• 한국수학교육학회지시리즈A:수학교육
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• 제58권1호
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• pp.121-138
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• 2019

The purpose of this study was to analyze the trends of domestic research on mathematics teacher education in terms of the period, topics, methods, subjects, and mathematics content strands. For this purpose, a total of 220 research articles dealing with mathematics teacher education were analyzed, which have been published since 2000 by the Korean Society of Mathematics Education in the three journals: (a) The Mathematical Education; (b) Education of Primary School Mathematics; and (c) Communications of Mathematical Education. Regarding the period when the research was conducted, the number of articles on mathematics teacher education has been rapidly increased since the late 2000s. Regarding the topics, research on teacher orientation has been the most frequent topic and the studies dealing with professional development for teachers, teaching practices, or teacher knowledge tend to be popular. Regarding methods, survey and case study have been most frequently employed in studying mathematics teacher education. Regarding subjects, the main participants were in-service teachers, pre-service teachers, elementary school teachers, and secondary school teachers, respectively, who were in charge of a regular class. Finally, regarding mathematics content strands, previous studies on mathematics teacher education were not specific to mathematics content strands. Given these results, this paper closes with important implications for future research directions on mathematics teacher education in Korea.

• 한국학교수학회논문집
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• 제17권1호
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• pp.123-137
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• 2014

본 논문에서는 우리나라의 2011 초등학교 수학과 교육과정과 일본의 2008 초등학교 수학과 교육과정의 체제를 요소, 영역, 목표, 시수를 중심으로 비교한다. 이러한 비교를 통해, 우리나라의 초등학교 수학과 교육과정의 개선을 위해 얻을 수 있는 시사점은 다음과 같다. 첫째, 초등학교 수학교육의 실제와 부합하지 않는 학년군제의 설정을 재고할 필요가 있다. 둘째, 영역의 이름인 '수와 연산'을 '수와 계산'으로 환원할 필요가 있다. '연산'은 초등학교 수학과에서 전혀 사용하지 않는 용어이다. 셋째, 영역의 이름으로 '규칙성'을 사용하는 것을 재고할 필요가 있다. '규칙성' 영역의 대부분의 내용은 '수량관계'에 해당한다. 넷째, 영역 이름으로 '확률'을 사용하는 것을 재고할 필요가 있다. 어떤 사건이 일어날 '가능성'을 비율로 보면, 그것은 앞에서 설정한 '수량관계'에 포함시킬 수 있다. 다섯째, 수학과의 목표에 수학과의 성격을 포함시키는 것을 재고할 필요가 있다. 수학과의 목표가 수학과의 성격을 포괄한다고 보기 어렵다. 여섯째, 초등교육에서 수학의 위상에 대한 제고가 필요하다.

• 한국학교수학회논문집
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• 제10권1호
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• pp.1-25
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• 2007

최근 들어, 우리나라에서도 수학 교사의 전문성 신장을 위한 여러 가지 교사 재교육에 관한 관심이 점차 고조되고 구체적인 프로그램의 안이 모색되고 있다. 이에 따라 보다 근원적으로 전문성 있는 예비 교사 양성을 위한 효과적인 교원 양성 체제를 위한 연구 및 개선 방안이 모색되어야 할 것으로 사료된다. 이러한 취지하에, 본 연구에서는 30명의 중등 수학 교사들을 대상으로 설문 조사 방법을 이용하여 사범대학 수학교육과 재학 당시 어떠한 교육 내용이 다뤄졌는지, 또 그러한 교육 내용이 실제 현장에서의 수학 수업과 연관되어 활용되고 있는지 살펴보고자 한다. 그리고 향후 예비 교사 양성을 위하여 사범대학 수학교육과 교육과정에 어떠한 교육 내용이 필요한지를 살펴보고자 한다.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• 제11권2호
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• pp.31-40
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• 2007

What is the "new paradigm"? It is impossible express it in one or two words, but if one had to; the closest might be the "holistic approach". The expression can be justified by the fact that the conclusions above lead to a greater intermixing of mathematics with engineering and natural sciences subjects, typically expressed in the form of examples of simplified real problems. They also lead to a greater intermixing of subjects within mathematics so that the courses should have less separation e.g. between symbolic and numerical mathematics. The conclusions also lead to the spreading the mathematics courses throughout all study years, not just the first two years. Of course, this should be done with great care in order to guarantee studies that are logically linked together. The new paradigm also means that the needs arising from industrial mathematics must be taken into account in the contents of engineering mathematics courses. Such topics are e.g. multivariate methods, statistics and use of mathematical software. What are we expected to gain from the paradigm shift? The primary benefit should be in obtaining more productive engineers equipped with a better degree of mathematical preparedness for engineering problems. But in addition, it should also promote more intensive use of applied mathematics and easier communication with professional mathematicians, often needed in complicated industrial problems.?Finally, it can be noted that the new paradigm is in harmony with the basic ideas of the CDIO (Conceive - Design - Implement - Operate) initiative for producing the next generation of engineers [1]. New ideas for engineering education can be found also in the homepage of SEFI (European Society for Engineering Education) [2].

• 한국초등수학교육학회지
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• 제14권3호
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• pp.615-631
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• 2010

연습은 수학 교수-학습에서 여전히 중요한 수단이지만, 연습 교재나 연습 프로그램을 어떻게 구성하는 것이 효과적인가에 대한 연구는 많지 않다. 이 연구는 수학부진아들이 일반 아동 보다 더 많은 연습을 요구한다는 점에 착안하여, 수학부진아용 전문 연습 교재를 개발할 때 고려해야할 요소들을 추출하고자 하였다. 이를 위해 문헌연구를 통해, 학습자의 학습수준 고려 여부, 연습계열, 연습횟수와 주기, 연습 유형 등의 네 가지 관점을 추출하고, 이를 토대로 수학익힘책의 곱셈구구 단원을 분석하였다. 분석결과 수학익힘책은 개념학습 위주의 교재로, 연습의 효과성 측면에서 몇 가지 보완 할 점이 있음을 발견하였다. 이러한 분석결과를 바탕으로 수학부진아용 연습 교재 개발자가 고려해야할 사항들을 정리하여 제시하였다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권3호
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• pp.229-250
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• 2011

The Mathematics Teaching Efficacy Beliefs Instrument is one of the most popular instruments used to measure elementary preservice teachers' efficacy beliefs in mathematics teaching. The instrument was, however, developed in the United States and is perhaps not appropriate for other cultures. In this study, the instrument was translated into Korean and carefully reviewed by Korean mathematics teacher education professors. Analysis of the review indicated that eight out of the 21 items were appropriate while the others needed to be revised. Items were identified as inappropriate due to awkwardness, multiple meanings, tense disagreements, and vagueness. These items were modified to better fit the Korean context. The instrument was revised with two versions: one for elementary and the other for secondary pre service teachers.

• 한국수학사학회지
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• 제19권3호
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• pp.71-84
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• 2006

조선 말기부터 대한제국, 일제 강점기를 지나면서 근대수학을 도입하는 과정과 해방 직후 국내 수학계의 주변 환경을 소개하며, 이를 통하여 근대수학을 도입하는 과정에서 겪었던 우리의 노력과 장애물들을 회고해보고 이를 현 시점에서 반추해보고자 한다.

• 한국수학사학회지
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• 제22권3호
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• pp.103-112
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• 2009

본 논문에서 우리는 한국수학의 존재를 규명하기 위한 한국 전통수학사 연구의 현황과 필요성을 살펴본다. 특히 홍성사 교수님과 홍영희교수님의 정성어리고 투철한 조선 산학 연구에 경의를 표하며 두 분의 한국수학사 연구결과를 보전하고 확대하며 강화할 수 있는 한국 전통수학사 연구의 활성 방안을 살펴본다.

• 대한수학교육학회지:수학교육학연구
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• 제13권1호
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• pp.95-106
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• 2003

This study attempts to identify the characteristics of the structure of mathematics textbooks of North Korean high schools. The previous researches on the mathematics textbooks of North Korea show that North Korean mathematics textbooks have a linear structure, which is different from a spiral structure of South Korean textbooks. However, this study found that the textbooks of North Korea published after 1994 indicate that some sections reveal a spiral structure. In addition, most sections of North Korean mathematics textbooks are collectively composed, particularly so in the section of algebra.

• 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.