• 한국수학교육학회지시리즈A:수학교육
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• 제55권1호
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• pp.129-145
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• 2016

The purpose of this study was to research and compare teachers' preferences for 'Great Math Class' by region and gender. The research was conducted on 261 high school math teachers by using non-probability sampling. As the results of the study, regional preference had no statistically significant difference in all four factors of 'Great Math Class' while gender preference had statistically significant difference only in the factor of teaching (methods) and learning methods. Both region and gender had statistically significant positive (+) relationship with preference for all four factors. This implies that it is necessary to consider socio-cultural factors rather than teachers' perception on class for regional differences in academic achievements in mathematics.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제10권1호
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• pp.49-54
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• 2006

Special educations for gifted students have not been given enough attention in Japan with a little exception. Indeed, such educations were sometimes despised in Japan by teachers and parents as well as by boards of education, because one of the features of postwar education system in Japan was an excessive egalitarianism. The other is cramming of knowledge in school education, which is necessary for high school graduates to pass entrance examinations for famous universities such as University of Tokyo, or Kyoko University. However, in 1997, some trials of special educations for gifted students started. The Ministry of Education, Sports, Culture, Science and Technology admitted 'skipping a year to enter universities.' In this paper, the following three topics would be discussed. 1. Enrollment of high school students aged 17 into Chiba University. 2. Summer seminars conducted by Japan Mathematics Foundation of Olympiad. 3. Super Science High School Program funded by the Ministry of Education.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권4호
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• pp.329-352
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• 2018

This study analyzed each process of demand analysis(A), design(D), development(D), implementation(I) and evaluation(E) of the program to support mathematics learning of students with under-achievement of math in high school. To analyze the demand, a survey was conducted on 235 high school math teachers and 334 high school students who were under-achieved in mathematics. To design and develope the program, this study linked middle school math to high school math so that the students with poor math learning could easily participate in mathematics learning. The programs developed in this study were implemented in three high schools, where separate classes were organized and run for students with poor math learning. The evaluation of the programs developed in this study was done in two ways. One was a quantitative evaluation conducted by five experts, and the other was a qualitative evaluation conducted through interviews with teachers and students participating in the program. This study found that students with poor mathematics learning were more motivated to learn, started to do mathematics, and encouraged to be confident when using learning materials that included easy problems and detailed solutions that they could solve themselves. From these results, the following three implications can be derived in developing a program to support students who are experiencing poor mathematics learning in high school. First, we should develop learning materials that link middle school mathematics to high school mathematics so that students can supplement middle school mathematics related to high school mathematics. Second, we need to develop learning materials that include detailed solutions to basic examples and include homogeneous problems that can be solved while looking at the basic example's solution process. Third, we should avoid the challenge of asking students who are under-achieving to respond too openly.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권3호
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• pp.223-246
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• 2012

Korean Ministry of Education Science, and Technology(MEST) has recommended the introduction of mathematics textbooks based on storytelling to improve the teaching and learning of mathematics in school. As part of the mathematics textbooks based on storytelling development, this research has investigated school mathematics teachers' perspectives on mathematics textbooks based on storytelling in order to identify implications for the development and the implementation of it. For the purpose, we have developed survey questionnaire and administered it to 113 high school mathematics teachers. The survey asked the teachers to address their conception of mathematics textbooks based on storytelling, its contribution to school mathematics, challenges and obstacles for the implementation. The survey shows that the mathematics teachers' conception of mathematics textbooks based on storytelling was not clear or limited. Most of them replied that they received information about mathematics textbooks based on storytelling from the materials provided by workshop or materials of school district office. While the teachers heard about that school will implement mathematics textbooks based on storytelling, they rarely had idea of how to use them in class. In the survey, the teachers identified which type of storytelling is effective for which purpose of mathematics education. They also identified the positive effect and the difficulties in the implementation of mathematics textbooks based on storytelling. The mathematics teachers pointed out that textbook is not enough. They urged that the implementation of mathematics textbooks based on storytelling should be integrated into classroom teaching and assessment to make a significant change in the educational practice of mathematics in school. Thus, mathematics teachers need support to implement mathematics textbooks based on storytelling into their teaching practice. Teacher workshop and teacher manuals need to be developed to help teachers understand educational visions and values of mathematics textbooks based on storytelling. These results of the survey would form the worthwhile base information for the development and the implementation of mathematics textbooks based on storytelling.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제20권4호
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• pp.603-619
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• 2006

One of the most important aims in mathematics education is to enhance students' problem-solving abilities. To achieve this aim, in real school classrooms, many educators have examined and developed effective teaching methods, learning strategies, and practical problem-solving techniques. Among those trials, it is noticeable that Engel, Zeits, Shapiro and other not a few mathematicians emphasized 'Invariance Principle' as a mean of solving problems. This study is to consider the basic concept of 'Invariance Principle', analyze 'Invariance' concept in secondary Mathematics contents on the basis of framework of 'Invariance Principle' shown by Shapiro and discuss some instructional issues to occur in the process of it.

• 영재교육연구
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• 제20권3호
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• pp.809-830
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• 2010

본 연구에서는 수학, 과학교사들이 영재교육을 어떻게 이해하고 인식하는지를 탐색하고, 시교육청 영재교육원과 과학고 영재교육원의 교사 집단별, 과목별로 영재교육에 대한 인식의 차이가 있는지를 알아내는데 목적을 둔다. 본 연구의 대상은 부산광역시에 소재하고 있는 시교육청 영재교육원과 과학고 영재교육원 수학, 과학교사들이었으며, 총 62명의 수학, 과학교사의 설문 응답지를 분석하였다. 시교육청 영재교육원 교사집단은 '영재교육이 매우 필요하다'에 대하여 41.0%의 응답률을 보인 반면에, 과학고 영재교육원 교사집단은 8.7%의 응답률을 보였다. 전체 교사의 54.8%가 자신이 가르치는 영재학생이 영재성을 보인다고 하였으며, 수학영재 선발의 타당한 도구는 창의력 문제해결력 검사, 과학영재 선발의 타당한 도구는 과학 교사의 지속적 관찰 결과물에 가장 높은 응답률을 보였으며, 수학영재 선발 시는 수학과목이, 과학영재 선발 시는 과학과 수학과목이 고려해야 할 가장 중요한 과목이라고 하였다. 강의식 수업이 51.6%로 가장 많이 사용하는 영재 수업의 교수-학습 형태라고 응답하였으며, 영재교육의 적임자로 정규 과학영재학교 재직교사를, 적합한 영재교육기관으로 정규 과학영재학교에 각각 38.7%, 53.2%의 가장 높은 응답률을 보였다. 과학고의 영재교육원 운영에 대하여 전체적으로 46.7%가 필요하다고 응답하였으며, 영재교육원의 수학, 과학 분리 운영에 대하여 전체적으로 46.7%가 운영의 분리가 필요하다고 하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제59권4호
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• pp.295-312
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• 2020

본 연구는 중등학교 수학교사의 평가에 대한 인식을 조사하고 비교하기 위하여 진행되었다. 이를 위해 인천지역에 근무하는 중학교 188명, 고등학교 125명의 수학교사로부터 평가에 관한 6가지 영역과 과정 중심 평가에 대한 일반적인 인식에 대하여 설문조사를 실시하였다. 연구 자료는 중요도-수행도 분석기법(IPA)을 사용하여 학교급별, 경력별, 학교규모별로 비교 분석하였다. 주요 연구 결과로 대부분의 영역에서 중학교 수학교사들이 고등학교에 비해 중요도와 수행도 모두 높게 나타났다. 경력별로는 경력이 높을수록 높은 중요도-높은 수행도, 낮은 중요도-낮은 수행도가 많이 나타나고. 학교규모가 클수록 낮은 중요도-높은 수행도에 다양한 의견이 나타났다.

• 수산해양교육연구
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• 제29권3호
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• pp.932-940
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• 2017

This study investigated the perception of pre - service teachers in order to find out how paper textbooks are used in high school classes and what improvement is needed. Firstly, the results of analyzing the perception about the utilization of textbooks are as follows. First, in the case of Korean language, social studies, mathematics, science, and English, textbooks were used most frequently, and most of the respondents did not use textbooks for arts and physical education subjects. Secondly, Korean language, social studies, mathematics, science, and English textbooks are most frequently used as teaching materials. Third, in the case of Korean, social, mathematics, science, and English subjects, in addition to textbooks, problem collections were used most frequently and arts and physical education subjects showed the most use of prints. Next, the results of analyzing the perception of the improvement method of the textbooks are as follows. First, in the high school class, the response rate was high in that Korean, social, mathematics, science, and English classes needed a textbook. Most of the respondents answered that they were not necessary for the textbooks of arts and physical education subjects. Second, in order to improve the textbooks, the most demanding textbooks focused on the core basic contents, followed by self - directed learning activities, competency centered contents selection, cooperative learning activities, and teacher self - development. The demand for digital textbooks was low.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제9권1호
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• pp.11-29
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• 2005

Discrete mathematics is as important as it was reformed as an optional subject in the middle school and high school in the 7th national curriculum. There are a lot of studies about discrete mathematics in the middle course but studies about it in elementary course has little performed. Therefore, the purpose of this paper is to analyze the concept of discrete mathematics, which is hidden in the mathematics textbook of elementary school and to develop the learning materials of discrete mathematics. Through this, it would make the students to have the sharp insight in their daily lift and mathematical experience by learning: the mathematical inquiry and adaptation.

• 한국학교수학회논문집
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• 제11권2호
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• pp.221-247
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• 2008

생명 나노 관련 분야의 대학 기초수학 교육 내용의 구성과 그 방안을 찾기 위하여, 그 분야의 대학생들이 기본함수(2차 함수, 유리함수, 무리함수, 로그함수, 삼각함수)에 대한 그래프 표현과 그래프에 내포한 기본정보에 대하여 어느 정도 알고 있는지, 고등학교 기초 수학 내용을 어느 정도 알고 있는지에 대하여 조사하였다. 그리고 그 분야와 관련된 전공 서적에서 사용되고 있는 수학 내용을 조사하였다. 조사 결과, 기본함수에 대한 그래프 표현과 그래프에 내포한 정보에 대한 이해 및 고등학교 기초 수학 내용에 대한 이해가 부족한 것으로 나타났다. 그리고 생명 나노 관련 분야의 각 전공에 사용되고 있는 수학 내용의 양과 내용의 깊이에 차이가 있었다. 이러한 조사 결과에 따르면, 생명 나노 관련 분야의 대학 기초수학 교육 내용 구성에서, 각 전공 분야의 대학생들의 고등학교 기초수학 내용에 대한 이해 정도를 반영하고 각 전공에 따라 수학 내용의 양적인 면과 내용의 깊이를 다양하게 고려하여야 할 것이다.