• Title/Summary/Keyword: 수학의 역할

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수학적 문제해결 지도에서 교사의 역할에 대한 분석

  • Jeon, Pyeong-Guk;Jeong, In-Su
    • Communications of Mathematical Education
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    • v.15
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    • pp.65-70
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    • 2003

  • 문제 해결이 수학교육의 한 목표로 강조되고 있음에도 문제 해결 지도에 있어서 여러 가지 문제점이 지적되고 있는 것이 현실이다. 이러한 문제점 중의 하나는 문제 해결에 대한 교사들의 이해와 그 역할에 대한 인식 부족을 들 수 있다. 본 연구는 수학적 문제 해결 지도에서 교사의 역할 행동을 비교 분석하고, 교사의 역할 행동이 아동의 활동과 문제 해결에 대한 신념에 미치는 영향을 분석하는데 있다.

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Roles of Mathematics in the Software-related Fields (소프트웨어분야에서 수학 교과목의 역할)

  • Lee, Seung-Woo
    • Journal for History of Mathematics
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    • v.21 no.2
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    • pp.91-102
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    • 2008

  • This paper concerns with the roles of mathematics, that is, mathematics as its own roles and importance, and mathematics as the fundamentals of the software related fields. This paper also introduces the corelation between the mathematics and the software-related fields, using diagrams that show the different tracks of credit completion depending on the majors in the software-related fields.

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A Study of Mathematically Gifted Middle School Students' of Mathematical Thinking and the Teacher's Role in Teaching and Learning about the Central Projection and Perspective Drawing (중심사영과 투시도의 작도 학습에서 나타나는 중학교 수학영재들의 수학적 사고특성과 교사의 역할)

  • Lew, Hee Chan;Kang, Kyung Min
    • School Mathematics
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    • v.15 no.4
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    • pp.921-940
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    • 2013

  • This study is to analyze mathematically gifted middle school students' characteristics of mathematical thinking and the teacher's role in teaching and learning about the central projection and perspective drawing. And it will help to develop teaching and learning materials for the mathematically gifted. The result of this study is as followings : mathematically gifted middle school students show the various characteristics of mathematical thinking like as intuitive insight, generalization, logical thinking & mathematical abstraction and so on, and the teacher plays roles as instructional designer, facilitator, technical assistant and counselor.

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An Analysis of Interaction Patterns by Teacher's Role in Mathematics Classrooms (수학교실에서 교사의 역할에 따른 상호작용 패턴 분석)

  • Cho, Woo-Gi;Oh, Young-Youl
    • Journal of Elementary Mathematics Education in Korea
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    • v.14 no.1
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    • pp.1-22
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    • 2010

  • The purpose of this study was to examine the relationship between teacher's role and interaction patterns in mathematics classrooms. Teacher's role was divided into usual practices with students, usual practices with content and usual practices with students and contents, and interaction patterns were classified into report, inquiry and discussion. The subjects in this study were teachers and students in three fourth- grade classes in T elementary school located in Seoul. After the classes of every math teacher were observed, three teachers who played distinctively unique roles were selected in accordance with the results of the first-semester autonomous supervision, of open class for parents and of the instructional observation. Thus, there was a close relationship between the teacher roles and interaction patterns. And it's concluded that students are able to have a more discussion on each other's ideas in the student-centered classroom, and that teachers should perform active roles in that process. Given the findings of the study, there are some suggestions: First, the teachers appeared to fulfill consistent roles when their videotaped classes, study aids and performance assessment materials were analyzed, and they should play more active roles in mathematics class. Second, they should try to create the kinds of climate that encourages students to come up with ideas in an active manner. Third, earlier studies had focused on student-teacher interaction patterns, but this study found that the roles of the teachers depended on interaction with not only students but study aids and performance assessment materials, and that the interaction patterns hinged on their roles as well. Therefore more profound research efforts should be directed into this issue.

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