• Communications of Mathematical Education
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• v.14
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• pp.135-150
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• 2001

역동적 평가는 구성주의와 사회문화적 관점이 교육과정에 많은 영향을 주면서 이를 평가에 반영하기 위한 대안으로 등장한 새로운 평가의 방향이다. 전통적인 심리 측정에 대한 비판에서 시작되었으며, 통계적인 자료정리에서 벗어나 아동에 대한 변화가능성을 평가하자는 것이 주목적이다. 결과 지향적인 평가는 미래의 수행에 대한 완전한 예언을 할 수 없지만, 역동적 평가에서 각 개인의 평가는 개인의 특성에 따라 각기 다른 체제 내에서 이루어진다. 역동적 평가의 입장 가운데서도 본 연구에서는 사회문화적 체제 관점에서 실제영역과 발달가능영역에 대한 사회적 상호작용에 대해 관심을 가지고 있다. 이를 위해 개인에 작용하는 생태학적 회로망을 평가의 주요한 배경으로 선택하고 있으며, 사회문화적 관점에서 평가관의 변화를 제시하면서 이에 따른 수학교육적 시사점을 찾아본다.

• Education of Primary School Mathematics
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• v.10 no.2
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• pp.151-161
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• 2007

There were a lot of attempt to reform mathematics education. These may include reforms of teaching and learning methods, development of mathematics curriculum and textbooks, materials and resources for teaching. But the most important thing is reform of teaching and learning method. The teaching and learning in mathematics is related with culture of mathematics classroom. Thus the culture of mathematics classroom plays a critical role in the learning of mathematics. Although there is consensus what desirable culture of mathematics classroom is, the role of teachers is important to make desirable culture of mathematics classroom. So, this paper suggested the role of teachers in reforming the culture of mathematics classroom. Avoiding from routine and technical teaching, the teachers should play active role in constructing mathematical understanding of students.

• Journal for History of Mathematics
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• v.1 no.1
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• pp.33-67
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• 1984

Muslim의 수학은 천문학과 마찬가지로 종교적 필요성이 있었다. 기하학적 지식은 매일 예배하는 Mecca의 방향을 정하기 위한 것이었다면, 산술과 대수는 주로 제일을 계산하기 위해 필요했다. Muslim의 수학은 결국 종교적 욕구를 충족시키는데 끝없을 뿐 과학 일반에의 응용은 없었으나, 전 인류에게 그 지식을 보급시킴으로서 수학사상 중요한 위치를 차지한다. Muslim의 문화가 일어나는 시대는 10세기로 생각할 수 있으며, 특히 이 시기에 학술연구가 시작됐다. 11세기는 Muslim의 황금시기이며 실험과 이론의 두분야에서 눈부신 발달이 있었다. 12세기에는 퇴락의 과정을 밝으면서도 그 문화적 유산은 서구세계에 넘겼다. 본 눈문에서는 산술, 대수, 삼각법을 중심으로 이들 학문의 형성과정과 지식의 전달과정을 살핀다.

• The Mathematical Education
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• v.52 no.3
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• pp.379-398
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• 2013

The purpose of this research is to study a perception of multicultural education for preservice teachers who major in mathematics. The research has been done on the data collected from 126 preservice teachers in Gangwon-do who major in mathematics. The data collected include experience of multiculturalism, multicultural efficacy, multicultural understanding and multicultural sensitivity. The data have been analyzed by reliability test, t-test, one-way anova and pearson correlation. Most of preservice teachers who major in mathematics have had no experience of multiple cultures. But they have shown a high perception on multicultural education and a significant positive correlation on their experience of multiculturalism, multicultural efficacy and multicultural sensitivity. Furthermore, the female preservice teachers' multicultural efficacy, multicultural understanding and multicultural sensitivity are much more high than the male preservice teachers'. The difference between different sex has been statistically significant.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.201-210
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• 2004

학교는 인적자원 계발, 일터는 인적자원의 활용이라는 틀에서 인적자원이 범국가적 과제로 다루어지고 있다. 수학교육은 인적자원 요소 중에서 언어 능력과 함께 중요한 수리 능력을 계발하는 사회적 교육적 책임을 맡고 있다. 일상생활에서 수학이 의미 있게 사용되어지도록 수학을 교육하는 것은 학교수학의 중요한 목표 중의 하나이다. 일터와 일상생활에서 사용하는 수학은 사회 문화적 컨텍스트(sociocultural contexts)의 영향 또는 상호작용에 크게 의존한다는 공통점을 가지고 있다. 일반적으로 사회문화적 컨텍스트는 수학의 실제 사용을 크게 제한하는 작용을 한다. 본 연구는 일터수학의 성격을 조망하고 일터수학을 수학교육에서 다루는 틀을 제안한다. 특히 교육기관에서 일터로의 일반적인 학습전이의 의미를 제시한다. 일반적 학습전이를 이해하는 틀에서 수학학습의 전이 문제를 다룬다.

• Education of Primary School Mathematics
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• v.19 no.3
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• pp.249-260
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• 2016

The purpose of this study was to analyze the effectiveness of an instruction to enhance students' questioning, that is 'mathematics instruction with students' question using question card' In order to achieve the goal of this study, research questions were established as follows. Is there any significant improvement on perception of mathematics classroom culture through 'mathematics instruction with students question using question card' Is there any significant improvement on mathematics learning attitude through 'mathematics instruction with students question using question card' The findings of this experimental results were obtained as follows. There was significant statistical difference in perception of mathematics classroom culture between the experimental group and control group. It also shown that instruction with students' questioning improved participants' mathematics learning attitude. In conclusion, the instruction with students' questioning using question card can be effective teaching strategy of improving students' perception of mathematics classroom culture and mathematics learning attitude.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.517-538
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• 2018

The purpose of this study is to lay the groundwork for effectively supporting mathematics learning for multi-cultural students by enhancing understanding of the cultural background regarding mathematics. In order to attain these purposes, this study compared to learning contents, deployment of contents, teaching method of the Korean and Vietnamese elementary mathematics textbooks. According to analysis, Vietnamese textbooks emphasize mathematical rigor and logic over Korean textbooks, and it integrate learning contents from various areas according to mathematical relevance. But Vietnamese textbooks do not present the connection between mathematical content, such as the combination, symmetry, and coverage of shapes. While Korean textbooks use teaching method that students find and define the concept of shapes themselves, Vietnamese textbooks present concepts of shapes and let students to learn about them. From this result, this study presented suggestions for supporting mathematics learning for multi-cultural students.

• School Mathematics
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• v.11 no.4
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• pp.625-642
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• 2009

This paper presents an overview of theories about ethnomathematics to seek for implications for multicultural mathematics education. Initiated by anthropological inquiries into mathematics outside of Europe, research of ethnomathematics has revealed the facets of mathematics as a historicocultural construct of a community. Specifically, it has been shown that mathematics is culturally relative knowledge system situated within a certain communal epistemological norms. This implies that indigenous mathematics, which had traditionally been regarded as primitive and marginal knowledge, is a historicocultural construct whose legitimacy is conferred by the system of the communal epistemological norms. The recognition of the cultural facets in mathematics has faciliated the reconsideration of what is legitimate mathematics. what is mathematical competence, and what teaching and learning mathematics is an about. This paper inquires multicultral discourses of mathematics education that research of ethnomathematics provides and identifies its implications concerning multicultural mathematics education.

• Communications of Mathematical Education
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• v.30 no.2
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• pp.139-159
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• 2016

This study is the field of mathematics education on the assumption that they can extend outside the classroom. Recent mathematics education is increasing the importance of field experience and various activities based on real-life math education. Thus, it is necessary to consider this situation in pre-service teacher's education. The purpose of this study is to apply the 'Mathematics Field Trips Activities' in the pre-mathematics teacher education. So the specific case of 'Mathematics Field Trips Activities' was analyzed. Mathematics teachers conducted preliminary exploration activities on the historical cultural property which were effective in the following four aspects. First, cognitive effects and second, definitive effect. Third, cultural-mathematical effect. Fourth, the effect on improving math class. Finally they were summarized and divided into classes target content knowledge and teaching knowledge both sides. As a result, the 'Mathematics Field Trips Activities' were found to have significant effects on pre-service math teacher. Finally, ongoing research is needed to settle into a new teaching and learning methods.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.301-323
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• 2010

This study was to find the direction to assessment of school mathematics in accordance with 2009 reformed curriculum. As new trends in the latest reformed 2009 curriculum, creativity, multicultural education, and mathematics disposition were focused. In creativity, more items should be developed for enhancing students' ability in areas of fluency, elaborateness, and originality, besides flexibility which was mostly dealt in the formal assessments that have been done previously in school. In multicultural education. purposeful bilingual programs should be developed in mathematics education to improve not only students' language skill, but also mathematical ability. In mathematical disposition, various questionnaires including checklists along with clinical interview should be provided to evaluate students' on-going process of mathematical learning.