• Journal of Engineering Education Research
• /
• v.16 no.1
• /
• pp.54-63
• /
• 2013

This study aims to investigate relationships among self-directed learning readiness [SDLR], prerequisite mathematics test score and achievement level in college mathematics. For this purpose, the adjusted SDLRS (self-directed learning readiness scale) of Guglielmino's model, the score of mathematics diagnostic assesment and first semester college mathematics score among 424 freshmen students of engineering department of D university in 2011 were used and analyzed. Research results are as follows: Firstly, freshmen of engineering department had average level of SDLR, though they showed relative low level of self-direction, passion and time control ability. Secondly, considering SDLR with the mathematics diagnostic assesment score (3 groups: high, middle, low), there were no statistically significant differences. Thirdly, concerning SDLR according to the achievement level in college mathematics, a group which acquired good achievement showed higher level of SDLR compared with middle or lowachievement group. Differences among three groups were statistically significant. Lastly, there were affirmative relationships between SDLR, mathematics diagnostic assesment score and achievement in college mathematics. Furthermore, mathematics diagnostic assesment score and achievement level in college mathematics were found to be the most closely related. Based on the results, we suggest strategies to elevate SDLR of engineering department students and improve their achievement in college mathematics.

• Journal of applied mathematics & informatics
• /
• v.22 no.1_2
• /
• pp.237-245
• /
• 2006

The set S of distinct scores (outdegrees) of the vertices of a k-partite tournament T($X_l,\;X_2, ..., X_k$) is called its score set. In this paper, we prove that every set of n non-negative integers, except {0} and {0, 1}, is a score set of some 3-partite tournament. We also prove that every set of n non-negative integers is a score set of some k-partite tournament for every $n{\ge}k{\ge}2$.

• Journal of the Korean School Mathematics Society
• /
• v.18 no.1
• /
• pp.149-167
• /
• 2015

In this study, we estimate the effect of ability grouping on mathematics achievement empirically. We use propensity score matching(PSM) method to minimize selection bias and estimate the effect of ability grouping on the mathematics standard score of Scholastic Ability Test with the KELS(Korea Education Longitudinal Study) 6th stage data. The result indicated that relationship between ability grouping and mathematics achievement is positive and Policy efforts is needed to operate ability grouping effectively.

• The Mathematical Education
• /
• v.49 no.3
• /
• pp.329-341
• /
• 2010

In this paper, we analyzed the freshmen's achievements on general mathematics their GPA based on 'basic mathematics diagonal test score'. Also, we studied the achievements of students who were not passed the 'Basic Mathematics Diagonal Test (BMDT)' and had to take supplementary lessons to improve their mathematics abilities four times a week during the first semester of academic year 2008 in Mokpo National University. Before taking college entrance exam, high school students had to choose two types of scholastic area. One is on 'Ga' or 'Na' in mathematics and the other is on Natural Science or Social Science. According to the types, we classified the freshman-Ga or Na and NS or SS. We found some facts. First, a few of Ga and NS freshmen had low score on the BMDT. Second, Na and NS freshman got higher score than Na and SS freshmen on the BMDT. Third, Ga and NS freshmen who passed the BMDT got higher score on the general mathematics than those who failed the BMDT. Finally, there are correlations between achievements of general mathematics and a curriculum of freshmen who were passed test after taking supplementary lessons.

• The Pure and Applied Mathematics
• /
• v.8 no.2
• /
• pp.185-191
• /
• 2001

A k-hypertournament is a complete k-hypergraph with all k-edges endowed with orientations, i.e., orderings of the vertices in the edges. The incidence matrix associated with a k-hypertournament is called a 7-hypertournament matrix, where each row stands for a vertex of the hypertournament. Some properties of the hypertournament matrices are investigated. The sequences of the numbers of 1＇s and -1＇s of rows of a k-hypertournament matrix are respectively called the score sequence (resp. losing score sequence) of the matrix and so of the corresponding hypertournament. A necessary and sufficient condition for a sequence to be the score sequence (resp. the losing score sequence) of a k-hypertournament is proved.

• Journal of applied mathematics & informatics
• /
• v.23 no.1_2
• /
• pp.257-268
• /
• 2007

An oriented graph is a digraph with no symmetric pairs of directed arcs and without loops. The score of a vertex $v_i$ in an oriented graph D is $a_{v_i}\;(or\;simply\;a_i)=n-1+d_{v_i}^+-d_{v_i}^-,\;where\; d_{v_i}^+\;and\;d_{v_i}^-$ are the outdegree and indegree, respectively, of $v_i$ and n is the number of vertices in D. In this paper, we give a new proof of Avery's theorem and obtain some stronger inequalities for scores in oriented graphs. We also characterize strongly transitive oriented graphs.

• School Mathematics
• /
• v.1 no.2
• /
• pp.637-660
• /
• 1999

Although ‘to understand mathematics’ is an important educational purpose, most student do not have a relational understanding of the basic concept of mathematics but have a instrumental understanding. This paper will investigate the possibility of using computers for enhancing relational understanding. In the ‘Qualitative case study’, three students who are in the first grade at E-High school took part in 7 activities during four weeks, and were later interviewed and engaged in informal discussion and were observed. This is the result of this study. 1. The three students were passive participants in mathematics problem solving situation at school. Therefore, student B just applied formulas which she had memorized, and student C would forgot the formulas occasionally. These common students needed to participate actively in doing mathematics. 2. The activities utilized two software healing with connection between graphs and function, giving the students the opportunity to plan, practice, and test by themselves. As a result, they understood the mathematical formulas and rules more deeply through their own trial and error, and then they gained thinking abilities necessary for doing mathematics. In addition, the activities boosted their confidence. 3. The understanding type of students was slightly different. Student A who received a high score, understood the most relationally, but student B who received a very high score, understood instrumentally and so couldn't app1y her knowledge to solving problems related to function concept. Student C who received a middle score lacked knowledge of mathematics but thought more creatively. The result is that students need an opportunity to think rotationally regardless of score. Therefore, this study concludes that using computer software will provide a positive effect for relational understanding in loaming function concept.

• Journal of Applied Reliability
• /
• v.16 no.4
• /
• pp.323-330
• /
• 2016

Purpose: Recently, propensity score matching method is used in a large number of research paper, nonetheless, there is no research using fitness test of before and after propensity score matching. Therefore, comparing fitness of before and after propensity score matching by logistic regression analysis using data from 'online survey of adolescent health' is the main significance of this research. Method: Data that has similar propensity in two groups is extracted by using propensity score matching then implement logistic regression analysis on before and after matching separately. Results: To test fitness of logistic regression analysis model, we use Model summary, -2Log Likelihood and Hosmer-Lomeshow methods. As a result, it is confirmed that the data after matching is more suitable for logistic regression analysis than data before matching. Conclusion: Therefore, better result which has appropriate fitness will be shown by using propensity score matching shows better result which has better fitness.

• Journal of the Korean School Mathematics Society
• /
• v.10 no.4
• /
• pp.505-518
• /
• 2007

The purpose of this paper is to investigate the meaning of assessment for students, parents and mathematics teachers in middle school mathematics. For this purpose, we made an inspection to find out how the students grasped assessment results of mathematics, an investigation on the parents questionnaire to catch their viewpoints about assessment in school mathematics. Then, we interviewed three students, three teachers to confirm or to supplement the collected data. From the analyzing of data, we found the followings: First, it is not reasonable to evaluate the middle school students' mathematics accomplishment level using only paper test score. Second, almost all parents focus on their interesting to mathematics test score of their children not any other factors, such as intellectual accomplishment. Third, mathematics teachers claim that private education for only the mathematics test score can block the improving of students' mathematical thinking and application ability of mathematical knowledge.

• Journal of Korean Elementary Science Education
• /
• v.34 no.4
• /
• pp.372-381
• /
• 2015

Mathematics and science are very closely related. Among the science areas, physic is strongly linked with mathematics. As the related mathematics skills were alloted later than the science contents in the national curriculum, students often suffer from science classes. Accordingly, an opinion have been claimed to teach the related mathematics skills prior to the science classes. However, it would be hard to arrange all science and mathematics contents in order. Instead of that, in this research, we taught students mathematics contents that are crucial for learning speed through science classes. We called that teaching strategy an integrated science and mathematics class. Then, we examined students' achievement in science as well as skills of mathematics to know the effectiveness of the strategy. We found that the average mathematics score of the whole class went up meaningfully. We also found that their science achievement was above than basic level. Moreover, the homeroom teacher of the students observed 3 aspects which showed the students were better than previous students. Finally, we divided the students into 4 groups by their science and mathematics achievement score and interviewed each group. As a result, we knew that interesting and confidence in science and mathematics quite exerted influence on their achievement.