• Communications of Mathematical Education
• /
• v.8
• /
• pp.209-229
• /
• 1999

보통 문장제(거리 ${\cdot}$ 속도 문제, 시계 문제, 농도 문제, 개수 세기, 측도 영역)는 초등학교부터 반복하면서 대학수학능력 시험에서는 외적 문제해결력을 측정하는 문장으로 나타난다. 문장제를 해결하는데는 사고가 여러 단계로 이루어져야 한다. 따라서 일반적으로 문장제는 난해하므로 조직적이고 전문적인 학습지도가 이루어져야 한다. 하지만 입시위주의 교육 등 여러 여건상 잘 이루어지지 않고 있는 것이 현실이다. 수학을 잘하는 학생이라도 문장제를 해결하지 못하는 경우가 많다. 본 연구에서는 문장제의 해결의 저해 요인을 완화시킬 수 있는 지도 방안으로서 Polya의 문제해결 전략을 이용하며, 실험반과 비교반의 학습 효과를 비교 분석하여 이를 통하여 효율적인 문장제 지도방안을 연구한다.

• Communications of Mathematical Education
• /
• v.36 no.3
• /
• pp.335-353
• /
• 2022

The purpose of this study is to identify the characteristics and types of errors in the conceptual image of Korean language learners according to the types of terms in mathematics that are the basis for solving mathematical word problems, and to prepare basic data for effective teaching and learning methods in solving the word problems of Korean language learners. To do this, a case study was conducted targeting four Korean language learners to analyze the specific conceptual images of terms registered in curriculum and terms that were not registered in curriculum but used in textbooks. As a result of this study, first, it is necessary to guide Korean language learners by using sufficient visualization material so that they can form appropriate conceptual definitions for terms in school mathematics. Second, it is necessary to understand the specific relationship between the language used in the home of Korean language learners and the conceptual image of terms in school mathematics. Third, it is necessary to pay attention to the passive term, which has difficulty in understanding the meaning rather than the active term. Fourth, even for Korean language learners who do not have difficulties in daily communication, it is necessary to instruct them on everyday language that are not registered in the curriculum but used in math textbooks. Fifth, terms in school mathematics should be taught in consideration of the types of errors that reflect the linguistic characteristics of Korean language learners shown in the explanation of terms. This recognition is expected to be helpful in teaching word problem solving for Korean language learners with different linguistic backgrounds.

• School Mathematics
• /
• v.6 no.4
• /
• pp.373-388
• /
• 2004

This paper is to develop teaching procedures of low achievers in mathematics by using mindmaps. For this, we firstly set the teaching process on basis of literature research. And then we choose four subjects who had serious problems of both memory and mathematics achievement. we also choose the several topics of geometry and measure which could be a big burden of memory as stuff for mindmap activities. The results led us to that using mindmap activities in learning and teaching mathematics could effect on that kind of students' mathematical achievement and mathematical attitude as well as retention of mathematical concepts. It implied that we could develop individual programs for students who have different problems in learning mathematics.

• Communications of Mathematical Education
• /
• v.18 no.2 s.19
• /
• pp.441-451
• /
• 2004

수학의 내용을 학생에게 지도할 때 기계적인 계산법칙을 가르치는 것보다 개념을 이해할 수 있도록 돕는 것은 교사의 중요한 역할이다. 그 동안 연구를 통해 정수를 지도하기 위한 모델들은 꽤 많이 알려져 왔으나 이 모델들을 학생에게 직접 적용하였을 때 일어나는 현상을 파악한 연구는 그리 많지 않다. 따라서 본 연구는 상위, 중위권 초등학교 5학년을 대상으로 EIS이론에 바탕을 둔 정수의 모델을 통해 학생들이 정수의 개념을 어떻게 형성하고 그 과정에서 어떤 오류를 나타내는지, 또 무엇을 가장 어려워하는지 등 그 학습과정을 조사하였다.

• The Mathematical Education
• /
• v.2 no.6
• /
• pp.10-13
• /
• 1964

• Journal of the Korean School Mathematics Society
• /
• v.19 no.3
• /
• pp.277-289
• /
• 2016

This study is to figure out the activity of individual education with the note-taking in math class and correction and supportive explanations on attitudes toward learning of underachievers in mathematics in the second-year class of high school. This study has begun on the basis of the judgement that the note-taking especially correction and supportive explanations could help the underachievers in mathematics focus in class and develop good learning habits, and besides, students make a good relationship with teacher. According to this result, Many researches and exertions need to inform every student that mathematics is open and doing mathematics is a happy object. if the students who are underachievers were given the chance to organize their learning by themselves in the class with note-taking and correction and supportive explanations in the long-term, it should be effective enough to change their attitudes toward learning.

• Communications of Mathematical Education
• /
• v.21 no.3
• /
• pp.467-482
• /
• 2007

In this paper, we surveyed the attitudes of engineering students in 6 universities in Chungcheong area to mathematics by 5-scale degrees and performed a comparative analysis of the results. The results revealed a number of meaningful points which should be applied to college mathematic education. On the basis of the results of the analysis, we made the following suggestions; 1) It is necessary to pay much attention to the students who have insufficient math ability 2) Special teaching methods are required for Freshman engineering students 3) Practical teaching strategies should be developed for engineering students that are based on the research on their math background 4) We should develop more materials in the area of mathematical concept image 5) More attention should be paid to the relation between math concepts and engineering concepts. Besides the above suggestions, we proposed that more research about students' math background and attitudes should be conducted for more efficient college math education.

• Communications of Mathematical Education
• /
• v.10
• /
• pp.221-236
• /
• 2000

오늘날 우리의 교육은 교육과정에 나와 있는 내용의 구성에 대해서는 어떤 부분을 강조해야 하는가? 그리고 왜 강조해야 하는가?에 대해서 학생들에게 잘 전달하지 않은 채, 어려운 공식 ${\cdot}$ 원리 ${\cdot}$ 법칙 등의 유도와 문제풀이 등으로 인해 학생들은 점점 수학에 대해 흥미를 잃고 있다. 본 연구에서는 현행 고등학교 수학에서의 미분과 적분 단원의 내용 구성에 있어서 문제점을 살펴보고, 수학 학습이 학습자에게 좀더 의미 있는 활동이 되도록 미분과 적분 단원의 내용에 대한 바람직한 지도계열에 대해서 살펴보고, 지도시 특히 강조해야 할 점들을 대학수학에서의 이론적 배경을 토대로 살펴본다.

• Communications of Mathematical Education
• /
• v.21 no.3
• /
• pp.483-497
• /
• 2007

It is necessarily required to improve how the curriculum of general mathematics and teachinmethod should be managed at university level due to students' avoidance to mathematics and science, various types of college entrance system and change of environment of education, etc. This paper provides the levelled teaching method to overcome the differences of students in academical sense and suggests effective teaching and learning method for general mathematics along with the appropriate teaching materials for each level of students.

• Communications of Mathematical Education
• /
• v.9
• /
• pp.177-186
• /
• 1999

본고에서는 먼저 어림과 근사값의 의미를 고찰한다. 그리고 근사값과 어림수 사이의 관계를 살펴보고 1940년대 초등학교 5학년에서의 어림수의 곱셈과 나눗셈에 대한 지도 방법과 현행 중학교 교육과정에서의 근사값의 곱셈과 나눗셈의 지도 방법을 살펴본다. 이들을 살펴봄으로써 어림과 근사값을 지도하는 의의를 강조하고 어림셈과 근사값 계산에 대한 교수 ${\cdot}$ 학습 자료로서 제시하고자 한다.