id: 02326153
dt: j
an: 1999a.00247
au: Kim, Byung Moo; Kim, Kyou Sang
ti: The analysis of factors which affect the achievement degree of college
mathematics.
so: J. Korean Soc. Math. Educ., Ser. A, Math. Educ. 37, No. 2, 159-172 (1998).
py: 1998
pu: Korean Society of Mathematical Education (KSME), Seoul
la: EN
cc: D64
ut:
ci:
li:
ab: In the college mathematics learning activity, with the result of a great
gap of the mathematics competence among the students according to their
high school background (the high school for entering the university;
human science and natural science, and the vocational high schools) and
their departments in the college, I have got to begin this study
because I felt the necessity for the proper instructional (teaching)
methods for the students who have lost their interests in classroom
activity. In this study, as a result of classifying what kind of
elements has played key roles in the achievement test of college
mathematics learning by giving marks to the mathematics classroom
participation attitude, approaching method, classroom participation and
homework habits, preparation habits for mathematics exam, the basic
competence test of class activity evaluation sheets, the self-diagnosis
method of instructional objective, prerequisite learning competence,
the mathematics preference degree, and the mathematics achievement
degree, there has been shown a meaningful difference in the fundamental
competence, in the prerequisite competence, and in the learning
achievement degree. Accordingly, this study is to suggest methods which
are certainly helpful in learning the college mathematics and in
acquiring the fundamental competence of taking lessons which is
effective for the major subjects, major mathematics, in college as
followings: First, after checking out the fundamental competence and
the prerequisite competence, we should distinguish the students who can
be in the group of college mathematics procedure from those who can be
in the group of major mathematics procedure, prerequisite-learning
procedure. Second, after applying the test to the students of two or
three departments whom every professor is in charge of, we should
divide them into the fundamental group and the high level group,
college mathematics group according to their marks, and then lead
individual lessons.(Orig.)
rv: