• 한국수학교육학회지시리즈A:수학교육
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• 제44권4호
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• pp.603-625
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• 2005

Identity is the concept which approaches individuals' affective problems with the social and cultural view. The previous studies on the problems, studied the attitudes, beliefs, or emotions while they restricted the problems to teachers or students' private problems. Otherwise, identities focus on individuals which participate to any community and share its social practices(Mclead, 1994). This study purposed to get an understanding on the teaching and learning mathematics in elementary mathematics classroom with an ethnographic view, while we consider mathematics as a kind of social practices, and mathematics classrooms as communities of practice. We analysed teacher's identities on mathematics and teaching mathematics depending on her responses of the questions as following: How does she think about mathematics, what are the instructional goals in her mathematics classroom, how do students learn mathematics in her mathematics classroom. In addition, we analysed students' identities on mathematics and learning mathematics depending on their responses of the questions as following: What do students think of mathematics, do they like mathematics, why do they study mathematics, how do they feel their mathematics classroom(describe your classroom) and themselves in it(describe yourselves in your classroom), what are their duties and what do they do actually in their mathematics classroom.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권4호
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• pp.389-406
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• 2007

The purpose of this study is to understand the learning mathematics in elementary mathematics classroom by considering mathematics as a kind of social practices and mathematics classroom as a kind of community of practice. The research questions of this study are as followings: 1) Do the identities which teacher has on mathematics and teaching mathematics, influence the social practices formed in mathematics classroom, and the identities which students has on mathematics and learning mathematics? 2) Do the social practices formed in mathematics classroom, and the identities which students has on mathematics and learning mathematics, influence the identities which teacher has on mathematics and teaching mathematics? This study was based on ethnomethodology. It was executed participation observations, interviews and surveys with teacher and 5 graders to collect the data for the social practices formed their classroom and their identities, and was analyzed the interaction between the social practices of mathematics classroom and teacher and students' identities. We found the scenes that teacher's identities influenced the social practices of mathematics classroom and students' identities, and also the scenes that the social practices of mathematics classroom and students' identities influenced teacher's identities. So, we could know that there existed the interaction between the social practices of mathematics classroom and teacher and students' identities.

• 한국수학사학회지
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• 제12권2호
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• pp.83-97
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• 1999

This paper analyzes the philosophy of mathematics and outlook on the mathematics education as the Ancient Greece in the history of mathematics. This study tried to find out the direction of outlook on the mathematics education in the future.

• 한국수학사학회지
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• 제10권2호
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• pp.53-63
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• 1997

The paper is analyzed the variety of outlook on the mathematics education as the paradigm of the mathematics in the history of mathematics and suggested the direction of outlook on the mathematics education in the future.

• 한국학교수학회논문집
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• 제3권1호
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• pp.47-57
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• 2000

The purpose of this study is to investigate the degree of anxiety factors for learning mathematics and look into the reason of anxiety of mathematics and show the method of eliminating negative and anxious factors in elementary school, secondary school and high school. To have learner take an interest in learning mathematics, develop the positive attitude about learning mathematics and maximize the effect of learning of mathematics, three kinds of hypotheses are established as follows: 1. There would be difference in anxiety factor of learning mathematics according to elementary school, secondary school and high school. 2. There would be difference in anxiety factor of learning mathematics according to sex. 3. There be difference in anxiety factor of learning mathematics according to the level of achievement. The results of this study are as follows: 1. Hypotheses I was testified. The anxiety factor between mathematics learning and mathematics teacher was significant difference according to elementary school, secondary school and high school. 2. Hypotheses II was testified. The result of hypotheses II was significant difference only in high school. The anxiety factor of mathematics teacher was significant difference according to boy student and girl student. 3. Hypotheses III was testified. The anxiety factor of mathematics, teacher and test was significant difference only in elementary school and high school.

• 대한수학교육학회지:수학교육학연구
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• 제21권4호
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• pp.313-326
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• 2011

본 연구에서는 PISA수학성취도 자료와 국내외 성차 관련 연구 자료를 분석하여 우리나라 학생들의 성차 추이와 그에 대한 배경을 살펴보았다. 우리나라는 2000년과 2003년 PISA수학성취도 평가에서 유의미하게 큰 성차를 보인 반면 2006년부터 성차가 급격히 감소하였다. 이러한 성차의 급격한 감소 현상에 영향을 미친 요인을 탐색하기 위해 국내외 성차 관련 연구 자료를 분석하였으며, 이를 토대로 여성의 이공계 진출을 유도하는 국가차원의 정책적 지원과 같은 사회문화적 변화와 교육과정과 그에 따른 교과서의 변화 등과 같은 요인들이 여학생의 수학 성취도 향상에 긍정적인 영향을 미쳤을 것으로 판단된다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제33권2호
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• pp.141-161
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• 2019

본 연구의 목적은 사회정의를 위한 수학교육의 국내외 연구 동향을 알아보고 우리나라 수학교육에 주는 시사점을 제시하는 것이다. 본 연구에서는 사회정의를 위한 수학교육에 대한 국내외 연구 동향을 알아보기 위하여 선행 연구들을 분석하였다. 연구결과, 사회정의에 대한 국외의 연구는 1960년대 말부터 Freire의 비판적 수학교육부터 시작하여 다양한 관점에서 연구가 활발하게 진행되어 오고 있고, 국내에서는 2000년대에 들어서면서 비판교육을 시작으로 최근에는 현장 교사들을 중심으로 자신들의 수학수업에 사회정의를 위한 수학을 적용하는 연구가 주류를 이루고 있음을 밝히고 있다. 현재의 우리나라 입시 등 교육 체제에서 적용이 쉽지 않음을 지적하면서 사회정의를 위한 수학교육이 우리의 수학교육에 주는 시사점을 다음과 같이 제시하고 있다. 사회정의를 위한 수학교육은 전통적인 수학 수업에 대한 반성의 기회를 제공하고, 인문학적 관점에서 통합과 융합적 접근을 가능하게 한다고 주장한다. 또한, 학생들에게 수학에 대한 긍정적인 태도를 가지도록 하며, 교사나 학생들에게 수학과 세상을 보는 관점을 보다 넓고 깊게 할 수 있는 기회를 제공할 수 있다고 설명한다.

• 한국학교수학회논문집
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• 제25권2호
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• pp.175-194
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• 2022

본 연구는 2022 개정 수학과 교육과정을 앞두고 우리나라의 고등학교 수학과 교육과정과 영국의 고등학교 수학과 교육과정과 비교함으로써 시사점을 제시하고자 한다. 영국은 2017년 이후 16세 이후 수학을 강조하고 평가를 개정하였다. 이에 따라 영국의 고등학교 수학교육과정에 해당되는 Key stage 4, Core Maths, A-level의 내용을 살펴보고, 우리나라 고등학교 공동과목, 일반선택과목, <기하> 과목과 비교하였다. 영국에서는 고등학교 단계에서 수학교육을 강조하고 있는데 이에 따라 교육과정 총론에서 '수리력과 수학'을 강조하고 학생들의 수학 선택권을 확대하고 미래사회를 대비하기 위하여 새로운 수학 교과목 및 평가를 함께 개발하여 시행하고, 기존의 A-level 수학 평가를 개선하였다. 또한 주제 중심의 내용을 Key Stage 3부터 고등학교 단계에서도 발전적이고 지속적으로 다루고 다른 영역의 주제와 연결하여 다룸으로써 수학의 내적 외적 연결성이 용이하도록 구성하고 있었다.

• 수산해양교육연구
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• 제21권1호
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• pp.151-160
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• 2009

The purpose of this study is to investigate the effect of Special Supplementary Mathematics Class on self-efficiency and fear of mathematics in middle school. For this study, the students involved in Special Supplementary Mathematics Classes in middle school took a pre-test and an post-test. According to the results, First, the students showed increased self-efficacy in mathematics after the Special Supplementary Mathematics Class. Second, the students showed a decreased fear of mathematics after the Special Supplementary Mathematics Class. Third, there were no significant differences between boys and girls in the effect of Special Supplementary Mathematics Classes on self-efficacy and fear of mathematics. Fourth, there were significant differences between Grade 2 and Grade 3, and between Grade 1 and Grade 2 in the effect of Special Supplementary Mathematics Classes on self-efficacy in Mathematics.

• Journal of Applied and Pure Mathematics
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• 제5권1_2호
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• pp.55-68
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• 2023

Character education is an important educational purpose in the current situation of secondary mathematics education. In the current mathematics curriculum, character education is mentioned in terms of core competencies. However, it is very difficult to concretely practice character education in secondary mathematics education. This paper examines the theoretical background of character education in the tradition of mathematics education, and suggests that mathematics is regarded as a practical tradition by the nature of mathematics from a value-intrinsic perspective. In this respect, mathematics education is defined as an intrinsic and nurturing character through long history of practice. This paper searched for an integrated approach to practicing character education in of secondary mathematics education, and argued that the teacher's personal approach including the class model approach of the human factors by an example of the exponential law a^maⁿ = a^m+n and the value-oriented activities according to the nature of the mathematics was the core.