نبذة مختصرة : 학위논문(석사) -- 서울대학교대학원 : 사범대학 수학교육과, 2023. 8. 이경화. ; In this study, I investigated the types and characteristics of interest change graphs related to high school students' interest in mathematics, as well as factors influencing the changes in interest, through analysis of interest change graphs and interview contents. The summarized research findings are as follows: First, high school students' interest change graphs can be classified into four types: sharp decrease, steady decrease, sharp increase, and steady increase. As grade level increases, the number of students representing a sharp decrease in interest also increases. However, in the graph of 46.9% of the sharp decrease type, there was a period of conversion to an increase in interest after a sharp decrease in interest. Steady decrease in interest was most commonly observed to begin in the early grades of elementary school or the first year of middle school, and it persisted over an extended period. Sharp increase in interest were mainly observed before and after the school level changed such as upper elementary school, the third year of middle school, and the first year of high school. Steady increase in interest was most frequent in elementary school, and as the grade went up, the number of graphs indicating the start of a steady increase in interest decreased significantly. However, 53.6% of the sharp increase type and 60% of the steady increase type showed a decline after rising interest, indicating that interest has been decreasing since then. Second, factors influencing interest change can be categorized into school-based mathematics education, social environmental factors, and the other factors. School-based mathematics education factors include mathematical achievement, curriculum, self-efficacy in mathematics, content and characteristics of the subject, learning strategies and methods, classroom teaching and assessment, and perceptions of mathematics teachers. Social environmental factors encompass mathematics private tutoring, career and further ...
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