• 대한수학교육학회지:수학교육학연구
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• 제8권1호
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• pp.101-123
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• 1998

The purpose of this study is to construct the "open" instructional model that might be used properly in mathematics classroom. In this study, the core philosophy of "openness" in mathematics instruction is looked upon as the transference itself from pursuing simply strengthening the function of instruction such as effectiveness in the management of educational environment into the understanding of the nature of mathematics learning and the pursuing of true effectiveness in mathematics learning. It means, in other words, this study is going to accept the "openness" as functional readiness to open all the possibility among the conditions of educational environment for the purpose of realizing maximum learning effectiveness. With considering these concepts, this study regards open mathematics education as simply one section among the spectrum of mathematics education, thus could be included in the category of mathematics education. The model for open instruction in mathematics classroom, constructed in this study, has the following virtues: This model (1) suggests integrated view of open mathematics instruction that could adjust the individual and sporadic views recently constructed about open mathematics instruction; (2) could suggest structural approach for the construction of open mathematics instruction program; (3) could be used in other way as a method for evaluation open mathematics instruction program.thematics instruction program.

• 한국수학사학회지
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• 제30권4호
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• pp.247-258
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• 2017

The goal of this essay is to examine metaphors for mathematics and to discuss philosophical problems related to them. Two metaphors for mathematics are well known. One is a tree and the other is a building. The former was proposed by Pasch, and the latter by Hilbert. The difference between these metaphors comes from different philosophies. Pasch's philosophy is a combination of empiricism and deductivism, and Hilbert's is formalism whose final task is to prove the consistency of mathematics. In this essay, I try to combine two metaphors from the standpoint that 'mathematics is a part of the ecosystem of science', because each of them is not good enough to reflect the holistic mathematics. In order to understand mathematics holistically, I suggest the criteria of the desirable philosophy of mathematics. The criteria consists of three categories: philosophy, history, and practice. According to the criteria, I argue that it is necessary to pay attention to Pasch's philosophy of mathematics as having more explanatory power than Hilbert's, though formalism is the dominant paradigm of modern mathematics. The reason why Pasch's philosophy is more explanatory is that it contains empirical nature. Modern philosophy of mathematics also tends to emphasize the empirical nature, and the synthesis of forms with contents agrees with the ecological analogy for mathematics.

• 한국수학교육학회지시리즈A:수학교육
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• 제56권2호
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• pp.147-160
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• 2017

The purpose of this study was to examine (1) if sociocultural factors that are known to influence gender gap in mathematics achievement are gender equitable for Singaporean eighth grade students, (2) if there is a higher level of gender equitability in students' attitudes towards mathematics and (3) how sociocultural factors influence mathematics achievement for Singaporean eighth grade students. This study is based on 5,923 Singaporean eighth grade students who participated in TIMSS 2011 assessment. The study found that there were no statistically significant gender differences in 'parental involvement in education' and 'teacher efficacy.' There were no statistically significant gender differences in students' attitudes of 'like learning mathematics,' and 'value learning mathematics'. A significant gender difference was identified for the attitude of 'confident with mathematics.' The boys displayed a higher level of confidence in mathematics than the girls consistent with other study findings for Asian students. The degree of effect from 'parental involvement in education,' 'teacher efficacy,' and 'confident with mathematics' on mathematics achievement are found to be stronger for girls than boys. The finding implies that girls' mathematics achievement can benefit from having more positive encouragement and involvement of parents and teachers and strengthening confidence in mathematics.

• 한국학교수학회논문집
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• 제3권1호
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• pp.47-57
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• 2000

The purpose of this study is to investigate the degree of anxiety factors for learning mathematics and look into the reason of anxiety of mathematics and show the method of eliminating negative and anxious factors in elementary school, secondary school and high school. To have learner take an interest in learning mathematics, develop the positive attitude about learning mathematics and maximize the effect of learning of mathematics, three kinds of hypotheses are established as follows: 1. There would be difference in anxiety factor of learning mathematics according to elementary school, secondary school and high school. 2. There would be difference in anxiety factor of learning mathematics according to sex. 3. There be difference in anxiety factor of learning mathematics according to the level of achievement. The results of this study are as follows: 1. Hypotheses I was testified. The anxiety factor between mathematics learning and mathematics teacher was significant difference according to elementary school, secondary school and high school. 2. Hypotheses II was testified. The result of hypotheses II was significant difference only in high school. The anxiety factor of mathematics teacher was significant difference according to boy student and girl student. 3. Hypotheses III was testified. The anxiety factor of mathematics, teacher and test was significant difference only in elementary school and high school.

• 한국수학사학회지
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• 제19권3호
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• pp.1-20
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• 2006

조선(朝鮮) 시대 수학에 관계된 행정 업무는 취재(取才)에 의하여 뽑힌 중인(中人) 산원(算員)들에 의하여 이루어졌다. 이들은 호조(戶曹)에 속하며, 직위는 계사(計士), 별제(別提), 훈도(訓導), 교수(敎授)이다. 산원(算員)들의 교육과 취재를 위하여 훈도(訓導)와 교수(敎授)들의 역할은 매우 중요하다. 주학선생안(籌學先生案)과 주학입격안(籌學入格案)을 통하여 훈도(訓導)와 교수(敎授)를 조사한다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제20권2호
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• pp.207-214
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• 2006

수학의 논증수학과 실용수학으로 나누어 볼 수 있다. 우리나라의 수학은 실용수학에서 논증수학으로 그 성질이 변해 왔다고 볼 수 있는데 그 계기가 된 것이 개화기이다. 개화기에 새로운 수학이 등장하면서 겪게 된 변화를 살펴 본 결과, 첫째, 수학서의 내용과 형식은 서구의 방식을 따랐으나 수학을 대하는 태도는 전통적인 방식을 그대로 따랐다는 것, 둘째, 결과를 중요시하는 방식에 익숙해 과정을 중요시하는 증명을 어렵게 생각한다는 것, 셋째, 수학 그 자체를 즐기는 수학 문화가 필요하다는 결론에 이르게 되었다.

• 공학교육연구
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• 제16권1호
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• pp.54-63
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• 2013

This study aims to investigate relationships among self-directed learning readiness [SDLR], prerequisite mathematics test score and achievement level in college mathematics. For this purpose, the adjusted SDLRS (self-directed learning readiness scale) of Guglielmino's model, the score of mathematics diagnostic assesment and first semester college mathematics score among 424 freshmen students of engineering department of D university in 2011 were used and analyzed. Research results are as follows: Firstly, freshmen of engineering department had average level of SDLR, though they showed relative low level of self-direction, passion and time control ability. Secondly, considering SDLR with the mathematics diagnostic assesment score (3 groups: high, middle, low), there were no statistically significant differences. Thirdly, concerning SDLR according to the achievement level in college mathematics, a group which acquired good achievement showed higher level of SDLR compared with middle or lowachievement group. Differences among three groups were statistically significant. Lastly, there were affirmative relationships between SDLR, mathematics diagnostic assesment score and achievement in college mathematics. Furthermore, mathematics diagnostic assesment score and achievement level in college mathematics were found to be the most closely related. Based on the results, we suggest strategies to elevate SDLR of engineering department students and improve their achievement in college mathematics.

• 한국수학사학회지
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• 제33권5호
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• pp.261-275
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• 2020

HPM (History and Pedagogy of Mathematics) activities deal with integrating the history of mathematics with the teaching and learning of mathematics. As a teacher of mathematics the author will share his personal experience in the engagement of HPM activities during the past forty-five years with fellow teachers who are interested in such activities and who may wish to know how another teacher goes about doing it.

• 대한수학교육학회지:학교수학
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• 제3권2호
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• pp.401-421
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• 2001

This paper describes the teaching of mathematics in France at the elementary and secondary levels. It consists of four parts: the structure of the french education system and the status of mathematics within it, the evolution of mathematics teaching in France from 1968 to nowadays, the teacher training in France, the mathematical contents in the elementary school curriculum and the mathematics curriculum in the lower secondary school. From this review, we can extract some characteristics of the teaching of mathematics in France.

• 대한수학교육학회지:수학교육학연구
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• 제9권2호
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• pp.405-418
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• 1999

In this paper, we tried to establish the concept of 'Mathematics for Elementary Teachers(MET)'. There are 4 kinds of Mathematics for Teachers(MT). MET is one of tried to establish the concept in contradistinction to school mathematics(SM), mathematics, and Teaching Materials(TM). We suggested the outline of MET by suggesting the parts to which SM, MTs. The concept of MET is established variously according to various views. Here, we mathematics, and TM can not approach.