• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.65-78
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• 2004

실업계고교 졸업 후 대입수능시험을 치르지 않고 산업체 특별전형으로 입학한 야간 공과대학 직업학생들의 실업계고교 수학교과서인 "실업계 실용수학"과 인문계고교 수학교과과정을 비교하여, 직업 학생들의 고교과정 선수학습상태를 분석하고, 이를 토대로 야간대학 직업학생들의 수준에 맞는 대학수학 교육과정을 재구성하여, 이들 수준에 적합한 수학교육과정 재구성이 대학 미분적분학 학습에 미치는 영향을 분석하고, 이를 통한 공과대학 전문교육을 잘 소화해 낼 수 있도록 야간 직업학생들의 수학교육을 강화시키고자 한다.

• The Mathematical Education
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• v.1 no.2
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• pp.7-9
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• 1963

• The Mathematical Education
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• v.8 no.1
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• pp.14-17
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• 1969

• The Mathematical Education
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• v.33 no.1
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• pp.1-10
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• 1994

• The Korean Journal of Applied Statistics
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• v.20 no.1
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• pp.159-165
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• 2007

The statistics chapter in High School Mathematics I as implemented in The 7th Curriculum is reviewed critically. In views from mathematical integrity or logic, the current contents are not satisfactory in several key issues. Specific instances are the law of large numbers, normal distribution and confidence intervals for population mean. We suggest alternative teaching points to handle such difficulties and propose re-structuring the course syllabus with reduced items.

• The Mathematical Education
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• v.13 no.1
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• pp.5-16
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• 1974

• The Mathematical Education
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• v.21 no.3
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• pp.1-6
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• 1983

• The Mathematical Education
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• v.8 no.1
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• pp.10-11
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• 1969

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.155-162
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• 2004

이공계 기피 현상 혹은 학생들의 전공 선택과 관련하여 수학에 대한 부정적인 견해들이 있다. 그러나 최근 고교 졸업생들의 대학 진학에 대한 자료에 의하면 다른 면을 볼 수 있다. 이와 관련된 자료를 분석하여 살펴보고 그에 따른 수학교육의 방향을 제시한다.

• East Asian mathematical journal
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• v.31 no.4
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• pp.569-585
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• 2015

Many mathematics teachers in characterization high schools have been troubled to teach students because most of the students have weak interests in mathematics and they are also lack of preliminary mathematical knowledges. Currently many of mathematics teachers in such schools teach students using worksheets owing to the situation that proper textbooks for the students are not available. In this study, we referred to Chevallard's didactic transposition theory based on Brousseau's theory of didactical situations for mathematical teaching and learning. Our lessons utilizing worksheets necessarily entail encouragement of students' self-directed activities, active interactions, and checking the degree of accomplishment of the goal for each class. Through this study, we recognized that the elaborate worksheets considering students' level, follow-up auxiliary materials that help students learn new mathematical notions through simple repetition if necessary, continuous interactions in class, and students' mathematical activities in realistic situations were all very important factors for effective mathematical teaching and learning.