• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.295-304
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• 2004

수학교과서는 수학 교수-학습의 매개체로서 그 변화에 대한 비교 연구는 수학 교육을 조명하는데 있어 의미있는 일이라 할 수 있다. 그러나 국가간의 수학 교과서를 비교 ${\cdot}$ 분석한 것은 여럿 있으나 우리나라 교육과정의 변화에 따른 비교 ${\cdot}$ 연구는 드물다. 이에 본 연구는 제 6, 7차 교육과정에서 실용수학의 편제 ${\cdot}$ 성격, 목표, 영역명의 차이점은 무엇이며, 내적체제 면의 유사점과 차이점 및 각 영역에서 학습 내용의 유사점과 차이점이 무엇인가에 대한 비교 ${\cdot}$ 분석을 통하여 우리나라 6. 7차 교육과정에 따른 실용수학 교과서의 문제점을 도출하고 좀 더 나은 교과서 개발에 기여하고자 하는데 그 목적이 있다.

• Proceedings of the Korean Statistical Society Conference
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• 2004.11a
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• pp.249-254
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• 2004

우리나라 초$\cdot$중$\cdot$고등학교 확률 및 통계영역 교육은 1997년 교육인적자원부 교시로 제 7차 수학과 교육과정이 개정되어 현재 초$\cdot$중$\cdot$고등학교 현장에서 시행되고 있다. 교과서 전수 조사를 통하여 제 7차 수학과 교육과정에 따른 실용수학 및 수학 I 확률 및 통계단원을 분석하였다.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.65-78
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• 2004

실업계고교 졸업 후 대입수능시험을 치르지 않고 산업체 특별전형으로 입학한 야간 공과대학 직업학생들의 실업계고교 수학교과서인 "실업계 실용수학"과 인문계고교 수학교과과정을 비교하여, 직업 학생들의 고교과정 선수학습상태를 분석하고, 이를 토대로 야간대학 직업학생들의 수준에 맞는 대학수학 교육과정을 재구성하여, 이들 수준에 적합한 수학교육과정 재구성이 대학 미분적분학 학습에 미치는 영향을 분석하고, 이를 통한 공과대학 전문교육을 잘 소화해 낼 수 있도록 야간 직업학생들의 수학교육을 강화시키고자 한다.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.207-214
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• 2006

Mathematics can be divided into practical mathematics and logical mathematics. The 'Enlightenment Period' is the period in which our mathematics shifted from practical mathematics to logical mathematics. Considering the change of our school mathematics and mathematics education in the enlightenment period, we reach the following conclusions. First, the contents and forms of mathematics books followed to Western style, but the attitudes adhered to on. Second, making much of results than process, we are afraid of proof. Third, we necessitate the mathematics culture of enjoying itself.

• The Korean Journal of Applied Statistics
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• v.18 no.2
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• pp.453-469
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• 2005

In Korea, mathematics education of 11-12 grade students has been taken according to the 7th national mathematics curriculum, which was renovated by the Ministry of Education and Human Resources Development announcement in 1997. The education of probability and statistics has been carried out as a part of this curriculum. We analyze mathematics textbooks-Practical mathematics and Mathematics I- and compare the 7th national mathematics curriculum with the 6th national mathematics curriculum.

• The Mathematical Education
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• v.45 no.1 s.112
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• pp.35-60
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• 2006

In the seventh mathematics curriculum, the use of technological tools including calculator and computer are generally recommended through the seventh subjects related to mathematics emphasized, and especially in 'Applied Mathematics' subject, their use are more strongly emphasized and reflected. The total four kinds of textbooks of Applied Mathematics includes contents on their use. This study investigates what are contents on calculator use, how they are developed and constructed in Applied Mathematics Textbook. Furthermore, this study is focused on the analysis and comparison on those factors of four kinds of textbooks. Based on these results, this study ultimately hope to suggest how effectively calculator use be developed and constructed in textbook both in Applied Mathematics and the other mathematics subjects.

• Proceedings of the Korean Statistical Society Conference
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• 2004.11a
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• pp.141-148
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• 2004

우리는 모분산 $\sigma^2$에 대한 추정량으로서 표본분(equation omitted)을 주로 사용한다. 그러나, 제 7차 교육 과정에 따른 고등학교 수학 교과서(10-가, 수학 I과 실용수학)에서는 표본분산의 정의를(equation omitted)으로 사용하고 있다. 이 두 표본분산들의 관계를 알아보고, 시뮬레이션을 통하여 확인하여 본다.

• Journal for History of Mathematics
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• v.21 no.2
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• pp.135-152
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• 2008

In this paper, we survey the thought of students for the reason of the study of mathematics, for mathematics, for the textbook of mathematics and the attitude appling mathematical knowledge in the real life and analyze that. We have a correct understanding how to study mathematics and that motivates study of mathematics to students. Student have a correct understanding how to use basic knowledge of mathematical theory in the real life and have for the study of mathematics. In this article, we investigate the reason for studying mathematics in the real life and analyze the way how to use basic knowledge of mathematical theories through actual examples. The reasons for studying math are divided into 3 categories: mathematics for obtaining common sense and wisdom, practical mathematics for application, and mathematics as a liberal art for promoting our characters and recreation. We investigate the reasons for studying mathematics in each category. By theses results, we make the effectual educational method for mathematics and investigate the effect.

• Journal for History of Mathematics
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• v.17 no.2
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• pp.21-32
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• 2004

AHP is utilized in various fields since its mathematical theory is simple and it can be applied practically and easily. In this paper we study the mathematical foundations of the AHP. And we discuss that the AHP practices purpose of mathematical teaching. Also, we propose an alternative plan for teaching-learning of mathematics based on the discussion.

• Journal of the Korean School Mathematics Society
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• v.8 no.4
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• pp.481-494
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• 2005

In this study, the goal is to spread profound knowledge and theory through providing with accumulated methods in mathematics education to the students who are relatively neglected in educational benefits. The process is divided into 3 categories: mathematics for obtaining common sense and intelligence, practical math for application, and math as a liberal art to elevate their characters. Furthermore, it includes the reasons for studying math, improving problem-solving skills, machinery application learning, introduction to code(cipher) theory and game theory, utilizing GSP to geometry learning, and mathematical relations to sports and art. Based on these materials, the next step(goal) is to train graduate students to conduct researches in teaching according to the teaching plan, as well as developing interesting and effective teaching plan for the remote high school learners.