S. sample has greater intrinsic motivation, self-acknowledgment, and value. The key outcome for this research is that disentangling cultural affordance from the emotional and cognitive structures is impossible.
The Textbook Analysis on Probability: The Case of Korea, Malaysia and U.S. Textbooks
( Han Sunyoung ),( Rosli Roslinda ),( Capraro Robert M. ),( Capraro Mary M. ) 한국수학교육학회 2011 수학교육연구 Vol.15 No.2
"Statistical literacy" is important to be an effective citizen ([Gal, I. (2005). Towards "probability literacy" for all citizens: Building blocks and instructional dilemmas. In: G. A. Jones (Ed.), Exploring probability in school: Challenges for teaching and learning (pp. 39-63). New York: Springer]). Probability and statistics has been connected with real context and can be used to stimulate students` creative abilities. This study aims at identifying the extent that textbooks in three countries include experimental probability concepts and non-routine, open-ended, application and contextual problems. How well textbooks reflect real application situations is important in the sense that students can employ probability concepts when solving real world problems. Results showed that three textbook series did not mention experimental probability. Furthermore, all of textbooks had more routine, close-ended, knowing, and non-contextual problems.