• Title/Summary/Keyword: emotion for learning mathematics

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Relations between undergraduates' motivations and emotions for learning mathematics in mathematics class centered on peer discussions : focusing on their needs (동료 간 토의 중심의 수학 수업에서 대학생들의 수학 학습 동기와 수학 학습 감정의 관계: 욕구를 중심으로)

  • Park, Seokjoon;Lee, Kyungwon;Kwon, Oh Nam
    • Communications of Mathematical Education
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    • v.33 no.3
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    • pp.181-205
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    • 2019
  • This study analyzed how university students' motivations for learning mathematics and emotions for learning mathematics occur and how they relate to each other by introducing the factor called needs in the particular context of mathematics learning, mathematics class centered on peer discussions. We conceptualized the key concepts of the study, motivation for learning mathematics and emotion for learning mathematics. Based on them, we drew specific ways to observe motivation and emotion for learning mathematics and conduct the research. As a result, motivations for learning mathematics occurred to satisfy some needs. Also, positive emotions for learning mathematics occurred when some needs were satisfied, whereas negative emotion for learning mathematics occurred when some needs were not satisfied. Furthermore, when the needs leading to motivations for leaning mathematics were satisfied, positive emotions for learning mathematics occurred. The unfulfilled needs leading to negative emotions for learning mathematics make motivations for learning mathematics occur to satisfy those needs.

A Study on the Relationship between Temperament and Mathematics Academic Achievement

  • Li, Mingzhen;Pang, Kun
    • Research in Mathematical Education
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    • v.11 no.3
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    • pp.197-207
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    • 2007
  • Based on a survey on 1620 students in primary school and secondary school., by adopting Eysenck Personality Questionnaire (EPQ), we got the following findings : 1. There is close relationship between emotionality characteristics of temperament and mathematics academic achievement of the subjects at Grade 5 (Primary 5), Grade 8 (Junior Secondary 2), and Grade 10 (Senior Secondary 2). Also there is close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 5 and Grade 8. While there is not close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 10; 2. There is close relationship between temperament types and mathematics academic achievement of the subjects from the three grades. Superior temperament, which benefit learning mathematics, are sanguine, sanguine-phlegmatic and phlegmatic; While inferior temperament types, which don't benefit learning mathematics, are choleric, melancholic and choleric-melancholic. With the rising of grade, temperament types of benefiting learning mathematics converts from external directivity emotion balance to balance of internal-external directivity emotion stability. While temperament of no benefiting learning mathematics converts from internal directivity emotion balance to balance of internal-external directivity emotion instability; 3. In mathematics education, students' temperament difference, which affects learning mathematics, should be recognized. Mathematics teachers should find out the best teaching ways, forms and methods which are suitable for student's temperament type, so that the students with different temperament types can gain better mathematics academic achievement.

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Cultural Affordance, Motivation, and Affective Mathematics Engagement in Korea and the US

  • Lee, Yujin;Capraro, Robert M.;Capraro, Mary M.;Bicer, Ali
    • Research in Mathematical Education
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    • v.25 no.1
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    • pp.21-43
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    • 2022
  • 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.

Analysis of Correlation between Volition Control in Mathematics Learning and Parental Psychological Control of 6th Grade Elementary School Students (수학학습에서 초등학교 6학년 학생들의 의지통제와 부모의 심리적 통제의 관계 분석)

  • Choi, Riyeon;Ryu, Hyunah
    • The Mathematical Education
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    • v.56 no.4
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    • pp.435-452
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    • 2017
  • The purpose of this study is to see correlation between parental psychological control and volition control in mathematics learning of 6th grade of elementary school. This study has carried out a survey for 371 male and female students in 6th grade of elementary school in Gyeongnam. We analyzed the collected data statistically, and the results are as follows. First, there was a significant difference in the level of volition control in mathematics learning between male and female students. The level of volition control in mathematics learning was found to be higher in female groups than in male groups. Second, there was no significant difference in father and mother's psychological control level perceived by 6th grade elementary school students. Third, there was a significant negative correlation between parental psychological control and their children's level of volition control in mathematics learning. In this study, by examining the correlation between parental psychological control and volition control level in mathematics learning of elementary school students, the higher the parental psychological control, the lower the level of volition control of their children. So, that it is important to have a parenting attitude that respects their children's emotion and expression.

An Analysis of Recognition in Mathematics Learning Value of Elementary School Students and Parents (초등학생과 학부모의 수학학습가치 검사 도구 개발과 분석)

  • Kang, Mee Sun;Lee, Chong Hee
    • School Mathematics
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    • v.18 no.3
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    • pp.667-689
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    • 2016
  • Value is an intellectual and an affective concept that influences behavior. It does not exist individually but is conveyed through generation with some system. Korean students showed high achievement scores in spite of low emotion in mathematics learning. The objects of value recognition ought to be extended to social value as well as mathematics for balancing intellectual and affective features. Since the value formed at the first step in mathematics learning keeps its influence even after learning, it is important to form a positive recognition in the value. The following conclusions were drawn. First, the mathematics learning value instrument developed in this study. It is appropriate to explain a students' imbalance of intellectual and affective characteristics. Second, it is possible that the intellectual achievement of Korean students are influenced by the others-oriented value in particular. Third, the recognition of the mathematics learning value of elementary school students would have an influence on secondary school learning. Therefore, education for parents of elementary school students is required. This study can provide a basis on the view of the mathematics learning value which influences the educational result of Korean elementary students as well. It is expected from the following studies that focus on improving affective characteristics on mathematics learning of Korean students is beneficial.

Exploring the factors of situational interest in learning mathematics (수학 학습에 대한 상황적 흥미 요인 탐색)

  • Park, Joo Hyun;Han, Sunyoung
    • The Mathematical Education
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    • v.60 no.4
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    • pp.555-580
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    • 2021
  • The purpose of this study is to explore the factors of situational interest in math learning, and based on the results, to reveal the factors of situational interest included in teaching and learning methods, teaching and learning activities in mathematics class, and extracurricular activities outside of class. As a result of conducting a questionnaire to high school students, the factors of situational interest in learning mathematics were divided into 10 detail-domain(Enjoy, Curiosity, Competence / Real life, Other subjects, Career / Prior knowledge, Accumulation knowledge / Transformation, Analysis), 4 general-domain(Emotion, Attitude / Knowledge, Understanding), 2 higher-domain(Affective / Cognitive) were extracted. In addition, it was revealed that various factors of situational interest were included teaching and learning methods, teaching and learning activities and extracurricular activities. When examining the meaning of 10 situational interest factors, it can be expected that the factors for developing individual interest are included, so it can be expected to serve as a basis for expanding the study on the development of individual interest in mathematics learning. In addition, in order to maintain individual interest continuously, it is necessary to maintain situational interest by seeking continuous changes in teaching and learning methods in the school field. Therefore, it can be seen that the process of exploring the contextual interest factors included in teacher-centered teaching and learning methods and student-centered teaching and learning activities and extracurricular activities is meaningful.

A Two-Stage Learning Method of CNN and K-means RGB Cluster for Sentiment Classification of Images (이미지 감성분류를 위한 CNN과 K-means RGB Cluster 이-단계 학습 방안)

  • Kim, Jeongtae;Park, Eunbi;Han, Kiwoong;Lee, Junghyun;Lee, Hong Joo
    • Journal of Intelligence and Information Systems
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    • v.27 no.3
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    • pp.139-156
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    • 2021
  • The biggest reason for using a deep learning model in image classification is that it is possible to consider the relationship between each region by extracting each region's features from the overall information of the image. However, the CNN model may not be suitable for emotional image data without the image's regional features. To solve the difficulty of classifying emotion images, many researchers each year propose a CNN-based architecture suitable for emotion images. Studies on the relationship between color and human emotion were also conducted, and results were derived that different emotions are induced according to color. In studies using deep learning, there have been studies that apply color information to image subtraction classification. The case where the image's color information is additionally used than the case where the classification model is trained with only the image improves the accuracy of classifying image emotions. This study proposes two ways to increase the accuracy by incorporating the result value after the model classifies an image's emotion. Both methods improve accuracy by modifying the result value based on statistics using the color of the picture. When performing the test by finding the two-color combinations most distributed for all training data, the two-color combinations most distributed for each test data image were found. The result values were corrected according to the color combination distribution. This method weights the result value obtained after the model classifies an image's emotion by creating an expression based on the log function and the exponential function. Emotion6, classified into six emotions, and Artphoto classified into eight categories were used for the image data. Densenet169, Mnasnet, Resnet101, Resnet152, and Vgg19 architectures were used for the CNN model, and the performance evaluation was compared before and after applying the two-stage learning to the CNN model. Inspired by color psychology, which deals with the relationship between colors and emotions, when creating a model that classifies an image's sentiment, we studied how to improve accuracy by modifying the result values based on color. Sixteen colors were used: red, orange, yellow, green, blue, indigo, purple, turquoise, pink, magenta, brown, gray, silver, gold, white, and black. It has meaning. Using Scikit-learn's Clustering, the seven colors that are primarily distributed in the image are checked. Then, the RGB coordinate values of the colors from the image are compared with the RGB coordinate values of the 16 colors presented in the above data. That is, it was converted to the closest color. Suppose three or more color combinations are selected. In that case, too many color combinations occur, resulting in a problem in which the distribution is scattered, so a situation fewer influences the result value. Therefore, to solve this problem, two-color combinations were found and weighted to the model. Before training, the most distributed color combinations were found for all training data images. The distribution of color combinations for each class was stored in a Python dictionary format to be used during testing. During the test, the two-color combinations that are most distributed for each test data image are found. After that, we checked how the color combinations were distributed in the training data and corrected the result. We devised several equations to weight the result value from the model based on the extracted color as described above. The data set was randomly divided by 80:20, and the model was verified using 20% of the data as a test set. After splitting the remaining 80% of the data into five divisions to perform 5-fold cross-validation, the model was trained five times using different verification datasets. Finally, the performance was checked using the test dataset that was previously separated. Adam was used as the activation function, and the learning rate was set to 0.01. The training was performed as much as 20 epochs, and if the validation loss value did not decrease during five epochs of learning, the experiment was stopped. Early tapping was set to load the model with the best validation loss value. The classification accuracy was better when the extracted information using color properties was used together than the case using only the CNN architecture.

A Case Study on the Teaching Mathematics Carried by a Researcher as a Parent of One Elementary School Child - Focused on the area of figures in the 5th grade - (부모로서 연구자의 초등 자녀 수학지도에 대한 사례 연구: 초등 5학년 도형의 넓이를 중심으로)

  • Son, Byoung Im;Choi-Koh, Sang Sook
    • Education of Primary School Mathematics
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    • v.22 no.4
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    • pp.261-280
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    • 2019
  • This study is a qualitative study on the case of teaching mathematics between parents and children. 12 lesson units were applied to the 5th grade elementary school child for the first semester, 2019. The purpose of this study was to identify conceptual understanding in the area, the types of problems that child felt difficult during the learning and parents' advantages and difficulties in this setting. For this study, video recording and voice recording were collected for each lesson class. The concept of the area was recognized correctly, the awareness of reconstruction became clear, and the concept of partitioning, unit iteration and structuring an array was more clearly rebuilt. He showed difficulty in conversion between units of the area, in displaying height of the shape whose height is displayed outside and drawing type of figure with same area after the value of the area was offered. In the learning situation of parents and children, parents who are researchers have the advantage of being able to customize up to their children and being free from time and cost constraints. There were difficulties in controlling negative emotion toward the child, determining the level of the children, distribution the class time and deciding the degree of intervention. Furthermore, research on parenting and child-to-parent teaching in mathematics is recommended.

A Study on the Improving Method of Academic Effect based on Arduino sensors (아두이노 센서 기반 학업 효과 개선 방안 연구)

  • Bae, Youngchul;Hong, YouSik
    • Journal of the Korean Institute of Intelligent Systems
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    • v.26 no.3
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    • pp.226-232
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    • 2016
  • The research for the improvement in math and science scores is active by the brain exercises, stress reliefs, and emotion sensitized illuminations. This principle is based on the following facts that the most effective brain turns are supported with the circumstances not only when the brain wave should keep stability and comfort in science criticism, but also when minimized stress and comfortable illumination should be adjusted in solving math problem. In this paper, in order to effectively learn mathematics and science, the most optimized simulating tests in learning conditions are conducted by using a stress relief. However, depending on the users' tastes, the effectiveness on favorite music or colors therapy have no convergency but many differentiations. Therefore, in this paper, in order to solve this problem, the proposed optimal illumination and music therapy treatment using fuzzy inference method.