• 한국수학사학회지
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• 제28권1호
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• pp.15-29
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• 2015

This study aims to analyze how the history of mathematics is used in Chinese mathematics textbooks. As a framework for analysis, we categorized nine types of using the history of mathematics in textbooks. We analyzed 18 mathematics textbooks for Chinese elementary and middle schools. As a result, we found that various types of using the history of mathematics were adopted in Chinese textbooks except for explorations of mathematical errors in history. We also noticed three characteristics: preference to using for motivation and reading matters in elementary school levels, high frequencies of using problems from traditional mathematical books and origins of mathematical concepts or symbols, and emphasis on ethnic superiority through the Chinese traditional mathematics. Based on the results of analysis, we discussed and induced some implications for using the history in our mathematics textbooks.

• 아동학회지
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• 제22권4호
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• pp.225-241
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• 2001

This study examines the effect that mathematics teaching efficacy has on teacher's mathematics education practices. Data was obtained from 220 kindergarten teachers who responded to the questionnaire, the mathematics teaching efficacy belief instrument (developed by Enochs). Among these 220 teachers, upper and lower 5 % of the teachers on mathematics teaching efficacy belief were chosen to identify the influence of mathematics teaching efficacy on mathematics activity style, teaching strategy, and teacher-child interaction. The results indicated that teacher's interest in math, previous participation in mathematics teaching method course mainly influenced mathematics teaching self-efficacy. Teachers with high mathematics teaching efficacy belief preferred providing mathematical learning activity than providing other learning areas. They employed effective mathematics teaching strategy such as high and medium cognitive distancing strategy and established positive teacher-child relationship. Implications for teacher education and professional development activities were discussed.

• 한국수학교육학회지시리즈A:수학교육
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• 제52권3호
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• pp.319-334
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• 2013

This study is a literature research on critical mathematics education. In this study, we analyzed the literature about critical theory and critical education, especially focused on Freire's educational works. And also, we reviewed studies and lesson examples about critical mathematics education. The purpose of this research is to improve understanding about critical mathematics education. We found the connection between the goals, teaching methods and contents of critical mathematics education and Freire's theory of critical pedagogy. Critical mathematics lessons stimulated student's sense of social agency and induced student's inquiry. Critical mathematics education has a merit on aspect of mathematical connection and communication by adopting social issues and student's discussion in mathematics lessons. Although there are many obstacles to overcome, critical mathematics education is one of the educational direction to seek.

• 대한수학교육학회지:학교수학
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• 제11권3호
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• pp.335-349
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• 2009

이 논문은 수학 교사의 신념과 지식이 수학 수업에 어떻게 표현되는 지 미국 중학교 수학 교사의 수업 분석을 통한 사례연구 보고서이다. 미국 중학교 수학 교실에서 이루어지는 수업에 대한 정보를 제공할 뿐만 아니라, 수학교사의 신념과 지식이 수업에 어떻게 반영되고 적용되는지 상세하게 분석 설명한다. 사례 분석 연구 결과는 참여 수학 교사의 수학 교수학습에 대한 신념체계가 수업에 일정 정도 일관성 있게 표현됨을 보여 준다. 특히, 그 교사의 신념체계가 수학 수업을 조직하고 구성하는데 큰 영향을 미치는 것으로 나타났다.

• 한국수학사학회지
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• 제30권6호
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• pp.327-339
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• 2017

Recently industry goes through enormous revolution. Related to this, major changes in applied mathematics are occurring while coping with the new trends like machine learning and data analysis. The last two decades have shown practical applicability of the long-developed mathematical theories, especially some advanced mathematics which had not been introduced to applied mathematics. In this concern some countries like the U.S. or Australia have studied the changing environments related to mathematics and its applications and deduce strategies for mathematics research and education. In this paper we review some of their studies and discuss possible relations with the history of mathematics.

• 한국수학사학회지
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• 제20권2호
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• pp.47-58
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• 2007

본 논문에서는 동양수학과 고대 그리스 수학을 비교한 결과, 동양수학은 엄밀한 논리적 체계를 갖추지는 못했지만 양적이고 계산적이며 어떤 원리를 가지고 문제를 해결한 반면, 고대 그리스에서는 완전한 학문으로써의 공리적이고 연역적인 전개로 이루어진 수학의 특성을 가지고 있음을 고찰하였다. 이는 동양과 고대 그리스의 수학적 특성과 장점들을 결합하여 연구하면 미래의 수학교육과 수학발전에 원동력이 될 것으로 기대된다.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권1호
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• pp.125-137
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• 2001

We review the mathematics education in Korea just after the 1595 Liberation and the first, second curriculum announced in 1955 and 1963, respectively. The 3rd curriculum announced in 1973 is influenced by “New Mathematics” in America. There were theoretical research about “New Mathematics”, but no experimental research about it in the school. So, there was not much effect of “New Mathematics” in mathematics education. After that we have the 4th, 5th and 6th curriculum which is improved by the result of experience in teaching. The 7th curriculum announced in 1997 emphasized practical mathematics. In this paper, we review the mathematics education and consider some problems in the 7th curriculum. We also consider some problems in mathematics textbook authorization under the 7th curriculum. To solve these problems, we suggest some facts. Especially, we need the philosophy about mathematics education and the enough knowledge about “Mathematics for Mathematics Teachers”.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제26권3호
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• pp.147-166
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• 2023

Mathematics is a science of pattern. Mathematics is a subject of inquiring which aims at discovering the models hidden behind the world. Pattern is abstraction and generalization of the model. Mathematical pattern is a higher level of mathematical model. Mathematics patterns are often hidden in pattern similarity. Creation of mathematics lies largely in discovering the pattern similarity among the various components of mathematics. Inquiring is the core and soul of mathematics teaching. It is very important for students to study mathematics like mathematicians' exploring and discovering mathematics based on pattern similarity. The author describes an example about how to guide students to carry out mathematics inquiring based on pattern similarity in classroom.

• 한국과학교육학회지
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• 제31권3호
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• pp.475-489
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• 2011

The purposes of this study were to inform the exemplary models of integrated science and mathematics and to analyze and discuss their similarities and differences of the models. There were two steps to select the exemplary models of integrated science and mathematics. First, the second volume (Berlin & Lee, 2003) of the bibliography of integrated science and mathematics was analyzed to identify the models. As a second step, we selected the models that are dealt with in the School Science Mathematics journal and were cited more than three times. The findings showed that the following four exemplary theoretical models were identified and published in the SSM journal: the Berlin-White Integrated Science and Mathematics (BWISM) Model, the Mathematics/Science Continuum Model, the Continuum Model of Integration, and the Five Types of Science and Mathematics Integration. The Berlin-White Integrated Science and Mathematics (BWISM) Model focused an interpretive or framework theory for integrated science and mathematics teaching and learning. BWISM focused on a conceptual base and a common language for integrated science and mathematics teaching and learning. The Mathematics/Science Continuum Model provided five categories and ways to clarify the extent of overlap or coordination between science and mathematics during instructional practice. The Continuum Model of Integration included five categories and clarified the nature of the relationship between the mathematics and science being taught and the curricular goals for the disciplines. These five types of science and mathematics integrations described the method, type, and instructional implications of five different approaches to integration. The five categories focused on clarifying various forms of integrated science and mathematics education. Several differences and similarities among the models were identified on the basis of the analysis of the content and characteristics of the models. Theoretically, there is strong support for the integration of science and mathematics education as a way to enhance science and mathematics learning experiences. It is expected that these instructional models for integration of science and mathematics could be used to develop and evaluate integration programs and to disseminate integration approaches to curriculum and instruction.

• 한국콘텐츠학회논문지
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• 제16권10호
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• pp.364-372
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• 2016

본 연구는 예비수학교사들의 수학과 디지털교과서에 대한 인식을 알아보는데 그 목적이 있다. 이를 위해 충청북도 소재한 H대학교의 수학교육과에 재학 중인 52명의 예비수학교사에게 설문조사를 실시하여 분석하였으며 연구 결과는 다음과 같다. 예비수학교사들은 수학과 디지털교과서의 효과에 긍정적으로 인식하였으며, 상호작용에 대해서도 보통으로 인식하였다. 예비수학교사들은 수학과 디지털교과서의 흥미 요인에 대해 긍정적으로 인식하였으며, 디지털교과서가 학생건강에 미치는 영향에 대해 보통으로 인식하였다. 예비수학교사들은 디지털교과서가 수업운영에 미치는 영향에 대해서도 보통으로 인식하였다. 일부 예비수학교사들은 함수 영역과 기하 영역에서 디지털교과서가 필요함을 강조하였으며, 일부 예비수학교사들은 서책형 교과서가 더 적합하다고 하였다. 본 연구는 향후 사범대학에서 디지털교과서를 활용에 대한 예비교사 교육프로그램을 개발하고 활용하기 위한 기초연구로서 그 의의가 있다.