Abstract
It has been alerted that Korean students' mathematical affective achievement is very low. In order to solve this problem, various policies related to mathematical affective domains have been promoted, but it is necessary to examine various existing policies and explore the direction for improving them in more essential aspects. Based on previous studies that the growth mindset helps to increase students' affective achievement, this study focused on improving students’ math-related growth mindset and ultimately exploring policies that can increase mathematical affective achievement. Therefore, the current status of mathematical affective achievement of Korean students was examined, and the policies and related cases in the mathematical affective domain were investigated. Based on the results, some keywords were derived and then the directions of policy for improving the math-related growth mindset and the affective achievement of students were suggested.
Figures & Tables
Figure 1. The relationship between the mindset of students, teachers, and parents and the affective domain of mathematics (Partially revised Lee et al., 2021)