• Communications of Mathematical Education
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• v.9
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• pp.83-96
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• 1999

학교에서 가르치는 것과 학교 밖에서 실행되고 있는 것과는 서로 연결성을 유지하면서 통합을 이루어야 된다고 볼 때, 교과서 위주의 형식화되고 구조화된 내용만으로 이루어지는 제한된 학습활동은 수학과 교육과정에서 요구하는 수준의 문제해결을 기대하기가 어렵다. 본고에서는 학생들의 수학적 경험과 관련된 실생활 중심의 과제(Project)를 공동으로 해결하는 과정에서 학생 개개인이 자신의 지적 능력에 따른 역할을 가치 있게 수행함으로써 문제 해결력을 향상시킬 수 있는 방안에 대해서 살펴보고자 한다.

• The Mathematical Education
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• v.63 no.1
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• pp.35-61
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• 2024

The purpose of this study is to examine changes in Korean middle school students' affective attitudes toward mathematics over the past 5 cycles of TIMSS. To this end, we first analyzed the changes in students' affective attitudes towards mathematics in five major countries, and then analyzed the changes in Korean students' affective attitudes toward mathematics by item. As a result of the study, there were positive changes in Korean students' interest, confidence, and value perception of mathematics during the recent 5 cycle of TIMSS. Korean male students' affective attitude toward mathematics is higher than that of female students, and the gender gap has been increasing recently. There was a large difference in the affective attitudes toward mathematics among Korean students, depending on their achievement level, and in particular, the affective attitudes toward mathematics of students at the lower achievement level remained significantly low. Item-level analysis revealed a decrease in Korean students' awareness of the necessity of mathematics in daily life. Based on these results, we discussed the implications for cultivating Korean students' affective attitudes. It is hoped that the results of this study will be meaningfully used as basic data for examining the performance of mathematics education in Korea and contribute to developing measures to foster students' positive attitudes toward mathematics.

• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.373-388
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• 2013

This paper is to investigate how two elementary school teacher's belief mathematics as educational content, and teaching and learning mathematics as a part of educational methodology, and what the two teachers believe towards gifted children and their education, and what the classes demonstrate and its effects on the sociomathematical norms. To investigate this matter, the study has been conducted with two teachers who have long years of experience in teaching gifted children, but fall into different belief categories. The results of the study show that teacher A falls into the following category: the essentiality of mathematics as 'traditional', teaching mathematics as 'blended', and learning mathematics as 'traditional'. In addition, teacher A views mathematically gifted children as autonomous researchers with low achievement and believes that the teacher is a learning assistant. On the other hand, teacher B falls into the following category: the essentiality of mathematics as 'non-traditional', teaching mathematics as 'non-traditional, and learning mathematics as 'non-traditional.' Also, teacher B views mathematically gifted children as autonomous researchers with high achievement and believes that the teacher is a learning guide. In the teacher A's class for gifted elementary school students, problem solving rule and the answers were considered as important factors and sociomathematical norms that valued difficult arithmetic operation were demonstrated However, in the teacher B's class for gifted elementary school students, sociomathematical norms that valued the process of problem solving, mathematical explanations and justification more than the answers were demonstrated. Based on the results, the implications regarding the education of mathematically gifted students were investigated.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.411-431
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• 2009

The efforts on order to enable students to connect meaningfully their real life to mathematical application and mathematical problem solving would be one of the significant functions in school mathematics. In this research, we surveyed 582 elementary school teachers in Seoul to determine their perception and the status about mathematical modeling. The goal of the research was to analyze the survey and interview and investigate the possibility of application of mathematical modeling to elementary mathematics. As a result, they replied that mathematical modeling would be applicable for students' understanding of concepts and motivations.

• Communications of Mathematical Education
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• v.14
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• pp.273-295
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• 2001

통계는 연역적 사고를 강조하는 수학의 다른 영역과 달리 귀납적 추론과 직관적 사고를 요구한다. 따라서 학교 수업에서 학생들이 실제적인 상황을 모델링 할 수 있도록 하며, 주어진 상황에서 자료를 올바르게 산출하고 분석 할 수 있도록 적절한 지도 방법이 필요하다. 그렇지만 학교 수업은 대다수 알고리즘 연습 위주의 통계 학습-지도로 통계적 사고 교육이 제대로 이루어지지 못하고 있다. 이로 인해 학생들은 형식적인 통계 처리에는 익숙하지만 통계 교육의 궁극적 목적인 변이성과 자료를 현명하게 다루는 능력이 부족하다. 본고에서는 피상적인 기계적 계산위주의 통계교육에서 실제적인 자료를 수집하고, 이를 적절히 가공 처리하여 정보의 가치를 높일 수 있는 통계 지도 방향을 탐색해 보고자 한다.

• Communications of Mathematical Education
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• v.11
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• pp.145-157
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• 2001

학습자가 수학적 지식이 정말로 가치 있고 유용한 것이라는 실감을 갖게 하기 위해서는 학습자가 학습의 주체로써 능동적인 참여 기회와 환경의 제공해야 할 것이다. 그러나 지금까지의 수학 학습은 주로 교과서에 제시된 내용과 순서에만 의존하여 교사가 자신의 관점에 근거하여 학생들을 가르치기 위해 수업을 설계하고 실행하고 평가함으로 해서 이미 만들어진 수학을 전수 받아 이를 암기하고 반복 연습하는 경우가 많았다. 특히 수학학습에서 가장 기본 ${\cdot}$ 기초가 되는 알고리즘 학습의 경우 학생들이 가지고 있는 기존의 경험이나 지식에 근거하여 그들 스스로 알고리즘을 구안 ${\cdot}$ 적용해 볼 수 있는 기회를 통해 문제를 해결하는 경험이 중요하다고 보겠다. 이런 맥락에서 본고에서는 인간의 창조적 활동의 산물인 표준화된 알고리즘을 직접적으로 도입 ${\cdot}$ 적용하기에 앞서서 학습자의 수준에서 창의적으로 알고리즘을 고안 ${\cdot}$ 활용해 볼 수 있도록 하기 위해 초등학교 수학에서 알고리즘을 지도하는 방안에 대해 알아보고자 한다

• Communications of Mathematical Education
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• v.12
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• pp.21-32
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• 2001

쌓기놀이는 유치원에서의 주요 활동이며, 유아들이 가장 선호하는 놀이일 뿐 아니라 교육적 가치도 크다고 보고 있다. 특히 쌓기놀이는 다양한 크기, 형태의 나무 적목을 사용하여 구성하게 되므로 공간 관계, 기하학적 도형, 대칭, 합동 등의 수학적 경험을 제공할 수 있다는 것이다. 그러나 교육현장에서의 쌓기놀이는 유아가 자유롭게 구조물을 만든 후 이를 극화놀이로 확장되어 전개되는데 그치고 있어 이를 통한 수학적 경험은 크게 기대할 수 없으며 우연적일 수 밖에 없다. 따라서 본 연구에서는 유아의 쌓기놀이를 보다 기하학적 사고와 탐색을 포함하는 교수-학습의 방안을 모색하고 현장 적용성을 검토하고자하였다. 본 연구의 내용은 유아의 쌓기놀이 활동에 기초한 기하학습의 모형을 설계하고, 이를 기초로 한 적용사례를 제시하는 것이다.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.19-44
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• 2014

This study aims to develop strategies for improving the affective characteristics of Korean students based on results from international achievement tests. In pursuing the goal, different research methods are employed including a) analysis of the theories and literature regarding the affective domains included in PISA and TIMSS studies; b) analysis of the current situation and needs of Korean students with respect to the affective factors based on PISA and TIMSS results; c) case studies of best practices in relation to students' affective domains in Korea and abroad; and d) development of strategies for improving and supporting Korean students' affective characteristics. In this paper, first of all, relevant theories on affective characteristics in literature are introduced. In other words, the concepts of three affective domains in question - interest, self-efficacy, and value - are reviewed, and their definitions for the present study are made. Also, teaching strategies and support plans for improving students' affective factors are extracted from previous studies. Furthermore, this paper reviews recent trends in research on how the affective domains are related to mathematics education and how one can teach them effectively. The teaching guidelines for each affective domain are developed according to the instruction principles extracted through literature review in general for all subjects. Based on the results of the findings mentioned above, this paper establishes and suggests the guidelines on how to teach mathematics reflecting the affective characteristic.

• The Mathematical Education
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• v.58 no.1
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• pp.101-120
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• 2019

The goal of this study was to apply an expectancy-value model(Wigfield & Eccles, 2000) to explain changes in six multi-ethnic students' achievement motivation in mathematics during sixth (2012) to eighth (2014) grades. In order to achieve this goal, we used narrative research methods. Although individual students' achievement motivation and mathematics related life experiences differed, there are some common factors influencing their motivation development, especially (a) roles played by parents and teachers; (b) assessment of peers' competencies; (c) past learning experiences related to mathematics curriculum; (d) perception of the relationship between mathematics competency and other subjects; (e) home backgrounds; and (f) perceived task values. In this study, we achieved some insight into why some multi-ethnic students are willing to study hard to get good scores while others are uninterested in mathematics, and why some multi-ethnic students are likely to pursue new mathematical tasks and persist despite challenges, while others easily give up studying mathematics in the face of adversity. We argue that in order to increase and sustain multi-ethnic students' achievement motivation, educators and parents should recognize that motivation is contextually formulated in the intersection of current people, time, and space, not a personal entity formed in an individual's mind. The findings of this study shed light on the development of achievement motivation and can inform efforts to develop multi-ethnic students' positive motivation, which might influence their mathematics achievement and success in school.

• Communications of the Korean Mathematical Society
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• v.19 no.4
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• pp.585-599
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• 2004

본 연구에서는 학교수학에서 증명지도의 문제점을 정당화의 측면에서 분석하고, 정당화의 한 방법으로서 확률론적 정당화를 제시하며, 학교수학에서 정당화 지도의 교육적 가치, 정당화 지도의 방향, 정당화 지도의 예와 지도 방법에 대해 논의한다. 이러한 논의에 근거하여 학교수학에서의 정당화 지도의 필요성 및 가능성에 관하여 살펴본다. 본 연구에서 '증명'은 고전적인 의미에서의 증명, 즉 엄밀한(rigorous) 증명, 수학적(mathematical) 증명이고, '정당화'는 기존의 수학적 증명 개념은 물론, 다양한 논증 기법을 포함하는 넓은 의미이다.