• Title/Summary/Keyword: 북한과 남한의 수학수업

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The analysis of interviews with two high school students from North Korea, focusing on their experiences of mathematics lessons in North and South Korea (두 탈북 고등학생의 남북한 수학수업 경험에 대한 인터뷰 분석)

  • Lee, Gi Don;Lee, Jihyun
    • Journal of the Korean School Mathematics Society
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    • v.19 no.2
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    • pp.197-215
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    • 2016
  • As the number of dislocated North Korean students is increasing, the need and interest in supporting their learning are higher. We interviewed two dislocated female North Korean students who had studied middle school mathematics in North Hamgyeong Province and finished high school in South Korea. Two participants compared their student experiences of mathematics lessons in North Korea to mathematics lessons in South Korea. There exist differences but also similarities between mathematics lessons in South and North Korea. On Based on these interviews, we discuss some implication of two students' experiences on mathematics lessons and examinations.

A study on mathematics class in North Korea (북한 수학 수업에 관한 연구)

  • Byun, Heehyun
    • Journal of Educational Research in Mathematics
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    • v.23 no.2
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    • pp.297-311
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    • 2013
  • The mainstream approaches to understand the characteristics of North Korean mathematics education focus on the comparative studies between South and North Korean mathematics curriculum and textbooks through literature analysis. These approaches make it possible to understand what is taught in mathematics class of North Korean school. But it is hard to find any information on how teachers teach mathematics and how students learn it. This study searches North Korean class environment, preparation for class, teaching and learning methods to understand mathematics class in North Korea as they really are. It is extremely difficult to make first-hand observations on North Korean class. Instead, this paper adopted interviews with teachers who have experience of teaching in North Korean school and now live in South Korea. By doing this, it is possible to get some understanding, although somewhat limited, the real aspects of North Korean mathematics class. As a result, there are distinct differences in the characteristics of North Korean mathematics class environment, preparation for class, teaching and learning methods, compared with South Korean.

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Examining SENKs' and Teachers' Recognition about Mathematics Teaching and Learning (탈북학생과 지도교사의 수학 교수·학습 인식 조사)

  • Na, Gwi-soo;Park, Kyung-mee;Park, Young-eun
    • Journal of Educational Research in Mathematics
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    • v.26 no.1
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    • pp.63-77
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    • 2016
  • SENKs (Students who Emigrated from North Korea to South Korea) are exposed to the general problem of Su-Po-Ja(mathematics give-uppers) as well as their own difficulty in learning mathematics. In this study, we conducted the FGI (focus group interview) in order to examine the recognition on mathematics teaching and learning in South Korea with 6 SENKs and 3 teachers who teach the SENKs. As a result, it was found that SENKs' had difficulties in understanding math because of the differences in math terminology used in South and that in North Korea, the unfamiliar problem situation used in math lesson, and the shortage of time for solving math problem. And the teachers reported that they had difficulties in teaching great deal of basic math, SENKs' weak will to learn math, and SENKs' lack of understanding about problem situation because of the inexperience about culture and society in South Korea.