• Proceedings of the Korea Society of Mathematical Education Conference
• /
• 2007.06a
• /
• pp.51-66
• /
• 2007

본 연구에서는 수학영재교육의 정상화라는 측면에서 서울교육대학교 과학영재교육원의 사례를 중심으로 수학과 영재선발 과정 중에서도 수학분야 문항의 분석을 통하여 지원한 학생들의 수학 개념에 대한 반응을 알아보고 영재교육원에 지원하는 학생들의 수학 학습의 문제점을 진단하고, 수학 영재학습 대상자 선발을 위하여 보다 바람직한 수학 문항 개발 위한 개선점에 대하여 알아보았다. 지원자들의 수학 개념, 원리, 법칙에 대한 이해도는 예상보다 매우 낮게 나왔으며 향후 수학영재 선발 문항의 개발에서는 문항의 개발자들이 수학영재 판별을 위한 진지한 고민과 함께 수학영재들의 능력을 적절히 측정할 수 있는 문항을 개발할 필요성을 제기하였다.

• The Mathematical Education
• /
• v.9 no.1
• /
• pp.4-11
• /
• 1970

• The Mathematical Education
• /
• v.20 no.3
• /
• pp.1-10
• /
• 1982

• The Mathematical Education
• /
• v.32 no.3
• /
• pp.256-262
• /
• 1993

• Journal of Elementary Mathematics Education in Korea
• /
• v.19 no.2
• /
• pp.159-178
• /
• 2015

This study discusses on aims for affective development in national curriculum of mathematics. Firstly, affective characteristics of school mathematics studied in Korea are investigated. Secondly, aims for affective development in the Korean national curriculum of mathematics from the 1st curriculum to the current one are inspected. Thirdly, aims for affective development in national curriculum of Hong Kong, Singapore and Finland are researched. From the result, suggestions on the statement about aims for affective development are proposed.

• Communications of Mathematical Education
• /
• v.14
• /
• pp.371-394
• /
• 2001

교사 교육기관에서 교육을 받고 있는 예비 수학교사들의 교수-학습에 대한 신념은 주로 초, 중, 고등학교를 다니면서 수학 교사와의 상호작용과 긍정적 혹은 부정적인 경험에 의해서 형성되어져 있다. 이러한 신념은 결국 사범대학에서의 교육을 받으면서 지식의 습득 과정에 영향을 미치게 된다. 따라서 예비수학교사들이 가지고 있는 수학의 교수-학습에 대한 신념을 조사하는 것은 이들이 기존에 가지고 있는 신념에 대한 반성의 기회를 제공하게 되어 바람직한 신념형성 및 장차 교사가 되었을 때 수학교실에서의 교수-학습의 새로운 전환에 도움이 될 것이다. 그리고 이들의 신념을 조사, 연구하는 것은 현재 수학과 교사 교육기관에서 이루어지고 있는 교수와 학습에 대한 질을 개선하는데 도움이 될 것이다.

• Journal of Educational Research in Mathematics
• /
• v.26 no.1
• /
• pp.143-157
• /
• 2016

This study aims to find out the feasibility and effectiveness of mathematical games as a way to provide primary pre-service teachers with doing mathematics. The game had induced the active participation of elementary pre-service teachers. Through transforming the game, the teachers have been able to experience of mathematical problem posing and generating mathematical representation. Based on this, we discuss the role of mathematical games as a method of pre-service teacher education.

• Communications of Mathematical Education
• /
• v.13 no.2
• /
• pp.477-493
• /
• 2002

본 연구에서는 수학적 개념이나 수학 문제해결의 아이디어와 관련된 수학 게임을 소개한다. 더 나아가 수학 게임 개발 준거를 창의성의 구성요소와 관련하여 제시하고 수학 게임 자료를 이용한 수업 프로토콜을 제시한다.

• School Mathematics
• /
• v.5 no.4
• /
• pp.555-572
• /
• 2003

In this study we analyze critically the educational studies on the history of mathematics, and the results of the questionnaires to the mathematics teachers and mathematics teacher educators and interviews with them in order to highlight the problems which ought to be settled for more efficient using the history of mathematics in the mathematics classes. We ought to deepen the understanding of the meaning of mathematical concepts and its essential viewpoints through the historical development of mathematics, going beyond the interest and motivation of learning mathematics. In this respect there are insufficient sides in the results of the educational studies in the history of mathematics and in the recognition of the mathematics teachers about using history of mathematics. And the teachings of the history of mathematics in the mathematics teachers education courses are not sufficient in that they just survey the history of mathematics, and it is the very important task to develop the historic-genetic materials in the school mathematics and study the historic-genetic approach to the mathematics texts.

• Journal of Educational Research in Mathematics
• /
• v.16 no.3
• /
• pp.179-198
• /
• 2006

In This Paper, I call Johnson & Lakoff (1980; 1999)'s Experientialism or Experiential Realism or, Embodied Realism, Nunez(1995; 1997)'s Ecological Naturalism as Experientialism and try to investigate the possibility of their Experientialism to be a philosophy of mathematical education. This possibility is approached in the respect with the problem of objectivism and relativism. I analyzed the epistemological background of embodied cognition first and then mathematical epistemology of experientialism. Experientialism shares its Philosophical position partly with Dewey and Merleau-Ponty. Experientialists deny the traditional hypothesis of philosophy as such separability of subject and object, and of body and rationality and also They have better position of epistemology than that of Hamlyn, and of Social Constructivism. Therefore, They guarantee wider range of mathematical universality than Hamlyn and Social constructivist. I conclude that the possibility of Experientialism to be a philosophy of mathematical education depends on the success of its supporting the practical study on mathematics education.