• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.747-770
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• 2012

In this study, we develop the mathematical modeling teaching materials focused function units of mathematics textbooks and establish the appropriate teaching and learning model. Using mathematical modeling materials and developed instructional materials for teaching high school students is aimed to improve the academic achievement, mathematical attitude and fear. The problem of this study is as follows : First, between the groups using mathematical modeling and a traditional textbook teaching academic achievement groups showed that there is a difference? Second, between the groups using mathematical modeling and a traditional textbook teaching mathematics between groups showed that there is a difference of mathematical attitude and fear? Third, what are the lessons for the students' responses using mathematical modeling?

• Education of Primary School Mathematics
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• v.15 no.3
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• pp.189-199
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• 2012

In reality, learner-centered instruction's real worth has not been exposed when implementing instructions using elementary mathematics textbooks developed for the execution of learner-centered instruction, since the 7th national curriculum were revised in 1997. Therefore, some characteristics have been looked into appropriate for fulfill it. It would be expected that instructional materials are developed which is reflected on the characteristics in revising next national curriculum and developing elementary mathematics textbook.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2010.04a
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• pp.223-223
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• 2010

이 보고서는 수학교사가 교과교육자료를 수업에 적용할 때, 각 과제(task)의 cognitive demand의 수준이 어떻게 변화하는 지 분석하고 그 변화의 요인을 추정한 연구의 일부분이다. Mathematical Tasks Framework과 cognitive demand의 수준 (Stein & Henningsen, 1996)의 이론적 틀을 토대로, 미국 초등 수학교사의 수업을 관찰하고 인터뷰 자료를 수집, 분석하였다. 또한, 교사용 지도서와 교과서 등의 교과교육자료를 분석하였다. 연구 결과, 교사의 수업과제의 cognitive demand 수준이 교과교육자료에서 제시한 수준과 다르게 나타났다.

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.191-213
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• 2005

이 연구는 수학교사가 자기수업 관찰을 바탕으로 수업반성의 과정에서 발문을 어떻게 반성하는지, 반성을 통해 수업에서 발문을 어떻게 변화시키며, 교사와 학생 사이의 상호작용에 어떤 변화가 나타나는지를 분석하기 위한 것이다. 두 중학교 수학 교사를 대상으로 일주일에 1회씩 총 5회의 수업관찰과 수업반성의 순환과정을 통해 얻어진 관찰자료, 녹화자료, 면담자료로 분석한 결과는 다음과 같다. 첫째, 교사의 수업반성 결과 학생들로 하여금 수업에 더 많이 참여하고 학생 자신의 생각을 표현할 수 있도록 유도하기위한 효과적인 발문을 고안하였고, 교사 자신의 수업을 자발적으로 평가하는 경향을 보였다. 둘째, 발문의 변화 면에서 반성 초기의 수업보다 반성 후기의 수업에서 설명을 요구하는 발문유형의 빈도가 높게 나타났으며, 판단을 요구하는 발문을 하고 나서 그 판단에 대하여 설명하도록 요구하는 발문을 함으로써 학생들로 하여금 자신의 생각과 아이디어를 표현할 수 있도록 하는 것으로 나타났다. 그리고, 문제해결과정에 학생들의 참여의 기회가 늘어나도록 발문을 하는 것으로 나타났다. 셋째, 상호작용 측면에서 교사와 학생간의 상호작용이 학생과 학생들 간의 상호작용 패턴으로 변화하였고, 교사의 판서가 의사소통을 단절시키던 것에서 교사와 학생의 의사소통의 방향을 안내하는 역할을 하는 것으로 나타났다.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.517-544
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• 2023

This study presents the process and outcomes of developing mathematical-informatics linkage·convergence class materials, based on previous research findings that indicate a lack of such materials in high schools despite the increasing need for development of interdisciplinary linkage·convergence class materials In particular, this research provides insights into the discussions of six teachers who participated in the same professional learning community program, aiming to create materials that are suitable for linkage·convergence class materials and highly practical for classroom implementation. Following the material development process, a theme-based design model was applied to create the materials. In alignment with prior research and consensus among teacher learning community members, mathematics and informatics teachers developed instructional materials that can be utilized together during a 100-minute block lesson. The developed materials utilize societal issue contexts to establish links between the two subjects, enabling students to engage in problem-solving through mathematical modeling and coding. To increase the validity and practicality of the developed resources during their field application, CVR verification was conducted involving field teachers. Incorporating the results of the CVR verification, the finalized instructional materials were presented in the form of a teaching guide. Furthermore, we aimed to provide insights into the trial-and-error experiences and deliberations of the developers throughout the material development process, with the intention of offering valuable information that can serve as a foundation for conducting related research by field researchers. These research findings hold value as empirical evidence that can explore the applicability of teaching material development models in fields. The accumulation of such materials is expected to facilitate a cyclical relationship between theoretical teaching models and practical classroom applications.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.475-504
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• 2021

This study is a study that developed class materials that can be applied directly to classes by field teachers in consideration of ' research on the development is valuable as a field support study.', 'In material development, organizing data centering on the knowledge composition and inquiry activities of characters related to the mathematics concept can help develop class materials', and 'The fact that the development of subject data for has been insufficient'. To this end, this study went through the procedure of 'establishing a data development plan, data development, verifying field teachers on development data, verifying subject experts on development data, and developing final data reflecting verification opinions.' Therefore, based on the 1st 50 minutes reflecting the task exploration model, it was possible to develop class materials for the 3rd time. In this study, development data were presented with a 17-week curriculum plan, a class guidance plan that presents teacher-student interaction, and a task development form that students fill out and submit in class. This study was developed with the developed data in mind to be applied to actual classes. Therefore, a follow-up study is needed to apply the developed data to actual classes and analyze the results.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.745-770
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• 2013

In the knowledge-based society today, most knowledge is the integrated one which is difficult to be classified into subjects rather than the knowledge of a single subject. Thus, integrated thinking, which integrated knowledge is preferentially acquired first and then can be also associated with imagination and artistic sensitivity, is simultaneously required in order that we have a problem-solving capability in our daily life. STEAM education(science, technology, engineering, arts and mathematics) is one of the educational methods to improve this problem-solving capability as well as integrated thinking. This research developed materials for STEAM education which can be applied to the 6th grade curriculum of elementary school mathematics, then input it, and analyzed how it impacts with students' attitudes toward mathematics. Unit 3 'Prism' and Pyramid' were restructured and replaced by classes such as 'Spaghetti Project' or 'Paper Craft'. Unit 4 'Several Solid Figure' was taught as a class of 'EDUCUBE'. Unit 6 'Proportional Graph' was taught as a class of 'Creating my own bracelet'. After having this class, we found that mathematics class applied STEAM also has a positive effect on the mathematical attitude of students. Many students said that math is fun and gets more interesting after having math class applied STEAM and we come to know that they have positive awareness of mathematics.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.563-585
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• 2020

This study developed teaching-learning materials for mathematics and coding convergence classes using Python, focusing on 'Prime Factorization' of seventh graders. After applying the teaching methods and contents to the students, they analyzed whether the learners achieved their learning goals. The results were used to modify and supplement teaching and learning materials. Affective domain of learners were also analyzed. The results are that the teaching methods and contents of the developed teaching-learning materials were generally appropriate for learners. The learners understood most of the lessons according to the set teaching methods of all classes. And learners have mostly reached their learning goals. In addition, as a result of analyzing the definition characteristics of learners through follow-up interviews, the interest in mathematics and programming has improved. The developed teaching and learning materials of this study are well consisted mostly of the teaching methods and the contents of the classes, and are organized so that learners can reach most of the learning goals. It also brought positive changes to the affective domain of mathematics and coding, demonstrating the potential for useful use in school.

• Education of Primary School Mathematics
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• v.17 no.3
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• pp.205-230
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• 2014

New teaching and learning theory on various aspects about class is needed to implement education which reflects constructivism, ideally. For an ideal learner-centered mathematics class, tangible and intangible elements related to education(view of knowledge, view of leaner, teacher's role, evaluation, the form of class, learning, teaching material, etc.) should be integrated from a constructive perspective and especially, teaching material has to be premised on that learners have intellectual abilities to construct knowledge themselves, and reflect integrity of knowledge, diversity and others, and contain open attributes. In addition to this, teaching material should have characteristics different from those when objective epistemology applies, so there is a need to analyze whether teaching material has those characteristics. For this, this study compared and analyzed <1. Three-Digit Numbers> which belongs to the domain of numbers and operations out of the units of mathematics(3) textbook of the 2009 revised curriculum for the first and second grade that first introduced story-telling, and <3. Understanding of Place Values> for the second grade of constructive math class used in the U.S.

• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.63-88
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• 2010

본 연구는 초등학교 수학에 적용 가능한 수학사를 추출하고 이를 효과적으로 활용할 수 있는 수업 모형을 개발하여, 수학사를 활용하는 수업이 학생들의 수학적 의사소통과 수학적 태도에 어떠한 영향을 미치는지 알아보았다. 이를 위해 실험집단에는 수학사를 활용한 수업을, 비교집단에는 교과서를 활용한 강의식 수업을 실시하였으며, 연구 중에 수집된 자료는 양적 분석과 질적 분석 방법을 병행하여 분석하였다. 그 결과 첫째, 수학사를 활용한 수학수업은 학생들의 의사소통 참여도를 향상시키는 데에 도움을 주었으며, 둘째, 학생들이 수학적 논리를 가지고 자신의 의견을 상대방에게 정당화하게 하였다. 또한 셋째, 수학사를 활용한 수학 수업이 학생들의 수학적 태도를 긍정적으로 변화시키는 데에 효과가 있음을 알 수 있었다.