한국수학교육학회지시리즈A:수학교육 (The Mathematical Education)

  • 제59권2호
  • /
  • Pages.185-199
  • /
  • 2020
  • /
  • 1225-1380(pISSN)
  • /
  • 2287-9633(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
권호 표지
DOI QR코드

DOI QR Code

수학교육에서 인문학적 상상력에 대한 소고

An overview on humanistic imagination in mathematics education

  • 투고 : 2020.05.01
  • 심사 : 2020.05.27
  • 발행 : 2020.05.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

이 연구의 목적은 수학에 인문학적 상상력을 접목하는 것이 수학교육에 주는 의미를 논의하고, 수학교육에 시사점을 제안하는 것이다. 전통적으로 수학은 추상적 사고를 대상으로 하기 때문에 우리의 삶의 문제와는 거리가 있다고 인식되었다. TIMSS나 PISA와 같은 국제 연구에 따르면, 우리나라 학생들의 수학학업성취도는 다른 선진 국가들의 학생들에 비하여 상대적으로 높으나, 수학에 대한 태도는 매우 부정적이고 삶에 대한 만족도도 낮은 편이다. 수학과 인문학적 상상력을 연계하여 학습하도록 하는 것은 학생들에게 인간의 삶의 문제에 대하여 인문학적인 관점으로 보도록 한다. 이 연구에서는 수학교육을 위한 수학과 인문학적 상상력을 접목의 의미를 생각해 보고, 학교의 수학교육에서 적용해 볼 수 있는 몇 가지 사례를 소개한다. 연구자는 수학을 배우는 궁극적인 이유는 학습자로 하여금 깨달음을 얻도록 하는 것이고, 모두가 보다 행복한 삶을 살아가기 위한 것이어야 한다고 주장한다.

The purpose of this study is to discuss what the incorporation of humanistic imagination into mathematics means to mathematics education and to suggest implications for mathematics education in school mathematics. Traditionally, mathematics has been perceived to be far from our life problems because it targets logical and pure abstract thinking. According to international mathematics and science studies such as TIMSS and PISA, Korean students have relatively high mathematics achievement in the international research, but their attitude toward mathematics is very negative and their awareness of why they are learning mathematics and their satisfaction with life is low. In mathematics education, linking mathematics with humanities imagination allows students to view problems of human life from a humanities perspective, and to have an understanding of others and reflect on themselves from a new perspective. The researcher introduces several examples of whether mathematics and humanistic imagination can be combined for mathematics education. In this study, the ultimate reason for learning mathematics is to achieve learners to realize the principles of life or Dharma, and to live a happier life. However, in order to expand its rich meaning by making these new attempts in mathematics education, the researcher argued that tolerance and patience are needed for many challenges and difficulties in improving the quality of mathematics content itself including applying humanistic imagination to mathematics properly.

키워드

참고문헌

  1. Aristotle. (1952). Metaphysics. In R. M. Hutchins (Ed.), Great books of the western world: Vol. 8. Aristotle 1 (pp. 495-626). Chicago: Encyclopaedia Britannica.
  2. Bachelard, G. (2001). L'Air et Les Songes. Jang, Y. R. Trans. Air and dream: Imagination about exercise. Seoul: Leebaksa.
  3. Badiou, A. (2017). Conditions. Trans. Corcoran, S. London: Bloomsbury Academic.
  4. Baek, J. H. (2017). Roles and tasks of humanities in the 'Fourth Industrial Revolution.' Philosophical Thought, 65, 117-148.
  5. Bupryun (2012). Realization. Seoul: JungTo Press.
  6. Coi, J. C. (2012). Multiple intelligence. Seoul: Science Books.
  7. Choi, W. H. (2016). The world is connected by an invisible string. Seoul: Samtersa.
  8. de Morgan, A. (1866). Sir W. R. Hamilton. Gentleman's Magazine and Historical Review, 1, 128-134.
  9. Descartes, R. (1979). Rules for the direction of the mind, in the philosophical works of Descartes. Translated by Elizabeth S. Haldane & G.R.T. Ross(pp. 1-77). London: Cambridge University Press.
  10. Dienes, Z. P. (1960). Building up mathematics. London: Hutchinson Educational Company.
  11. Do, J. E. (2008). Barbarism of market holism and civilization. Seoul: Tree of Thinking.
  12. Dossey, J. A. (1992). The nature of mathematics: Its role and its influence. In D. A. Grouws (Ed.) Handbook of research on mathematics teaching and learning(pp. 39-48). New York: Macmillan.
  13. Egan, K. (2014). Imagination education. Kim, H. Y. & Kwak, D. J. Trans. Seoul: Hakjisa.
  14. Egan, K., & Nadane D. (1988). Imagination and education. Teachers College Press: New York.
  15. Einstein, A. (1999). Imagination is more important than knowledge. Advanced Manufacturing, 1(4), 24-25.
  16. Eisner, E. (2009). Educational imagination. Lee, H. M. Trans. Kyunggido: Dankook University Press.
  17. Emerson, R. W. (1871). The conduct of life. Boston MA: James R. Osgood and Company.
  18. Fardon, J. (2015). Oxbridge the power of thought. Ryu, Y. H. Trans. Seoul: RH Korea.
  19. Fitzpatrick, R. (2007). Euclid elements of geometry. Lulu.com.
  20. Freudenthal, H. (1991). Revisiting mathematics education: China lectures. Dordrecht, The Netherlands: Kluwer.
  21. Fritz, A., Haase, V. G., & Rasanen, P. (Eds.). (2019). International handbook of mathematical learning difficulties. Cham, Switzerland: Springer.
  22. Glasersfeld, E. V. (1995) Radical constructivism: A way of knowing and learning. London: Falmer.
  23. Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. Routledge. NY: Taylor & Francis Group.
  24. Guyotte, K., Sochacka, N. W., Costantino, T., Walther, J., & Kellam, N. N. (2014). Steam as social practice: Cultivating creativity in transdisciplinary spaces. Art Education, 67(6), 12-19.
  25. Japan Economic Daily. (2019). AI 2045, A report of the future of artificial intelligence. Seoul: Banni.
  26. Jeon, S. W. (2005). The problem is imagination again. Chanbi Children, 3(3), 207-218.
  27. Jidam (2019). What is the humanistic imagination. Available from http://m.blog.daum.net/jidam55/16143157?np_nil_b=-
  28. Jung, H. J. (1978). I am Mr. star. Seoul: Literature and Intelligence.
  29. Kang, D-S, & Kim, J-C. (2003). An imagination theory of early Renaissance philosophy. Journal of Philosophical Society, 87, 1-28.
  30. Kang, D-S, & Kim, J-C. (2006). Modern theory of imagination: The unction and root of imagination. Journal of the New Korean Philosophical Association, 45, 3-25.
  31. Kang, H. G.,, Kim, J. T., & Jang, E. S. (2005). Cultural contents and humanistic imagination. Seoul: Geulnurim.
  32. Kang, S. J. (2012). Philosophy vs philosophy: Everything of oriental and western philosophy. Seoul: Greenbi Publisher.
  33. Kim, C. S. (1952). Flower. Seoul: Modern Literature.
  34. Kim, H. Y. (2015). A study on the connections between imagination and education. Journal of Thinking Development, 11(1), 87-109.
  35. Kim, J. H. (2015). Editoogy: Creativity is edit. Seoul: 21 Century Book.
  36. Kim, J. A. (2020). Philosophical counseling and personality education program on the philosophy of life-The basic principles and practical plans of a personality education program for adolescents-. Journal of Human Studies, 40, 35-59. https://doi.org/10.21738/JHS.2020.01.40.35
  37. Kim, J. H. (2018). The conditions of a good education for the future. Kim J. H. et al.(Edit). Future education begins(pp. 11-35). Seoul: Techvill Education.
  38. Kim, J. T. (2015). Communication thinker Jangja. Seoul: Sungkyunkwan University Press.
  39. Kim, K, C., Oh, A. R., & Park, H, J. (2019). Implications of early childhood education through the current state of research on 'humanities and imagination.' Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 9(3), 1-8.
  40. Kim, M. K. (2007). Imagination and society. Korean Sociology, 41(2), 304-338.
  41. Kim, S. H. (2019). High school students perceptions of humanities and suggestions for humanities program models in secondary schools-Focusing on the cases of Sogang University CORE Project and Soogmoon High School-Journals of Sogang Humanities, 56, 309-348.
  42. Kim, Y. R. (2018b). A philosophical reflection on human beings in the era of artificial intelligence. Journal of the New Korean Philosophical Association, 91, 105-128. https://doi.org/10.20433/jnkpa.2018.01.91.105
  43. Klein, F. (1979). Development of mathematics in the 19th century. Translated by M. Ackerman. Brookline, MA: Math Sci Press.
  44. Korea Institute of Curriculum & Evaluation (2017). Analysis of the characteristics of definitive achievement in mathematics of middle and high school students. A Report of the Korea Institute of Curriculum & Evaluation.
  45. Kwon, T. Y. (2018). The trick of thought: Humanistic brain that artificial intelligence can't follow. Seoul: Geulharngari.
  46. Lakoff, G., & Nunez, R. (2000). Where mathematics comes from? How the embodied mind brings mathematics into being. New York: Basic Books.
  47. Lee J. B. et al. (2012). A study on the application of STEAM in elementary and middle school gifted classes and gifted education centers. A report of Korean Educational Development Institute RR 2012-06.
  48. Lee, J. C. (2019). The imaginary world to the real world. Magazine of SAREK, 48(11), 96-97.
  49. Lee, J. S. (2019). Eight: How to make me who is not replaced by artificial intelligence Seoul: Chai Jungwon.
  50. Lee, J. S. (2010). Sensitivity, culture, and humanities imagination. Dae Dong Philosophy, 53, 319-343.
  51. Lee, K. D. (2016). Mathematics of imagination, and education of imagining mathematics, Journal of Educational Research in Mathematics, 26(1), 103-119.
  52. Lee, K. J., & Kim. K. J. (2013). An analysis of the lesson plans designed by teachers of the elementary STEAM leader schools. The Korea Educational Review, 19(2), 281-306.
  53. Lee, S. (2015). Sartres and Heideggers criticisms on Kants concept of imagination from the clash with representation theory to the creation of the nonrepresentational concept of imagination. Phenomenology and Contemporary Philosophy, 64, 73-104.
  54. Lee, S. E., Jung, Y. J., & Park. B. K. (2014). Reconceptualization of imagination: Focused on its structure and processes. The Korean Journal of Educational Psychology, 28(1), 89-115.
  55. Li, Y., & Schoenfeld, A. H. (2019). Problematizing teaching and learning mathematics as "given" in STEM education. International Journal of STEM Education, 44, 1-13.
  56. Mann, E. L. (2006). Creativity: The essence of mathematics. Journal for the Education of the Gifted, 30(2), 236-260. https://doi.org/10.4219/jeg-2006-264
  57. Mclarty, V. (1997). Pointcare: Mathematics & logic & intuition. Philosophia Mathematica, 3(5), 97-115. https://doi.org/10.1093/philmat/5.2.97
  58. Ministry of Education (2015). 2015 revised curriculum. Ministry of Education.
  59. Ministry of Education. (2016). General description of revision curriculum-Elementary school. Ministry of Education.
  60. Ministry of Education. (2019). Implementation plan for the promotion of humanities and humanities and mental culture in 2019 (I). Ministry of Education.
  61. Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2015). TIMSS 2015 international results in mathematics. Boston, MA: TIMSS & PERIL International Study Center.
  62. National Institute of Korean Language (2020). Integrated research. National Institute of Korean Language. Available from https://www.korean.go.kr/
  63. Oh, T. S. (2018). Humanities of 0 and 1: Mathematics, digital and quantum information, and principal Yin and Yang theory. Korea-China Humanities Forum, 10, 27-37.
  64. Organization for Economic Co-operation and Development[OECD]. (2018). PISA 2018 results. Available from https://www.oecd.org/pisa/PISA-results_ENGLISH.png
  65. Organization for Economic Co-operation and Development[OECD]. (2019). Artificial intelligence in a society. NIA Trans. National Information Society Agency. Original work published in 2019.
  66. Osler, J. (2007). A guide for integrating issues of social and economic justice into mathematics curriculum. Available from https://www.radicalmath.org/docs/SJMathGuide.pdf
  67. Park, C. S. (2019). AI is the humanities: From the perspective of constructive philosophy of information. Philosophical Investigation, 56, 181-212. https://doi.org/10.33156/philos.2019.56..007
  68. Park, H. J. et al. (2016). A study on the actual condition and effectiveness of STEAM education in 2015. A report of the Korea Foundation for the Advancement of Science and Creativity.
  69. Park, M. G. (2019). Model development of humanistic imagination and character education for mathematics education. A report of National Research Foundation.
  70. Park, M. Y. (2016). 'Humanistic imagination' kills humanities. Character and Thought, 224, 129-143.
  71. Park, Y. Y (2009). Derida & Deleuze: At the border of meaning and meaning. Seoul: KimYoung Sa.
  72. Pointcare, H. (1899). 'La logique et l'intuition dans la science mathematique et dans l'enseignement', L'enseignement mathematique I, 157-163. Citation is to the reprint in Oeuvres, Vol. 11(pp. 129-133.
  73. Polanyi, M., & Prosch, H. (1975). Meaning. Chicago, IL: The University of Chicago Press.
  74. Polya, G. (1945). How to solve it: A new aspect of mathematical method. New Jersey: Princeton University Press.
  75. Pope, R. (2005). Creativity: Theory, history, practice. New York: Routledge.
  76. Rose, N. J., Sanna, L. J., & Galinsky, A. D. (2005). The mechanics of imagination: Automaticity and control in the counterfactual thinking. In R. R. Hassin, J. S. Uleman, & J. A. Bargh (Eds.). The new unconscious(pp. 138-170). New York: Oxford University Press.
  77. Saint-Exupery, A. D. (1943). The little prince. New York: Reynal & Hitchcock.
  78. Sandel, M. J. (2010). Justice: What's the right thing to do? London: Penguin.
  79. Schofield, M. (1978). Aristotle on the imagination, in Aristotle on mind and the senses. Proceedings of the 7th Symposium Aristotlelicum. Cambridge: Cambridge University Press.
  80. Schopenhauer, A. (2012). The wisdom of life by Arthur Schopenhauer. Choi, H. Trans. Seoul: Jipmoondang.
  81. Seo, D. W. (2013). The role of the imagination in the formation of knowledge: On the Case of Sartre and Deleuze. Philosophica Studiesl, 100, 219-239.
  82. Sfard, A. (2012). Summary: On the metaphysical sources of conceptual development. Kwon S. I. et al. Trans. L. English (Ed.). Mathematical reasoning: Analogies, metaphors, and images(pp. 383-416). Seoul: Kyungmoonsa.
  83. Skemp, R. R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 20-26.
  84. Strogatz, S. (2012). The joy of x. New York: Houghton Mifflin Harcourt.
  85. Taylor, S. E., Pham, I. B., Rivkin, I. D., & Armor, D. A. (1998). Harnessing the imagination: Mental simulation, self-regulation, and coping. American Psychologist, 53, 429-439. https://doi.org/10.1037/0003-066X.53.4.429
  86. Thevenaz, P. (2014). What is phenomenology? Kim, D. K. Trans. Seoul: Greenbi Publisher.
  87. Tolstoy, L. (1886/2001). How much land does a man need? Collected shorter fiction. Translated by A. and L. Maude. London: Everyman.
  88. Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7-97. https://doi.org/10.1080/10610405.2004.11059210
  89. Watson, A., & Mason, J. (2005). Mathematics as a constructive activity. Mahwah, NJ: Erlbaum.
  90. Whitehead, A. N. (1929). The aim of education and other essays. New York: A Mentor Book.
  91. Wilburne, M., & Napoli, M. N. (2008) Connecting mathematics and literature: An analysis of pre-service elementary school teachers' changing beliefs and knowledge. IUMPST, 2, 1-10.