• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.95-102
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• 2004

수학영재교육이 활성화되기 위해서는 학습자료, 특히 보충 ${\cdot}$ 심화 학습자료의 개발이 시급하다. 이 논문에서는 교육과정에 나타난 행렬의 위치를 파악하여, 문제해결력 신장에 도움이 되는, 행렬을 소재로 한몇 가지 예를 영재교육용 보충 ${\cdot}$ 심화 학습자료로 제시하였다.

• Communications of Mathematical Education
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• v.15
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• pp.113-117
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• 2003

이 연구는 우리 날 초등학교 수학과 교육과정에서 확률과 통계영역의 내용에 대한 변천과정을 살펴봄으로서, 앞으로의 교육과정 개편에 대한 시사점을 제안하였다. 또한 확률과 통계영역의 내용에 대한 가감과 외국의 예를 밝힘으로서 교수-학습의 기초자료로 활용하도록 하였다.

• Communications of Mathematical Education
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• v.15
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• pp.189-194
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• 2003

급격하게 변하고 있는 이 사회에 맞춰 수학이 변하고 있다. 이에 따라 학교 수학에서의 증명지도가 변해야할 필요성이 있다. 본 연구에서는 기존의 증명 개념을 아우르는 보다 포괄적인 개념으로써 정당화를 소개하고 정당화 지도 방안을 제안한다. 또, 기존의 형식적이고 엄밀한 연역적 증명과 정당화가 어떻게 다른지 비교해 보고 실제 수업하는데 도움을 줄 수 있도록 활용 방안을 간단하게 제시하고자 한다.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.04a
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• pp.9-23
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• 2006

본 논문은 중국과 영국의 두 견본 수학 시험의 특성을 비교하기 위해서 Bao라는 저자가 개발한 복합적인 어려운 모델을 사용하고 있다. 몇몇 어려움을 겪는 정도 상에서 다섯 가지 어려움을 겪는 요소를 활용하여 첫 번째 연구결과를 설명하였다. 그리고 나서 첫 번째 연구결과에 따라 두 나라의 수학 문제 해결의 유형과 교육과정 배경을 분석하였다.

• The Mathematical Education
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• v.36 no.1
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• pp.35-48
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• 1997

최근 들어 첨단산업 기술의 발전으로 컴퓨터의 대중화가 가속화되고 있으며, 이에 현대사회의 거의 모든 분야에서 컴퓨터가 활용되고 있다. 컴퓨터의 보급이 보편화되면서 수학의 교수-학습에 이를 활용하려는 사회적인 요구와 필요성 때문에 학교수학에 컴퓨터를 도입하자는 구체적인 논의가 이루어지고 있다.(중략)

• Communications of Mathematical Education
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• v.16
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• pp.181-190
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• 2003

본 논문은 제7차 교육과정에 의한 수학교과서에서 얼마나 참신한 소재를 가지고 독창적으로 구성하였는가를 고찰하였다.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.521-536
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• 2017

One of difficulties with which teachers meet is to have underachievers with no willingness and motivation for study involved in class. Mathematics underachiever are average or above average in their intelligence but their actual achievement in mathematics did not coincide to their intellectual capabilities. The teaching strategy for them is to motivate them to try to study mathematics and to experience the improvement in their mathematics grade. In this paper, we choose flipped classroom as the strategy of teaching basic mathematics to math underachievers and applied it to them. Then we wanted to make sure the possibility for applying flipped classroom to teaching math underachievers through the analysis of change in the scholastic achievement of students in mathematics and mathematical disposition. The results of this study are as followings; First, when we taught basic math to underachievers using a flipped classroom, we confirm that math underachievers with active participation improved scholastic achievements significantly. Second, the flipped classroom was led to positive effects in an affective domain. In particular, it showed the most noticeable change in the area of willingness to math problem-solving and perception about the value of mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.163-192
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• 2016

In this study, we analyzed what STEAM-related subject contents, except mathematical knowledge, are contained in 2009 revised elementary mathematics 6th grade textbooks and teacher's manuals. The STEAM-related subject contents in the textbooks and the teacher's manuals were examined by unit, by semester, and by strand of the content in the elementary school mathematics curriculum. The results are the following: First, in each unit and in each strand of mathematics, the most frequent STEAM-related subject content is storytelling, followed by the STEAM-related subject contents of technology and engineering, natural science, and social studies in order. On the other hand, the number of culture, physical education, music and fine arts contents is very small. Second, the number of STEAM-related subject contents in the textbook for the second semester(textbook 6-2) of the 6th grade year is 61 more than that in the textbook for the first semester(textbook 6-1). The number of non-storytelling STEAM-related subject contents in textbook 6-2 is 107, 2.7 times more than that in textbook 6-1. Third, the teacher's manual for textbook 6-1 is insufficient in complementing the textbook units which lack in STEAM-related subject contents, while the teacher's manual for textbook 6-2 is comparatively good in its complementing role. Therefore, it is recommended that we develop different STEAM materials for our 6th grade mathematics classes.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.513-532
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• 2015

In order to suggest desirable management of college mathematics for freshmen in middle level engineering college, we analyse the change of mathematics recognition between 2011 year and 2015 year freshmen who took college scholastic ability test which are based on the national mathematics curriculum 7th and 7th revision, respectively. In A university, 2011 year and 2015 year engineering freshmen were taken basic mathematical ability test and given the survey for the recognition of mathematics and college mathematics. Research results are as follows: First of all, middle level engineering freshmen were poor at basic mathematical ability. The change of mathematics recognition appeared in the level of mathematics ability and the effort for college mathematics class. Moreover middle level engineering freshmen recognize college mathematics as a basic subject for engineering and hope teacher-directed learning in college mathematics class. For the success of college mathematics in engineering college, this study suggests basic mathematical ability test and the survey for the recognition of mathematics and college mathematics. We also suggest that college mathematics class must be focused on basic mathematical ability improvement and self-directed learning.

• Communications of Mathematical Education
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• v.33 no.4
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• pp.471-488
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• 2019

This paper aims to examine how mathematical history is used in $ textbooks according to the 2015-Revised Curriculum. We analyze the distribution and characteristics of making use of the mathematical history in the nine textbooks, using the framework suggested by Jankvist (2009) on the whys and hows of using historical tasks. First, the tasks related to mathematical history in the textbooks are mostly used as an affective tool, while few tasks are used as a cognitive tool. Second, most of the historical tasks of the type of an affective tool are introducing the anecdotes of mathematicians or in the history of mathematics, and only one case is trying to show human nature of mathematics by illuminating the difficulties mathematicians were faced with. Third, all the mathematical history tasks used as affective tools and goals are illumination materials, while only two out of the ten tasks in the category of a cognitive tool are illumination materials, yet eight others are modular ones. Considering the importance and value of using mathematical history in the math education, this paper recommends that more modular materials on mathematical history tasks in the category of cognitive tools and goals should be developed and their deployment in the textbooks or courses should be promoted. $