• 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.

• 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.

• Journal for History of Mathematics
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• v.18 no.4
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• pp.17-28
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• 2005

This paper aims to introduce a function and a role of history and philosophy of mathematics. Through historical examples it shows that history and philosophy of mathematics have the function to evaluate mathematics and the role to form it.

• 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.

• The Mathematical Education
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• v.30 no.2
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• pp.97-106
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• 1991

• 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.

• Communications of Mathematical Education
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• v.6
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• pp.495-509
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• 1997

• The Mathematical Education
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• v.28 no.1
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• pp.1-5
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• 1989

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2007.02a
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• pp.113-113
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• 2007

• The Mathematical Education
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• v.63 no.3
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• pp.573-591
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• 2024

The purpose of this study is to explore research trends on AI-based mathematics teaching and learning. For this purpose, a systematic literature review was conducted on 57 literatures in terms of research subject, research method, research purpose, learning content, type of AI, role of AI, and role of teachers. The results indicate that student accounted for the largest proportion at 51% among the research subjects, and quantitative research was the highest at 49% among the research methods. The purpose of study was distributed as follows: effect analysis 44%, theoretical discussion 35%, case study 21%. 'Numbers and Operations' and 'Variables and Expressions' covered learning contents most, and Intelligent Tutoring System (ITS) was used the most among the types of AI. 'Student teaching' was the largest parts of role of AI at 40.4%, followed by 'teacher support' at 22.8%, 'student support' at 21%, and 'system support' at 15.8%. The role of teachers as 'AI recipients' was highlighted in earlier studies, and the role of teachers as 'constructive partner with AI' was highlighted in more recent studies. Also, role of teachers was explored in pedagogical, AI-technological, content aspects. Through this, follow-up research was suggested and the roles that teachers should have in AI-based mathematics teaching and learning were discussed.