• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.1-23
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• 2020

The purpose of this study is to theorize the conceptualizations of educational interest focused on mathematics learning and to investigate the directions of increasing students' interest in mathematics. This study reconsiders the interest theory of Dewey, classification of situational interest and individual interest, and the experimental research of mathematical interest. The conceptions of educational interest on mathematics learning are as follows. First, mathematical interest refers to the total experiences that an individual feels the need to engage in mathematical objects. Second, making a distinction between situational interest and individual interest is effective in suggesting educational interventions in order to improve students' learning interest. Third, interest is characterized by affect, cognition, and value. According to the conceptions of educational interest on mathematics learning, this study suggests that we should develop or construct good mathematics tasks to increase students' interest in mathematics. Good mathematics tasks consider both students' understanding and students' affection and provide activity's goals or values to be noticed by students.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.333-357
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• 2007

One of the most important issues in mathematics education is to restore the educational foundation of school mathematics, which requires fundamental discussions about 'What are the reasons for teaching mathematics?'. This study begins with the problematic that mathematics education is generally pursued as an instrumental know-ledge, which is useful to solve everyday problems or develop scientific technology. This common notion cannot be overcome as long as the mathematics education is viewed as bringing up the learners' ability to work out practical problems. In this paper we discuss the value of mathematics education reflecting on the theory of 'two fold structure of mind'. And we examine the ideas pursued by mathematics educators analyzing the educational theory of Plato and Froebel. Furthermore, we review the mathematics educational theory of F. Klein, an educator who led the reformation of mathematics education in the early 20th century and established the basic modern philosophy and curriculum of mathematics education. In particular, reflecting on the 'two fold structure of mind,' we reexamine his mathematics educational theory in the aspect of the mind cultivation so as to elucidate his ideas more clearly. Moreover, for the more deep discussion about Klein's thoughts on the mathematics education, his viewpoint on tile teaching of 'functional thinking' for the mind cultivation is reexamined based on the research results found in the developments of mathematics education after Klein. As the result we show that under the current mathematics education, which regards mathematics as a practical tools for solving everyday problems and an essential device for developing science and technology, there is a more important value for cultivating the human mind, and argue that mathematics education should contribute to the mind cultivation by emphasizing such an educational value.

• The Mathematical Education
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• v.53 no.4
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• pp.463-478
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• 2014

우리나라 중학교 2학년 학생들은 TIMSS와 같은 국제적인 평가에서 높은 수학 성취도를 보이고 있다. 성별 성취도를 분석하면 TIMSS 1995부터 TIMSS 2011까지 남학생이 여학생보다 지속적으로 높은 평균점수를 받고 있다. TIMSS 1995와 TIMSS 2011의 성별 점수 차이는 유의한 것으로 나타났다. TIMSS 2011에 참가한 42개국 중 성차가 없거나 여학생이 더 높은 성취도를 보인 국가는 35개국이며 남학생이 더 높은 성취도를 보인 국가는 우리나라를 포함하여 7개국이다. 수학 성취도의 성차는 사회문화적 요인과 수학학습태도와 연관이 있다는 여러 연구 결과가 있다. 본 연구는 TIMSS 2011에 참가한 중2학년 5,165명 남녀학생들의 수학성취도 결과를 분석하여 사회문화적 요인이 수학학습태도와 수학성취도에 미치는 영향을 찾아보았다. 연구결과 남녀학생의 교사선호도는 유의한 성차가 없었는데 학부모의 교육 참여도에 유의한 성차가 있었다. 여학생의 수학에 관한 가치와 수학에 관한 자신감은 남학생보다 유의하게 낮았다. 학부모의 교육 참여도는 여학생의 수학학습태도와 수학성취도에 더 높은 영향력을 미치는 것으로 나타났다. 학부모들의 교육 참여도를 높이고 여학생들의 수학에 관한 가치와 자신감을 높이기 위해서는 여학생들의 롤 모델과 여성들의 과학 분야의 진출을 장려하는 사회적 요인의 조성이 함께 필요하다.

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.273-287
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• 2018

The purpose of this study was to analyze changing aspect of teacher and student's value in mathematics instruction. For this purpose, teacher and student's value are analyzed through value questionnaire by four times. The results of this study revealed that although value are individual's deep decision mechanism, it could change considerably by the time. Teacher wasn't compel students to follow her value. Rather, teacher was modified instruction goal to reflect students thinking what is important in mathematics lesson. First, in case of mathematical value, rationalism, objectism, mystery were convergent each other. And control was almost unchanged and openness has been onwards and upwards. Second, in case of mathematics educational value, understanding, pleasure, terminology and application were convergent each other. However achievement was almost unchanged. Also, to teach effectively, teacher using several kinds strategy while negotiate with student's value continuously. On the basis of these results, this paper includes several implications for the future study about values in mathematics which could be the critical factor in student centered instruction.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.19-38
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• 2002

알고리즘이란 ‘유한한 단계를 거쳐 일련의 문제를 해결하기 위한 명확하고 체계적인 방법’ 으로써 수량에 관련된 문제를 보다 신속 ${\cdot}$ 정확하게 처리하기 위하여 역사적으로 다양한 알고리즘이 존재 ${\cdot}$ 변천해 왔다. 계산기가 발명되기 전까지는 지필 알고리즘이 매우 강조되어 왔으나 계산기가 상용화되면서 지필알고리즘에 대한 효용성과 활용도가 점차 줄어들고 있으나 지필 알고리즘은 수학학습의 기초 ${\cdot}$ 기본인 동시에 뼈대로써 그 가치와 역할은 여전히 중요하다. 그러나 표준화된 지필 알고리즘에 대한 지나친 강조로 인해 학생들은 대수적 구조나 계산 원리를 바르게 이해하지 못한 채 반복 연습을 통해 익힌 표준 알고리즘을 기계적으로 적용하여 답을 구하는 경우가 많으며, 이로 인해 학생들은 수학학습에 대한 불안감과 기피현상이 보이고 있다. 또 인간의 창조적 사고활동의 최종적인 산물인 표준 알고리즘은 대안적인 알고리즘에 비해 효율성에서 앞서지만 학생들의 사고 수준에서는 그 원리를 이해하기 힘든 경우가 있을 것이다. 따라서 수학교육의 목적 중의 하나인 문제 해결력을 기르기 위해, 그리고 표준 알고리즘의 가치와 효율성을 인식시키고, 수학학습에 대한 불안감을 줄이기 위해 표준 알고리즘뿐만 아니라 대안적인 알고리즘을 병행하여 지도할 필요가 있다.

• Communications of Mathematical Education
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• v.12
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• pp.331-347
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• 2001

수학교육 개혁에서 강조되고 있는 교실 문화의 변화는 교사가 그 개혁 방향을 이해하고 자신들이 지향하는 가치와 우선 순위를 수업에 어떻게 적용하느냐에 달려 있다고 볼 수 있다. 이와 관련하여, 본 논문에서는 문헌을 통하여 교수 방법에 영향을 미치는 교사 변인 (교사의 학습 및 교수 경험, 지식, 신념, 개별인성특징) 및 사회문화적 변인 (문화적 ${\cdot}$ 교육적 규준, 교육과정 개발과 운영, 교사교육, 전문적 모델과 교사공동체)을 찾아내고 이를 기초로 하여 수학 교사의 교수 방법에 영향을 미치는 요소를 질적으로 분석하기 위한 구체적인 개발면담 질문을 제시한다.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.409-434
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• 2015

The purpose of this study was to investigate the influences of teaching mathematics for social justice on students'interest towards mathematics and perceptions of mathematical values. Eighteen 6th grade students, at B elementary school in Seocho-gu, Seoul, who wished to involved in the study participated in the 10 hour lessons. During the lessons for social justice, the researchers analyzed the students' reactions in the lessons according to the three categories: Perceiving given problematic situations of social conflicts, searching for problem-solving methods based on mathematical analysis, and changing social behaviors to solve life issues through mathematics. They also examined changes of students' interest towards mathematics and perceptions of mathematical values through the activities and reactions using the preliminary questionnaires, observations of lessons, and students' activity sheets. The research results showed that the students perceived mathematics as a tool for social justice in mathematics lessons, tried to find problem-solving methods based on mathematical analysis, and expressed their active social behaviors by cultivating the will of practice to solve life issues through mathematics. Based on those findings, the study reached the following conclusions. First, the students recognize many of the social problems in their societies as social justice regardless of their economic levels. Second, learning activities need to design in a way that students can accept the social problems as realistic situations in teaching mathematics for social justice. Third, students look at the world from a mathematical perspective, have interest in mathematics, and recognize the values of mathematics in teaching mathematics for social justice.

• Journal for History of Mathematics
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• v.17 no.2
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• pp.21-32
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• 2004

AHP is utilized in various fields since its mathematical theory is simple and it can be applied practically and easily. In this paper we study the mathematical foundations of the AHP. And we discuss that the AHP practices purpose of mathematical teaching. Also, we propose an alternative plan for teaching-learning of mathematics based on the discussion.

• Communications of Mathematical Education
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• v.11
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• pp.321-338
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• 2001

수학의 역사에 비하여 수학교육에 관한 연구는 비교적 짧다. 1960년대에 미국과 소련의 우주과학 경쟁이 시작되고 수학교육이 관심을 갖게 되었다. 이 후 전문 학회와 논문지가 출현하기 시작하면서 학문적으로 연구되고 발전하기 시작하였다. 한편 대학 수준의 수학교육에 관한 전문적인 연구는 뒤늦게 1990년대에 시작하였다. 한편 한국의 대학 수학교육은 현재 크게 변화하고 동요하고 있다. 대중화된 대학 교육, 수학 수강생 감소, 대학 수학교육의 개선, 7차 및 중등 교육과정 문제 대학으로 전이, 정보기술의 발전 및 활용 등으로 복잡하게 전개되고 있다. 수학교육 연구의 목적, 문제, 방법, 타당성 기준, 결과의 가치, 교육 개선 응용 등의 학문적 성격이 수학 연구와 크게 다르다. 대학 수학교육에서 새롭게 나타나고 부각되는 문제를 효과적으로 접근하기 위한 연구 방향을 제시한다. 그리고 뇌 과학과 인지 과학 연구에 바탕을 둔 실제 학습 모형에 응용할 수 있는 대학 수학 학습 이론을 소개한다.

• School Mathematics
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• v.18 no.3
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• pp.667-689
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• 2016

Value is an intellectual and an affective concept that influences behavior. It does not exist individually but is conveyed through generation with some system. Korean students showed high achievement scores in spite of low emotion in mathematics learning. The objects of value recognition ought to be extended to social value as well as mathematics for balancing intellectual and affective features. Since the value formed at the first step in mathematics learning keeps its influence even after learning, it is important to form a positive recognition in the value. The following conclusions were drawn. First, the mathematics learning value instrument developed in this study. It is appropriate to explain a students' imbalance of intellectual and affective characteristics. Second, it is possible that the intellectual achievement of Korean students are influenced by the others-oriented value in particular. Third, the recognition of the mathematics learning value of elementary school students would have an influence on secondary school learning. Therefore, education for parents of elementary school students is required. This study can provide a basis on the view of the mathematics learning value which influences the educational result of Korean elementary students as well. It is expected from the following studies that focus on improving affective characteristics on mathematics learning of Korean students is beneficial.