정의적인 측면에서 한국과 미국 학생들의 수학학습에 대한 생각의 비교 분석 = Korean Students' Attitudes and Other Affective Variables in Mathematics Learning as Compared to the U. S. Students

다국어 초록 (Multilingual Abstract)

An international study of students' learning of mathematics provides a unique opportunity to take a step forward and obtain a broader insight into teaching and learning mathematics in one's own country. However, in Korea it is hard to find such a study which researches in detail students' attitude towards mathematics. The present study was implemented primarily to investigate how Korean junior high school (8th grade) students think about mathematics learning and to measure their attitudes towards mathematics using the sam e instruments developed in SIMS. But, it was considered to be valuable and interesting to compare Korean and American student attitudes towards mathematics using the same instruments used in SIMS together with the international results reported in SIMS for reference. (Twenty countries participated in the SIMS study. the U. S. A. participated but Korea.)
On everage, over 60 percents of Korean students believe that the topics and activities listed on Mathematics in School dimension are important. However, they were much less likely(47%) to believe that these things are easy to do, and even less likely(44%) to enjoy them. Among Korean students, there was a tendency for the hardest topic to be the least liked and better liked topics to be viewed as easier. These tendencies were common among the U. S. students as well as in the international results. Korean students affirmed the importance of "Memorizing rules and formulas"(Item 2) to an extraordinary degree(84%). They believe "Using charts and graphs"(Item 3) to be easiest and "solving equations"(Item 5) to be most liked.
Korean students, like the U. S. students, view their parents as extremely supportive of their study of mathematics. However, their perceptions of their parents' enjoying and being able to do the mathematics were surprisingly lower than U. S. students.
The vast majority of Korean students claimed that they want to do well(Item 1) in mathematics. and that their parents want them to be successful in the subject. The latter is reflected in a similar item in the HOMSUPT scale. These were common tendencies also in the U. S. Group. The highest endorsement by Korean students was on Item 4. "I feel good when I solve a mathematics problem by myself." The highest endorsement by U. S. students was on Item 1. "I really want to do well in mathematics."
Many more Korean students were afraid of taking mathematics than U. S. student. In contrast, a majority of korean students felt happy while working with numbers, but U. S. students did not.
Korean students, like U. S. students, tended not to endorse mathematics as a
predominantly male domain. However, compared to the U. S. students, relatively more Korean students viewed mathematics as a masculine field.
Korean students hwe the view that most mathematics problems can be solved in many different ways (Item 7) and that mathematics is a rule-oriented subject(Item 5, 9, 11 and 13). They also view mathematics as a changing field and as a creative endeavour.
On the whole, Korean students and U. S. students perceived mathematics as a useful and practical subject in everyday life. Remarkable differences between the two groups of students are that Korean students had somewhat lukewarm responses on the practicality and usefulness of mathematics in everyday life, while a majority of the U. S. students had positive views on most items.

목차 (Table of Contents)

• Ⅰ. 서언
• Ⅱ. 자료
• Ⅲ. 측정방법
• Ⅳ. 연구결과
• 1. 학교수학 내용(「학교수학」)
• 2. 수학에 대한 개인적 견해(「개인견해」)
• 3. 수학의 본질(「수학본질」)
• Ⅴ. 결언
• 참고문헌
• Abstract