• Communications of Mathematical Education
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• v.12
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• pp.349-361
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• 2001

최근 수학교육에서 수학교사의 신념과 교실 규범에 대한 연구가 많이 이루어지고 있다. 이러한 측면에 대한 연구가 이루어지고 있는 배경에는 수학 교수-학습의 개혁은 교사의 신념과 교실 규범의 형태가 이러한 개혁의 비젼과 일치될 때 일어날 것이라 믿기 때문이라고 보아진다. 따라서 이 글에서는 교사의 신념과 교실 규범의 연구를 위한 이론적 틀을 제공하기 위하여 문화기술 연구법 (Ethnography)에 대하여 고찰하고, 수학교육 연구에서의 타당성을 살펴보고자 한다.

• Journal of the Korean School Mathematics Society
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• v.8 no.1
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• pp.55-75
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• 2005

As part of development research of a gender-neutral mathematics program, this paper provides a discussion of the fearures of the developed mathematics program. Based on the theory of feminist pedagogy and critical theories about women' ways of knowing, this mathematics program for girls pursues the mathematical empowerment of girls. Specifically, this mathematics program facilitates girls' awareness of their mathematical potentials, encourage them to position women at a center of mathematics in order for th equity in mathematics education. For the purpose, this program emphasizes constructive learning through girls' active participation. Thus, the instructions will value girls' own cognitive resources such as their experiential knowledge and ways of mathematical justification and provide an environment to support the growth of girls' own mathematical potential. This developmental research will be furthered to the systematic program evaluation to extend this program to support the equity for the marginalized poppulations as well as girls in mathematics education.

• School Mathematics
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• v.12 no.4
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• pp.605-617
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• 2010

This study explores the characteristics and roles of non-textual elements in secondary mathematics textbooks in the United States and South Korea, using a conceptual framework that I have developed: variety, contextuality, and connectivity. Analyzing five U.S. standards-based textbooks and 13 Korean textbooks, this study shows that although non-textual elements in mathematics textbooks are free of literal language, they exhibit different emphases and reflect assumptions about what is important in learning mathematics and how it can be taught and learned in a particular societal context (Mishra, 1999; Zazkis & Gadowsky, 2001). While there are similar patterns in the use of different types of non-textual elements in textbooks from both countries, different opportunities are provided for students to learn mathematics between the two countries.

• Journal for History of Mathematics
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• v.23 no.2
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• pp.123-140
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• 2010

In general, early childhood mathematics education is conducted and operated in early childhood education curriculum. Moreover, Korean early childhood education is approached and conducted by an U.S. NCTM. So, it is meaningful to compare American and Korean early childhood mathematics education curriculum. Therefore, I has studied how those points of views of the mathematics education are instituted in the curriculums respectively. The main purpose of this study is to investigate principles of NCTM(National Council of Teacher of Mathematics): content standards and process standards. I hope the finding of this study would reflect to the 7th Korean early childhood mathematics education including learning and curriculum constitution.

• Communications of Mathematical Education
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• v.8
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• pp.165-177
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• 1999

1989년에 NCTM에서 Curriculum and Evaluation Standards for School Mathematics(이하 Standards)를 발간한 이래로 수학교육은 Standards의 정신에 많은 영향을 받아왔다. 90년대의 수학교육은 학생들의 수학적인 문해능력(literacy)의 중요성을 반영하여 학생들이 수학의 가치를 느끼도록 하며, 자신들의 수학적 능력에 대해서 확신을 가지게 하며, 수학적인 문제해결자가 되도록 하며, 수학적으로 의사소통하는 것을 학습하며, 수학적으로 추론하는 것을 학습함으로서 아동들에게 수학적인 힘을 길러주는데 중점을 두고 있다. 특히 수학적 의사소통능력은 학생들의 수학적인 힘을 기르는데 매우 중요하다. 아동들의 수학적인 의사소통 능력을 향상시키기 위해서 교사는 아동들이 상대방의 아이디어가 받아들일 만한 것인지에 대해서는 비판하고 토론을 하도록 하되 발표한 사람을 비난하는 일이 없도록 각 학급에서는 의사소통과 상호작용에서의 사회적인 규범과 사회-수학적인 규범이 형성되도록 해야 할 것이다. 이런 규범을 바탕으로 교사와 학생이 협력함으로써 서로의 아이디어에 대해 원활한 의사소통을 이룰 수 있다. 그래서 무엇보다 중요한 것은 문화공동체로서의 교실내에 의사소통을 촉진할 수 있는 규범을 형성하는 것이라고 할 수 있다. 이런 규범은 교사 혼자의 노력으로 이루어지는 것이 아니라 교실 구성원 전체의 상호작용에 의해서 장시간에 걸쳐서 형성된다고 할 수 있다.

• Journal of Educational Research in Mathematics
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• v.27 no.4
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• pp.639-661
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• 2017

This article reviews several classroom observational frameworks and introduces one of them, Teaching for Robust Understanding of Mathematics (TRU Math) framework, in more detail. The TRU Math framework has unique features, especially of which it helps researchers and practitioners analyze lessons with a focus on opportunities to learn and on how students access to the learning opportunities in mathematics classrooms rather than focusing on teacher behaviors. In this article, using this TRU Math framework, a Korean high school mathematics lesson was analyzed. The analysis illustrates the aspects of good mathematics teaching according to the five dimensions that we theorized. It provides implications on how to better use the tool for both research and practice in Korean school culture and teacher professional development contexts.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.295-306
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• 2019

Despite the popularity and convenient accessibility of puzzles, the variety of puzzles have led to a lack of research on the nature of the puzzle itself. In guiding certain skills, such as abstractness, creativity, and logic, a teacher should have the thinking skill and strategy that appear in solving puzzles. In this study, the mathematical thinking that appears in solving puzzles from the perspective of experts is identified, and the strategies and characteristics are described and classified accordingly. For this purpose, we analyzed 85 math puzzles including the well-know puzzles to the public, plus puzzles from a popular book for the gifted student. The research analysis shows that there are 6 types of mathematics puzzles in which require mathematical thinking.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2010.04a
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• pp.189-202
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• 2010

• The Mathematical Education
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• v.60 no.4
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• pp.529-542
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• 2021

The purpose of this research is to compare the mathematical beliefs that directly or indirectly affect the mathematics learning of Korean languge learners with those of non-Korean languge learners and identify the characteristics. To this end, an analytical comparative research was conducted through a questionnaire survey on perceptions of mathematics learning for 6th grade students of elementary school with different cultural and linguistic backgrounds in the same mathematics classroom. As a result of the analysis, Korean languge learners and non-Korean languge learners gave different meanings to learning mathematics, and they recognized various meanings of success in mathematics. In addition, the math learning ability of non-Korean learners was evaluated higher than that of Korean learners. Based on their positive beliefs, they decided how to resolve conflict situations with different problem-solving results. It will be necessary to prepare a teaching/learning plan that can fully implement multicultural mathematics education in the mathematics classroom where Korean language learners with different cultural and linguistic backgrounds belong. The results of this research can contribute to raising awareness of the need for follow-up researches to find ways to reduce the learning gap between Korean languge learners and non-Korean languge learners. It is expected that this research will contribute to understanding the perceptive characteristics of Korean language learners about learning mathematics and to prepare a plan to utilize them in mathematics lessons.

• Journal of the Korean School Mathematics Society
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• v.7 no.2
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• pp.21-49
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• 2004

본 논문은 학생중심 수학교실문화를 구현하려고 노력하는 3명의 초등학교 교사들이 공동으로 1년간의 프로젝트에 참여하면서 경험하게 되는 교수법 개발 과정에 관한 사례를 소개한다. 이를 바탕으로, 수학 교사 학습 및 교수법 개발에 있어서의 성공과 난제가 무엇인지 살펴보고, 본 프로젝트에서 새롭게 적용해 본 교사 중심의 정기적인 수업 논의 모임을 통한 탐구 공동체 형성과정과 이를 통한 교사 학습에 관한 쟁점을 논의한다.