• 월간 기계설비
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• s.117
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• pp.43-69
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• 2000

21세기 건설산업 생존을 위한 대토론회가 지난 3월 28일 서울 르네상스호텔 3층 다이아몬드 볼룸에서 대한건설단체총연합회의 주최와 매일경제신문사의 후원으로 개최되었다. 이번 토론회는 최근 건설산업이 건설업계의 경영혁신 등 적극적인 대처에도 불구하고 경기침체가 장기화되고 경쟁이 심화되는 등 생사의 기로에 서 있다고 판단, 이제는 건설산업계가 스스로 생존을 모색함은 물론 과거의 관행과 사고방식에서 탈피하여 시대의 변화에 걸맞는 새로운 패러다임을 모색하기 위해 개최된 것이다. 이날 토론회는 제1주제 건설산업은 왜 위기에 처해 있는가?(음성직/중앙일보 수석논설위원), 제2주제 건설산업은 제값을 받고 있는가?(김경래/한양대학교 건축공학과 교수), 제3주제 건설기술경쟁정책이 존재하는가?(이규제/대림산업 주식회사 전무이사), 제4주제 건설산업에 대한 정부의 역할은 무엇인가?(동의대학교 경제학과 교수) 등 4개의 주제발표와 언론계, 건설관련정책주관부서 담당자, 업계전문가 등 각계의 인사들이 토론자로 참석하여 현 건설산업의 문제점과 나아갈 방향에 대해 열띤 토론을 벌였다. 다음 내용은 이날 발표된 주제 내용을 간추린 것이다.

• The Mathematical Education
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• v.59 no.3
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• pp.271-294
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• 2020

The purpose of this study was to explore the possibility of digital simulation by which pre-service teachers (PSTs) can approximate the core teaching practice of eliciting student thinking. This study examined PSTs' questions to elicit student thinking, their use of "pause" session and peer feedback, and their reflections on doing a digital simulation. We analyzed a two-hour digital simulation session with 13 PSTs who enrolled in the elementary mathematics methods course. The results showed that PSTs shifted their general questions to more content-specific questions throughout the simulation and made a quick transition to comparing students' strategies. The number of lead PST-initiated "pause" ranged one to four times for various reasons. Their peer-coaches did not voluntarily "pause" the simulation session but actively shared what they noticed from the student work samples and suggested the next teaching moves. Without utilizing the pause session, the dramatic improvement of questioning was not observed. Even though the PSTs felt overwhelmed with interacting with the student-avatars in real-time, they highlighted the benefits of simulations, appreciated the opportunity to learn the core teaching practice, and viewed this digital simulation as "real" and "authentic" experience. The findings of this study provide implications for re-designing a practice-based teacher education program.

• Journal of the Korean Society for information Management
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• v.34 no.2
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• pp.7-26
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• 2017

There has been growing interest in the methods for measuring the credits of individual authors in multi-authored research papers in response to the increase of research collaboration. Having a good understanding for academic norms of individual discipline is essential to measure author credit effectively. However, many Korean universities do not consider different norms for determining the order of authors across disciplines. Rather, they tend to use a standardized method to assess the credits of authors in multi-authored papers. Therefore, this study presented some problems of applying a standardized method to measure author credits in multi-authored papers in economics. The findings of this study confirmed the frequent use of alphabetical author order in economics papers; however, many university guidelines for research evaluation do not take account the alphabetical authorship in measuring the credits of authors. The authors suggest the needs for (1) establishment of a clear definition for primary authors, (2) flexibility in assessment methods for author credit, and (3) empirical research on author credit.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.107-126
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• 2021

Lexicon is closely related to human thinking. In particular, a classroom lexicon results from objectifying the teaching-learning activity in classrooms, allowing humans to recognize and explore the activities and phenomena in classrooms explicitly. Therefore, using the lexicon and clarifying what the words mean is to enhance the understanding of teaching activities. The International Classroom Lexicon Project investigates and identifies each country's mathematics classroom lexicon, where ten countries participated. The purpose of this current study is to compare the differences in perceptions between teachers and pre-service teachers about the Korean classroom lexicon previously investigated as a part of the international collaborative project. By comparing the responses of 147 teachers and 127 pre-service teachers, the degree of familiarity with pedagogical terms and the frequency of occurrence or usage in classrooms were compared and analyzed to understand the recognition of pre-service teachers' pedagogical terms. Finally, we also discuss reflections on Korean mathematics teaching practices in Korea.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.439-464
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• 2020

This study conducted a systematic review of mathematics teacher learning communities, especially the characteristics of teacher collaboration in community activities. Our review includes 14 research papers published in national academic journals indexed in KCI and 24 research papers in international academic journals indexed in SSCI from 2003 to 2019. Results show that the literature varied in research design, research topics, and patterns relating to teacher collaboration. While both international and national papers report teacher community activities concerning the organization, management, and participation, there were different levels of involvement, visions, and activities across the communities of practice. For example, research in national journals has presented teacher community as professional development while papers in international journals have focused on documenting teacher community becoming a reflective community of practice. This study contributes to understanding the interplay of context, conflicting epistemic culture, and professional agency in fostering collaboration in teacher communities. This paper also discusses relevant research methods to investigate mathematics teacher communities and insights into the policy and practice of mathematics teacher education.

• Journal of Educational Research in Mathematics
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• v.16 no.1
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• pp.25-41
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• 2006

The purpose of this study was to analyze teachers' pedagogical content knowledge (PCK) about area of plane figure and how it was actualized in instruction. As an exploratory, qualitative, and comparative case study, 2 fifth-grade teachers were selected. Semi-structured interviews with the leachers were conducted in order to explore their PCK with regard to the area of plane figure. A total of 14 mathematics instructions were videotaped and transcribed. Teachers' PCK and classroom teaching practices were analyzed in detail into 3 categories: (a) knowledge of mathematics contents, (b) knowledge of students' understanding, and (c) knowledge of instructional methods. As such, this paper provided a detailed description on each teacher's PCK and her teaching practice. The results showed that teachers' PCK had a significant impact on instruction. The teacher who had rich knowledge about the area of plane figure was able to encourage students to understand the concept of area and to or explore the principles behind formula calculating various areas of plane geometry. The results demonstrated the importance of individual components of PCK as well as that of overall level of PCK. Different aspects of teaching practices were observed as to how the teachers had internalized PCK. On the basis of a close relationship between teachers' PCK and their teaching practice, this paper finally raised several implications for teachers' professional development for effective mathematics instruction.

• The Mathematical Education
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• v.61 no.4
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• pp.559-579
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• 2022

Research on lexicon and language provides insights into the interests, values and practices of a community where individuals use the language. The International Classroom Lexicon Project, in which ten countries participated, identified own country's mathematics teaching and learning lexicons by investigating mathematics classroom instruction from teachers' perspectives in a speaking-oriented community. This study, as an extension of the International Classroom Lexicon Project research, investigated pedagogical lexicons used in 「Mathematics and Education」 journals specialized for Korean professional mathematics teachers published by the Korean Society of Teachers of Mathematics. Using the text mining approach, we also traced how these pedegogical lexicons have changed quantitatively over the past 10 years with a diachronic perspective. As a results, several novel terms were found in the writing-oriented community, which were not identified in the speaking-oriented community. In addition, we could discover some pedagogical lexicons have increased statistically significantly and some lexicons appeared(increased) rapidly across years. This implies the teacher community's values and zeitgeist by reflecting these changes in the sociocultural, incidental and social changing (i.e., periodical change) contexts. This study has value as a first step in understanding zeitgeist for mathematics education in Korean mathematics teacher community according to changes of times over the past 10 years. Also, this study contributes to the methodological insights: the text mining technique provides a methodological contribution to researching changes in interests, values and zeitgeist according to these changes in the times.

• Review of KIISC
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• v.32 no.4
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• pp.77-84
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• 2022

2020년 8월 5일 통합 개인정보보호법 [3]이 본격적으로 시행되면서 데이터의 보호와 활용을 동시에 만족할 수 있는 가명처리 개념이 도입되었다. 여러 개인정보처리자로 수집된 가명정보를 결합하기 위한 결합 관리기관이 지정되고 있다. 개인정보보호 국제표준은 관행이나 기술을 국제표준으로 개발하여 상호 연동이 가능한 서비스를 제공할 수 있을 뿐만 아니라 제품이나 서비스의 경쟁력을 강화하는데 활용할 수 있다. 개인정보보호 국제표준화를 주도적으로 추진하고 있는 대표적인 국제표준화 그룹은 국제표준화위원회/전기위원회 합동위원회 1/서브위원회 27/작업그룹 5 (ISO/IEC JTC 1/SC 27/WG 5)를 들 수 있다. 이 그룹의 의장님 독일 쾨테대학 Kai Rannenberg 교수가 맡고 있다. 여기서는 2020년 4월 전자회의 이후에는 개인정보보호 분야 3건의 국제표준을 채택하였다. 차기 회의는 2022년 9월 룩셈부르그에서 펜데믹 이후 최초로 대면과 비대면으로 개최될 예정이다. 본 고에서는 이 그룹에서 2020년 4월 이후 추진되고 있는 개인정보보호 관련 국제표준화 동향을 제시하고자 한다. 또한 지난 4월 SC27 WG5 전자 회의에서 논의된 개인정보보호 관련 주요 표준화 이슈와 대응 방안을 제시한다.

• Journal of Educational Research in Mathematics
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• v.13 no.2
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• pp.107-122
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• 2003

The present study aims at theoretically reviewing studies en the need of alignments among assessment, curriculum and instruction in order to implement the goals of mathematics education. This paper discusses about issues and models fer alignment between instruction and curriculum, and then mainly focuses on alignment of assessment with instruction and curriculum at two levels, classroom and large-scale assessment. It was pointed out that both many published standardized tests for large-scale assessment and classroom assessments failed to meet curricular goals and contents, and instructional methods. The findings imply that reform in mathematics education should not be driven by assessment, but be embedded in instructional practices.

• Review of KIISC
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• v.33 no.4
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• pp.117-124
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• 2023

최근 인공지능, 디지털 트윈, 메타버스 기반의 신규 ICT 서비스가 도입되면서 이러한 서비스에서 발생할 수 있는 프라이버시 위험의 적절한 처리는 매우 중요하게 대두되었다. 이의 대표적인 기술적 대책이 프라이버시 강화 기술의 적용이다. 이와 관련하여 개인정보보호 국제표준은 국가나 조직의 관행과 기술을 국제 표준으로 개발하여 상호 연동이 가능한 서비스를 제공하는 역할을 하며, 이로 인해 제품이나 서비스의 경쟁력을 강화하는데 활용될 수 있다. 개인정보보호 국제 표준화를 주도적으로 추진하고 있는 대표적인 국제 표준화 그룹으로는 국제표준화위원회/전기위원회 합동위원회 1/서브위원회 27/작업그룹 5 (ISO/IEC JTC 1/SC 27/WG 5)가 있으며, 독일 쾨테대학의 Kai Rannenberg 교수가 이 그룹의 의장을 맡고 있다. 2022년 ISO/IEC JTC 1/SC 27/WG 5 전자회의 이후 우리나라 주도의 국제표준은 2건 채택되었다. 차기 회의는 2023년 10월 서울에서 원격 참여가 허용된 대면회의로 개최될 예정이다. 본 고에서는 이 그룹에서 2022년 7월 이전 채택된 개인정보보호 관련 국제표준과 현재 개발 중인 주요 국제표준 동향을 살펴보고자 한다. 또한 지난 4월 SC27 WG5 회의에서 논의된 개인정보보호 관련 주요 표준화 이슈와 대응 방안을 제시한다.