• Communications of Mathematical Education
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• v.16
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• pp.279-287
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• 2003

본 연구는 고등학교 수학 교과의 6차시 분의 교실 수업을 비디오로 녹화하여 TIMSS 비디오 연구에서 사용한 코드와 현재 고등학교에서 수업 장학을 위하여 가장 많이 사용하는 점수형 수업참관록으로 분석하였다. TIMSS 비디오 연구의 코드를 활용하여 분석한 결과 교실 수업의 다양한 상황과 수업 내용을 자세하고 객관적인 결과를 얻을 수 있으나 1/3정도의 코드는 거의 사용되지 않는 문제점을 보여주어서 우리 나라 고등학교 수학 수업 분석을 위해서는 TIMSS 연구에서 사용한 코드의 수를 줄여서 고등학교 수학 교실 분석에 사용하는 것이 유용할 것 같다. 수업참관록의 요소를 사용한 분석 결과는 단순하고 개괄적이어서 수업 내용을 정확하게 분석하기는 어렵고 단지 수업 평가 정도의 의미를 지닌다. 따라서 수업참관록에 분석 요소를 추가시킴으로서 보다 의미있고 객관적인 수업 장학을 할 수 있을 것으로 사료된다.

• 한국데이터정보과학회:학술대회논문집
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• 2005.10a
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• pp.49-57
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• 2005

지금의 교실 수업은 토론학습에 익숙한 학생들로 수업에 흥미를 가지는 수업에 관심을 많이 갖고 있으며 수준별 수업을 통한 심화.보충형과 특별 보충과정으로 학생 지도를 하고 있다. 교실마다 수학 학습을 기피하는 현상이 두드려지고 있으며 개인별 수준 차가 더욱 심한 상태라서 학생들에게 동기를 유발하여 수학에 대한 학습 의욕을 고취하고 교실 밖의 학습자를 교실내로 흡수하기 위한 방법론으로 모둠별 돌림수학, 수준별 모둠 구성을 통해 박수를 치기, 구구단을 이용한 학습과 수학 모둠 노래를 통하여 학습동기를 유발하는 학습 모형을 소개한다. 그리고 수행평가나 포트폴리오, 수학 감상문을 통해 동기 유발이 가능한 실제 학습을 개발하여 공교육의 내실화와 창의력을 유발하는 자아실현의 일환으로 신선한 교실 수업의 보탬이 되었으면 한다.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.207-234
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• 2014

There has been an increasing concern of how mathematical idea indicates and shares in a way to promote students' mathematical development. Such ideas highlighting need of the culture of mathematics classroom in mathematical education. The culture of mathematics classroom was constructed classroom social norms, sociomathematical norms, and classroom mathematical practice. This paper investigated how sociomathematical norms were constructed in two elementary mathematics classrooms by two different teachers.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.673-698
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• 2012

In this study, we suggest the standards for future mathematics classroom from environment, teachers, and students aspects. Future mathematics classroom should have the three environmental standards that perform responsible roles and appropriate functions of physical resources and classroom space. In the teacher standards' domain, we presented as a total of eight kinds. Concretely, we proposed the four standards for improvement of mathematical teacher's instructional expertise and the four standards for improvement of abilities of learners. The students standards consist of 4 domain a such as 3 standards of mathematical investigation and problem solving, 3 standards of cooperation and communication, 1 standard of utilization and operation of mathematical technologies and learning support systems, 2 standard of digital ethics and citizenship. Also, we developed the mathematical convergence instruction model and reported the results of its application after the lessons conducted in the classroom equipped with advanced environmental and technologies. We presented the convergence instruction model and scenarios focused on thoughts and actions of teachers and students in the future mathematics classroom.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.25-46
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• 2018

The purpose of this study is to investigate the effects of mathematics instruction for the formation of mathematics classroom culture on cognitive and affective domains of elementary school students. Two classes of 3rd grade elementary school in Seoul were chosen for the study. Twenty math classes were conducted, discussing the norms and using mathematical communication and journal writing activity was carried out. A mathematical achievement evaluation was performed for the inspection of the cognitive domains and a mathematical aptitude test was performed for the inspection of the affective domains. Research has shown that the mathematics classroom culture have a positive effect on the development of students' cognitive and affective domains. In particular, in the course of forming a mathematical classroom culture, students showed a change in the affective domain of a mathematics. Based on these findings, a change in teacher's perception of the importance of mathematics is needed and a variety of circumstances surrounding the students suggested the formation of a mathematical classroom culture.

• 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.17
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• pp.65-76
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• 2003

본고에서는 Handheld Graphing Technology를 활용하는 교실에서 학생들의 개념이해를 수업 중과 수업 후 및 정규고사에서 어떻게 평가를 할 것인가에 관하여 논하고 있다 여기서 Handheld Graphing Technology를 활용한 수업과 일관된 평가방법 몇 가지를 제시한다. 이 방법들은 수업중이나 수업후의 과제물에서나 정기고사에 적용할 수 있는 방법들이다. 이 방법들의 피드백으로써 필요할 경우에 가외의 도움이나 개념형성에 도움이 되는 여분의 문제를 제공함으로써 학생들의 개념이해를 위한 추가적인 기회를 제공한다.

• Journal of Educational Research in Mathematics
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• v.27 no.4
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• pp.639-661
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• 2017

This article reviews several classroom observational frameworks and introduces one of them, Teaching for Robust Understanding of Mathematics (TRU Math) framework, in more detail. The TRU Math framework has unique features, especially of which it helps researchers and practitioners analyze lessons with a focus on opportunities to learn and on how students access to the learning opportunities in mathematics classrooms rather than focusing on teacher behaviors. In this article, using this TRU Math framework, a Korean high school mathematics lesson was analyzed. The analysis illustrates the aspects of good mathematics teaching according to the five dimensions that we theorized. It provides implications on how to better use the tool for both research and practice in Korean school culture and teacher professional development contexts.

• Education of Primary School Mathematics
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• v.17 no.3
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• pp.265-276
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• 2014

In this study, we aim to search the utilization plan of primary 3-4 mathematics textbooks for 'Flipped Classroom' practice. In the flipped classroom, students are required to manipulate more rigorous concepts, deal with realistic problems and various activities, and discussions. Researcher analyzed the new mathematics textbooks of primary 3-4 grade that is applied 2014. The criteria of analysis was made of the instructional model for 'Flipped Classroom' that was set up by previous researcher. To practice the flipped classroom, teachers need to design their classes carefully for using selectively many materials of the textbooks to make students participate discussion in the classroom actively and to consider their interests and levels.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.163-192
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• 2018

The purpose of this study was to examine the relations among mathematics teachers' beliefs, classroom norms and discourse, and equity issues in mathematics classrooms. In order to achieve this purpose, three teachers who work in the same school were analyzed. The analysis revealed that the participating teachers' beliefs about mathematics teaching and learning and about their students' abilities and motivation influenced the establishment of classroom norms and discourses that defined what students needed to do to be successful mathematics learners. Also, classroom norms and discourse affected the development of students' identity and power and the level of equity in the classroom.