Ajou University repository

A study of students’ perceptions of mathematics learning situations
Citations

SCOPUS

0

Citation Export

Publication Year
2024-08
Journal
수학교육
Publisher
한국수학교육학회
Citation
수학교육, Vol.63 No.3, pp.411-436
Keyword
Students’ perceptionsSchool mathematics classesGood mathematics classesMathematics learning situationMathematics education improvement학생들의 인식학교 수학 수업좋은 수학 수업수학 학습 상황수학교육 개선
Abstract
This study investigated how Korean elementary, middle, and high school students perceive mathematics learning situations to determine whether the mathematics classes provided in schools met the standards of a highquality educational experience. Using a comprehensive survey that considers both formal and implementation aspects of mathematics classes, responses from 15,418 students were analyzed to gain insights into their views on the classroom environment, instructional methods, and overall learning experience. The results indicate that as students advance in grade level, their perceptions of mathematics learning situations become increasingly negative, and mathematics classes are still perceived as being teacher-centered. Additionally, it was found that mathematical manipulatives and technological tools are not being effectively utilized, and that students’ learning experiences are influenced by class size and the availability of mathematics subject-exclusive classrooms. Based on these findings, several recommendations were made to improve the quality of mathematics education and enhance students’ perceptions: implementing teaching methods that increase student engagement in learnercentered classes, providing opportunities for active and diverse use of teaching aids and technological tools beyond simple calculations, maintaining appropriate class sizes, and expanding the use of mathematics subject-exclusive classrooms. These considerations are crucial for creating a more engaging and effective mathematics learning environment that aligns with evolving educational standards and meets students’ needs. The findings of this study provide actionable insights for educators and policymakers aiming to improve the quality of mathematics education in Korea.
ISSN
1225-1380
Language
Eng
URI
https://aurora.ajou.ac.kr/handle/2018.oak/36058
DOI
https://doi.org/10.7468/mathedu.2024.63.3.411
Type
Article
Show full item record

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

Related Researcher

Ko, Ho Kyoung Image
Ko, Ho Kyoung고호경
Graduate School of Education
Read More

Total Views & Downloads

File Download

  • There are no files associated with this item.