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Subjectivity Research about Perception Types on Mathematics in Middle School Students

  • Global Creative Leader: Education & Learning
  • Abbr : GCL
  • 2020, 10(2), pp.193-217
  • DOI : 10.34226/gcl.2020.10.2.193
  • Publisher : Research Institute for Gifted & Talented Education, Soongsil University
  • Research Area : Social Science > Education
  • Received : April 24, 2020
  • Accepted : May 18, 2020
  • Published : June 30, 2020

Wang, Hyo boon 1 DONG HYUK JO 1

1숭실대학교

Accredited

ABSTRACT

This study aims to classify middle school students’ subjective perceptions for mathematics. The P sample for this study was 26 middle school students. The Q sample consisted of 33 statements. To organize the sample, a literature review was performed and open question surveys asking for subjective views on mathematics were conducted. Based on the Q sample, the Q population was collected and 33 statements were ultimately selected to contain as many diverse and self-directed opinions as possible. Overlapping statements were excluded. Statements were classified into four types. Type 1, ‘active attitude self-confidence type’, includes those who have strong confidence and a proactive attitude to achievement in mathematics. Type 2, ‘passive attitude anxious type includes’, includes those who are less confident at mathematics and for whom achievement in mathematics is lacking. They have anxiety about making mistakes in mathematics and the anxiety is getting bigger because they tend to be aware that mathematics becomes more complicated as the grade level increases. Type 3, ‘active attitude anxious type’, includes those who also have anxiety about making mistakes in mathematics, but tend to think that, to solve math problems, understanding and utilization of principles is more important than memorization. Type 4, ‘passive attitude and less motivated type’, includes those who focus on external factors rather than internal factors and avoid using mathematical logic. The results of this study are expected to contribute to improving the effectiveness of math education policy for learners.

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