• Journal of Elementary Mathematics Education in Korea
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• v.20 no.3
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• pp.499-519
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• 2016

This study analyzed the statistics contents in elementary mathematics textbooks in terms of an information-processing capacity, which is one of the math competencies emphasized by the 2015 revised mathematics curriculum. The findings of this study showed that the activities of 'summarizing and analyzing data or information' far outnumbered 'collecting data or information', 'interpreting and utilizing information', and 'using technological instruments or manipulative materials'. Lessons of collecting data or information were mostly present in the textbooks of lower grade-levels, where the range of data collection was narrow, and lacked adequate exploration of data collecting methods. Some lessons on utilizing information were not based on the interpretation of data, and using technological instruments or manipulative materials was merely introduced in teachers' manual and hardly introduced in the actual textbooks. Based on these findings, this study sought to suggest implications regarding the development of statistics contents in elementary mathematics textbooks in a manner to improve students' information processing capabilities.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.159-168
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• 2008

The purpose of this study was to apply the coteaching to the teaching practice of the student-teachers and identify the distinctive characteristics of the communication processes appeared in coteaching. We developed the semiotic analyzing-frame and observed 7 classes of middle schools where the student-teachers cotaught one or two units. Then we analyzed the communication processes on the view of semiotics. We found three patterns of the communication processes. First, when there was a discontinuous communication between the student-teacher and the students, the communication was restarted by the other student-teacher leading to the complete meaning making. Second, when an insufficient communication took place by the student-teacher using inadequate interpretant, the other student-teacher modified the communication by selecting another interpretant including sufficient meaning towards the object. With this new interpretant, students could refine the imperfect private meanings and eventually establish the more objective meanings. Third, the communication was pre-planned between coteachers to help students understand the contents through the successful translation of interpretants. Coteaching provided positive implications to improve the communication processes in science lesson.

• School Mathematics
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• v.9 no.3
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• pp.375-396
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• 2007

The purpose of this study is to analyze how a mathematics teacher and a high school student make the meaning in a graph and how aspects of the interpretation of a graph are interacted during the signification process, and to suggest considerations for teaching and learning of a graph. The findings of a case study have led to conclusions as follows: All of them have a difficulty in making the meaning in a graph and construct the meaning as a nested signification model. In the process which they make the meaning, they interrelate cognitive, contextual, and affective aspects and construct interpretants. In this process, a teacher focuses on cognitive aspect, based on a qualitative approach. But a student considers contextual aspect more, based on a quantitative approach. This study suggests three considerations for teaching and learning of a graph.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.125-141
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• 2011

The purpose of this study is to investigate Home Economics(HE) teachers' perception of Home Economics curriculum perspective and their instructional culture, and to find out correlations between them. 210 questionnaires were used for analysis. The results are as follows. First, our research showed that the preferences of HE teachers with respect to curriculum perspectives were in the order of the interpretive, emancipatory, and technical perspectives. However, there was no consistency among findings in the preferences for the sub-elements of a curriculum. Second, our results indicated that HE teachers performed their role affirmatively in terms of instructional culture such as the 'cooperation between teachers', the 'class focused on student', and the 'learning materials preparation'. Third, there was a statistically significant difference in five elements such as the 'cooperation among teachers' between the HE teachers' curriculum perspectives and their instructional culture. Fourth, there was a statistically significant difference in the 4 factors of 'instructional culture' between the teacher group whose curriculum preference was clear and those group whose curriculum preferences was vague.

• Research in Mathematical Education
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• v.1 no.2
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• pp.139-162
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• 1997

본 연구는 학교 교육과정 가운데 특히 수학과 교육과정에 초점을 맞추고, 미국과 한국을 중심으로 수학과 교육과정의 변화를 초래한 근본적인 원인을 분석하고, 두 나라의 중학교 수학과 교육과정의 체제와 내용을 비교해 보고자 시도하였다. 이러한 비교는 교육과정의 공통성과 차이성을 찾아서 한국 교육과정의 사회적 및 개인적 적합성을 평가하고, 이후 한국의 교육과정 개선을 위한 방안들을 모색하기 위한 것이다. 이미 미국의 경우 1980 년대 들어 서면서 정보화 사회에 적응할 수 있는 수학과 교육과정의 개발 작업에 노력해 왔으며, 한국도 1980 년대 후반부터 제 6 차 교육과정의 개발을 위한 연구를 시작하였다. 그 결과, 미국은 NCTM (미국 수학교사협회)을 중심으로 새로운 수학교육의 표준을 설정하고, 향후 수학교육이 지향할 방향과 전략을 설정한 바 있다. 또한 한국은 제 6 차 교육과정 개정 작업을 통하여 1992 년에 새로운 교육과정을 고시하였다. 물론 양국의 수학과 교육과정을 비교 분석하기 위해서는 그 범위와 대상을 폭 넓게 정할 수도 있겠지만, 본 연구에서는 분석의 대상을 최근 미국의 수학과 교육과정의 근간을 이루고 있는 NCTM 의 일련의 교육 표준화 관련 연구들과 한국의 제 6 차 교육과정에 나타난 수학과 교육과정으로 제한하였다. 본 연구에서는 양국의 수학교육을 이해하기 위하여 1) 양국의 수학과 교육과정에 나타난 수학교육의 일반적 성격, 기본 방향 교육 목표를 비교 분석하였고, 2) 양국의 중학교 수학 교육과정에 나타난 교육 내용을 비교해 보았다. 이를 위해서, 본 연구는 NCTM 의 교육과정 안에 명시된 중학교 과정의 수학과 교육 목표 및 내용을 준거로 하여 한국 교육과정의 관련 내용을 분석하고 비교학적으로 해석하는 방식을 취하였다. 물론 한 국가의 교육과정 체제를 목표 및 내용 요소의 비교만으로 파악할 수 없다고 본다. 향후 미국과 한국의 교육과정을 이해하기 위한 연구들은 내용의 조직, 방법, 평가, 그리고 운영계획 등에 관한 분석으로 확대되어 시도되어야 할 것으로 본다.

• Journal of Elementary Mathematics Education in Korea
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• v.12 no.2
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• pp.185-204
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• 2008

The purposes of this study are to analyze sentence structures of word problems suggested in educational math programs for the 2nd grade elementary students and error patterns in sentence interpretation, and examine how sentence structures influence on errors during sentence comprehension. Based on the results of the analysis on 168 word problems suggested in math textbooks for the 2nd grade elementary students and error patterns observed while 160 the 2nd grade elementary students attempted to solve math word problems, easy and simple vocabularies are repeatedly used in the sentence structures of word problems and specific real life materials such as fruits, books, the number of people and etc. were repeatedly used. 51.56% of errors in sentence interpretation observed was higher than 39.20% of calculation errors and backtracking operation, a length of sentences, the numbers used in questions and off were analyzed to be involved in the errors in interpretation. Therefore, it is very important to make word problems from a student's points of view rather than a teacher's point of view and the study suggests that teachers help students learn basic sentence interpretation skills.

• Communications of Mathematical Education
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• v.11
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• pp.107-126
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• 2001

우리는 흔히 21C를 정보화 시대라고 하며 우리에게 주어지는 정보들 또한 일기예보와 같은 일상적인 분야에서 여론 조사와 같은 전문적인 분야에 이르기까지 아주 다양하다. 이런 정보들은 통계영역과 아주 밀접하며 이런 정보들을 통계적으로 바르게 해석하고 추론하여 일반화하는 등 일련의 과정들을 요구한다. 이런 상황아래 본 연구에서는 6차 초등학교 수학 교과서에서 여러 통계학 영역 중 그래프 형태로 가장 먼저 도입되는 막대그래프에 중점을 두어 현행 교과서에서 학습 내용과 학습 과정의 문제점에는 어떤 것이 있으며 아울러 그래프 이해력에 필요한 요소나 인지적 사고 능력, 그래프 이해력의 수준을 알아보고, 이를 바탕으로 여러 문헌을 통해 본 연구자가 나름대로 구안한 통계적 기법을 사용한 교수 ${\cdot}$ 학습 과정을 실험반에 적용한 후 그래프 이해력 사전 ${\cdot}$ 사후 검사를 비교함으로써 통계적 기법을 사용한 교수 ${\cdot}$ 학습 과정이 그래프 이해력에 어떠한 영향을 미치는지 알아보고자 한다.

• Education of Primary School Mathematics
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• v.17 no.3
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• pp.253-263
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• 2014

In this paper we review an axiomatic definition of the area of plane figures with area axioms, discuss what the area axioms mean, and analyze the contents about the area of plane figures in elementary school mathematics from the view point of area axioms. So we evaluate which aspects of the concept of area are emphasized or deemphasized in the current elementary school mathematics textbook.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.402-411
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• 2010

The purposes of this study are to analyze an argumentation between an astronomers group and a counter astronomers group that have concluded different results by using the same methods and to find an implication for applying to school science. For this study, two science research papers, which have been interpreted differently, were selected and analyzed in spite of observing same area in Titan and using same data process method. Their key issues are involved in interpretation and explanation, and the credibility of observed data. From this result, scientific argumentation accompanied with the credibility evaluation about the justification process of scientific explanation and experiment results needs to be developed.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.159-169
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• 2009

After analyzing data of 797 Middle and High School students, the results show that those using cognitive reappraisal strategies adjusted better in school life than those using expressive suppression strategies in regards to application of emotional regulation strategies. In gender differences of the application, male students adjusted better when they used cognitive reappraisal strategies in relationship with their teachers and their peers. Female students, on the other hand, adjusted better in relationship with their teachers their peers, and in academics, when using cognitive reappraisal strategies. In school year differences, middle school students who used less of emotional regulation strategies in academics, friendship and student-teacher relations adjusted better in relationship with their peers.