• Title/Summary/Keyword: 수학 수업형태

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Math Teaching Method and Classroom Environment Preferred by Gifted High School Students (고등학교 영재 학생들이 선호하는 수학 수업형태와 수업환경)

  • Lee, Dae-Won;Koh, Ho-Kyoung;Yoo, Mi-Hyun
    • Journal of Gifted/Talented Education
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    • v.22 no.1
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    • pp.23-37
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    • 2012
  • The purpose of this study is to design a more satisfactory and efficient teaching strategy for the gifted by comparing teaching type and learning environment preferred by the gifted with that preferred by normal students. As a result, the following findings are obtained. First, while the normal class students show higher preference for clarification and organization, gifted students prefer for diversification and specialization. Second, with the respect to the gender-related forms of mathematics classroom environment, the overall female preference and the average score are higher, indicating significant difference in the area is only a psychological domain. Third, compared to the regular classroom, the gifted have significantly different preference for teaching method, classroom and teachers' attitude between in the gifted class and regular class.

Knowledge Variation of Teachers in Middle-School Mathematics Classrooms (중학교 수학수업에 나타난 다양한 형태의 교사지식 분석 및 고찰)

  • Kim, Goo-Yeon
    • Journal of Educational Research in Mathematics
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    • v.20 no.3
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    • pp.357-371
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    • 2010
  • This study aimed to investigate how two eighth-grade mathematics teachers' pedagogical content knowledge is manifested in their classroom instruction. A case study was conducted for the study. The results revealed similarities and differences in the teachers' knowledge manifested in their mathematics classrooms and that the two teachers had slightly different structures of pedagogical content knowledge. One teacher is more dependent on his knowledge of mathematics and knowledge of students' understanding and the other teacher on her knowledge of instructional process and, to a lesser extent, knowledge of mathematics.

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유아 수학교육에 대한 관심을 높이기 위한 대학수학 수업의 활용

  • Kim, Byeong-Mu
    • Communications of Mathematical Education
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    • v.13 no.1
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    • pp.129-160
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    • 2002
  • 대학수학 수업에서 틈틈이 유아 교육과 유아 수학교육에 관한 기본적인 내용을 대학수학(미분적분학의 이해, 생활과 수학) 수업 내용과 관련이 있는 경우 설명을 하여주고, 놀이를 통한 유아 교육과 유아 수학교육 과제(216가지, 105가지)를 각각 한 가지씩 내어준 다음 과제들에 대해 직접 실습을 하고 그 결과를 보고서 형태로 제출하도록 하였다. 그리고 유아 수학교육과 대학수학에 대한 태도가 변화되었는가를 유아 수학교육 기초 조사를 통하여 조사하여 알아보고 분석하였다.

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Teachers' Mathematical Beliefs and Teaching Practices (교사들의 수학적 신념과 수업 관행의 관계)

  • Youngyoul Oh
    • Journal of Educational Research in Mathematics
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    • v.12 no.2
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    • pp.247-264
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    • 2002
  • 본 연구의 목적은 교사들이 갖고 있는 수학 및 수학을 어떻게 가르칠 것인가에 대한 신념과 수업 관행과의 관계를 문헌적 고찰을 통하여 교사 변화를 위한 모델을 제시하는데 있다. 이를 위하여 먼 저 신념에 대한 정의, 신념과 지식의 차이점, 그리고 신념이 교사들의 수업 관행과 어떻게 관련이 있는지를 논의하였다. 신념과 수업 관행과의 상호 관계를 통하여 본 연구에서는 수업 개선 프로그램의 개발을 위한 모델을 개인적 수준, 학급 수준, 및 학교 수준의 세 시각에서 논의하였다. 이들 모델들은 결국 교사의 학습도 학생들의 학습 방법과 유사한 형태를 띄고 있다는 점에서 현재의 주요한 수학 학습 이론들에 근거를 두고 있다. 결국, 교사들의 수업 관행에 큰 영향을 끼치는 것으로 알려진 교사들의 수학적 신념은 위에 논의된 세 요소의 측면에서 수업 개선 프로그램들이 운영될 때 수업 관행과 함께 변화한다는 것을 본 이론 연구에서는 암시해 주고 있다.

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탐구형 소프트웨어를 이용한 학습 환경에서 학생들의 기하 개념의 이해

  • Jeong, In-Cheol;Park, Dal-Won;Jang, Lee-Chae;Kim, Tae-Gyun
    • Communications of Mathematical Education
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    • v.16
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    • pp.93-108
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    • 2003
  • 본 논문은 테크날러지가 주 도구인 기하수업시간에 학생들이 수학적 개념을 이해하는데 테크날러지가 어떠한 역할을 하는지 조사하였다. 본 연구를 위한 수업은 이미 진행되오던 형태의 수업이 아니라 교사도 학생들에게도 모두 새로운 형태의 수업이었고 GSP와 웹사이트를 이용하여 수업이 진행되었다. 자료 수집은 개인 면담, 교실 관찰, 과제 분석 및 일지작성을 통해서 이루어졌고 분석 지속적 비교분석법을 이용하였다. 학생들은 GSP를 이용하여 개념을 이해하려고 하기보다는 자신이 이해한 개념을 확인하는데 GSP를 이용하였고 일단 이렇게 이해되고 확인된 것에 대해 확장하는데 GSP에 많이 의존하였다. 특히, 학생들의 정의적 및 기능적 측면을 고려해야 할 필요성을 일깨워 주었다.

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발생론적 인식론을 적용한 수학 수업 - 두 자리 수의 곱셈을 중심으로

  • Kim, Jin-Ho
    • Communications of Mathematical Education
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    • v.19 no.1 s.21
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    • pp.1-14
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    • 2005
  • Piaget는 인류가 지식을 구성해 온 방식과 유사한 방식으로 어린이들도 자신들이 학습해야 할 지식을 학습할 수 있다고 가정한다. Kamii는 이 가정을 확인하고자 하는 열망으로 실험교수법을 이용한 수학수업을 실시하였다. 본 고에서는 Kamii가 얻은 결과 중 곱셈에 대한 결과를 발생론적 인식론 입장에서 논의가 이루어 질 것이다. 이 논의는 어린이들이 구성해 가는 지식이 선대인들이 사용하던 지식과 유사하다는 점과 어린이들이 구성해 가는 지식이 완성된 지식의 형태를 갖출 수 있다는 점을 중심으로 이루어진다. 또한, 그 결과로부터 전통적인 수학 교수법에 변화가 있어야 함을 발생론적 인식론을 적용한 수학 수업의 특징과 비교하면서 시사점을 논의하고자 한다.

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An Analysis on Statistical Graphs in Elementary Textbooks of Other Subjects to Improve Teaching Graphs in Mathematics Education (타 교과 통계 그래프 분석을 통한 초등학교 수학 수업에서의 그래프 지도 개선 방안 탐색)

  • Lee, Hyeungkeun;Kim, Dong-Won;Tak, Byungjoo
    • Journal of Elementary Mathematics Education in Korea
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    • v.23 no.1
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    • pp.119-141
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    • 2019
  • This study was carried out in order to draw some implications for teaching statistical graph in mathematics education with respect to practical statistics education for promoting students' statistical literacy. We analyze 133 graphs appearing in 99 elementary textbooks of other subjects (subjects except from mathematics) by subjects and types, and identify some cases of graphs addressed by other subjects. As a results, statistical graph was most addressed in social studies, and bar graphs, line graphs, tables, and circle graphs are most used in other subjects. Moreover, there are some issues related to contents-(1) the problem of curricular sequencing between mathematics and other subjects, (2) the level of addressing ratio graph, and (3) the use of wavy lines. In terms of forms, (1) the visual variation of graphical representations, (2) representation combining multiple graphs, and (2) graphs specialized for particular subjects are drawn as other issues. We suggest some implications to be considered when teaching the statistical graph in elementary mathematics classes.

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Analyzing seventh graders' statistical thinking through statistical processes by phases and instructional settings (통계적 과정의 학습에서 나타난 중학교 1학년 학생들의 단계별·수업 형태별 통계적 사고 분석)

  • Kim, Ga Young;Kim, Rae Young
    • The Mathematical Education
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    • v.58 no.3
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    • pp.459-481
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    • 2019
  • This study aims to investigate students' statistical thinking through statistical processes in different instructional settings: Teacher-centered instruction vs. student-centered learning. We first developed instructional materials that allowed students to experience all the processes of statistics, including data collection, data analysis, data representation, and interpretation of the results. Using the instructional materials for four classes, we collected and analyzed the data from 57 seventh graders' discourse and artifacts from two different instructional settings using the analytic framework generated on the basis of literature review. The results showed that students felt difficulty particularly in the process of data collection and graph representations. In addition, even though data description has been heavily emphasized for data analysis in statistics education, it is surprisingly discovered that students had a hard time to understand the relationship between data and representations. Also, there were relationships between students' statistical thinking and instructional settings. Even though both groups of students showed difficulty in data collection and graph representations of the data, there were significant differences between the groups in terms of their performance. Whereas students from student-centered learning class outperformed in making decisions considering verification and justification, students from teacher-centered lecture class did better in problems requiring accuracy than the counterpart. The results from the study provide meaningful implications on developing curriculum and instructional methods for statistics education.

A Study on the Effectiveness the Blended e-Learning on Teaching and Learning of the Engineering Mathematics (블렌디드 이러닝이 공학수학 교수·학습에 미치는 효과)

  • Lee, Heonsoo
    • Journal of the Korean School Mathematics Society
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    • v.22 no.4
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    • pp.395-413
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    • 2019
  • The purpose of this study was to find out how Blended e-Learning affected the teaching and learning of engineering mathematics for engineering students. It has researched the application condition of Blended e-Learning and the students' attitude in the offline classes of students. The subject were 42 students of Junior in the Department of Mechanic Engineering in M-University participated in the study. The lecturer taught the class for the students by fact-to-face teaching at the offline. It was recorded all processes during the class, and the video was loaded at the Learning Management System(LMS). The students studied online by themselves. This study investigated the attitude of students at the offline and the Utilization of Online Data by learners through the mixed class for one semester. The results were as follows. First, Blended e-Learning applied engineering mathematics affected positively for the self-regulated and individualized learning to the students. Second, Blended e-Learning has shown a positive impact on the teaching and learning of engineering mathematics. Finally, it also had a positive effect on the class satisfaction level of students.

A Case Study on the Satisfaction of Mathematics Online Class and its Relationship with Mathematical Learning in Corona-19 (코로나-19 상황에서의 수학과 원격수업의 만족도 및 수학학습과의 연관성에 대한 사례연구)

  • Kim, Hong-Kyeom
    • Communications of Mathematical Education
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    • v.35 no.3
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    • pp.341-358
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    • 2021
  • Corona, which first broke out in 2020, has caused many changes in many parts of society. Education was not an exception to this change. Teachers had to prepare online classes and students were asked to participate in it without sufficient preparation. Regarding online learning, many studies, in the field of developing teaching module and material or observing the satisfaction of online class, were conducted but there was no study based on how online class is happening in school. Therefore, this study was to investigate the current situation and satisfaction of online class for high school students and explored the relationship between sub-elements of mathematics learning and the level of satisfaction of online learning. As a result, mathematics online class was generally conducted in the form of real-time interactive classes and students felt a little satisfied with it. However, some conflicting opinions were expressed on the continuation of mathematics online learning. In addition, the study found that the higher level of satisfaction students have with online class, the difference appears in the sub-elements of learning mathematics such as values of mathematics, and motivation to learn, willingness to learn mathematics, learning strategies according to the safisfactory level of online class.