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identifier&Y<\X Y Yյ½ \X Y P!ǽ X Ĭ kA study on Each Parent s Learning Mathematics Experience and His or Her Instructional Method of Mathematics2015P!Y YP!
tTŐYP P!YMaster@Master's ThesisC"Vygotsky(1930) Ŭ1D XՔ \ \ x<\ tȬ` Ŕ xX 1D ȥǈ. X ƥ% DŘ lX Dٳt Y90| ɘp @ q xX xD ̹ . D X0 \. ز<\0 @ ƥD \ X| TX0ĳ X X X| lX0ĳ Xp X 8ĬD 1XՌ .
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\ YX Y1ĳ@ (\ 0tX \ l l |1t Ŕ 8 . Keith et al.(1993)@ YX t Y 1| ` D< Hň, ©(2008)@ l<ȹ \ pȑ X tX lx YX 9t t0 L8t| . l<@ 0t l T D $t| ` \ x<\ ̲ Yյ D X .; Vygotsky (1930) presented that human beings should be raised in a group not alone. Children are influenced their parents during early childhood then they learn from other people at school and shape their worldview during adolescence period.
A research on parents' personal experience such as relationship between his or her learning experience during their schooling age and instructional method they use on their children are essential. Almost of all research on parents role in mathematics education are related with children's scholastic achievement or interaction with them. Those researches tend to miss the aspect that students spend almost their lifetime with their parents. Current researches use the Quantitative Method in which parents' influence on their children is subdivided so the results of similar researches are different as well.
This purpose of this study is to figure out the relationship between the ways parents learned mathematics in their school days and how these affect the way they instruct mathematics to their children. The main questions of this research are as following:
Research question 1. Is there a relationship between a parent's learning mathematics experience and his or her mathematics instructional method?
Research question 2. Are there common patterns of the experience among the interviewees?
2-1. Are there common tendencies among parents' mathematics-learning experience?
2-2. Are there common aspects among parents' method of instructing mathematics to their children?
This study adopted interview as a main research tool. The interview protocol for this study was pilot tested through preliminary. There were seven interviewees whose learning mathematics experience and instructional method of mathematics were very different. All interviews were recorded and documented. Collected data were analyzed using The Constant Comparative Method of Qualitative Analysis (Glaser, 1965). Each case was analyzed by the method of Open Code over five times that resulted in both Axial Codes and Within-Case Analysis. The Cross-Case Analysis was obtained from the Axial Codes.
The results are that parents' instructional method of mathematics is related to parents' mathematics learning experience. Even though parents recognize the necessity and find the interest in mathematics, their changed point of view on mathematics didn't affect the instructional method parents used on their children..
First, it was confirmed that there was a relationship between parents' mathematics learning experience and their instructional method of mathematics from the research question 1 which was the Within-Case Analysis. Interviewees tended to guide their children on the base of their merits and demerits that they had experienced in schooldays. Second, the analysis on the answers to research question 2, Cross-Case Analysis, showed the common aspects such as passive learning style, the negative image of mathematics teachers, and the benefits of mathematics. Almost parents recognized the needs and became interests in mathematics after they finished the school not in school.
As a result, the fact that their points of view on mathematics have been changed positively didn't mostly affect how parents guided their children's mathematics learning. The pattern found from analysis of answers to research question 1 and 2 is that the parents' negative mathematics experiences in affective domain work negatively when they instruct their children in mathematics. People could develop mathematical view of the world after adolescence period, nevertheless they could still find it difficult to guide their children's mathematics learning experience because of their past negative experience.
Children's mathematics learning is affected by their parent's mathematics learning experiences which had been influenced by parents' parents. In other words, parents' learning experience through their school age has an influence on their<
children's mathematics learning experience as well as it had been affected by their parents. This is the reason why School Education should not overlook Parent Education.
This study points out 2 things such as the necessity of parent education and the clue about the researches about the students' mathematics achievement influenced by parental involvement. First, Education program which is made up of teaching method for parents who have teenagers is necessary in Mathematics Education. Most of present education program is for parents who have infant and elementary school children. The program for parents who have teenagers consists of the content of the mathematical curriculum. Second, this study presents that parents' experiences in mathematics-learning could be another reason for that the researches about the students' mathematics achievement influenced by parental involvement were resulted differently. Keith et al.(1993) suggested that students' prior scholastic achievement should be controlled and Byun et al.(2008) considered the different definition of parental involvement and different grade of children as the cause of inconsistency. Parents' experiences in mathematics learning could be another reason for incoherency.~http://dspace.ewha.ac.kr/handle/2015.oak/212024;
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