• 한국수학교육학회지시리즈A:수학교육
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• 제41권2호
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• pp.157-172
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• 2002

The purpose of this study is to improve middle students'mathematical communication ability. We designed the mathematics instruction model based on Vygotsky's ZPD to develop the mathematical communication ability, and applied to 2nd grade students in Middle School. And we investigated the significant differences between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation in aspects of learning achievement, mathematical disposition, and mathematical communication abilities. The results of the study are as follows : 1. There is no significant difference in learning achievement within significance level .05 between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation by t-test. 2. There is a significant difference in reflection within significance level .01 and in self-confidence within significance level .10 by MANCOVA. 3. There is a significant difference in mathematical communication ability within significance level .01 between two groups by covariance analysis. In particular, there is a significant difference in reading within significance level .01 and in speaking within significance level .05 by t-test.

• 한국수학교육학회지시리즈A:수학교육
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• 제55권1호
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• pp.41-71
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• 2016

The purpose of this study is to investigate elementary students' communication in process of applying mathematical modeling. For this study, 22 fifth graders in an elementary school were observed by applying mathematical modeling process (presentation of problem ${\rightarrow}$ model inducement activity ${\rightarrow}$ model exploration activity ${\rightarrow}$ model application activity). And the level of their communication with their activity sheets and outputs, observation records and interviews were also analyzed. Additionally, by analyzing the activity cases of and , this study researched that what is a positive influence on students' communication skills. Whereas showed significant advance in the level of communication, who communicated actively on speaking area but not on every areas showed insensible changes. To improve communication abilities, cognitive tension and debate situation are needed. This means, mathematical education should continuously provide students with mathematical communication learning, and a class which contains mathematical communication experiences (such as mathematical modeling) will be needed.

• 대한수학교육학회지:학교수학
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• 제4권1호
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• pp.63-78
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• 2002

This research's purpose is to investigate follows. 1. How do middle school teachers recognize the mathematical communication globally? 2. If we classify the modes of mathematical communication as written, spoken, graphic and active ones, how much do teachers use them and how do the students' communication ability come as teachers judge? 3. What are teachers' thinking, the present condition and the future indication for the application of mathematical communication with computer? 4. Do teachers evaluate their students' communication ability? If then, what is the assessment rubric of student's communication ability? The results are analyzed by frequency analysis including percentile and free writings are arranged by similar responses. The result of this study is that global recognition for mathematical communication, current state for students' concrete performance of mathematical communication, and assessment of mathematical communication & proposals are very lacking.

• 대한수학교육학회지:학교수학
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• 제4권2호
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• pp.147-160
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• 2002

The purpose of this study is to examine the The correlation between information processing types and mathematical communication abilities / word problem solving abilities. The results obtained are as follows: 1 Simultaneous/continuous information process types showed statistically high correlation with mathematical communication abilities. However, the correlation between simultaneous information process and mathematical communication abilities is a little higher than the correlation between continuous information process and mathematical communication abilities. 2. There is a high correlation between mathematical communication abilities and word problem solving abilities. Especially, speaking ability is much more correlated with four factors of word problem solving than reading, writing and listening, Through this study, we can conclude that information process types should be consider ed in order to improve mathematical communication abilities and mathematical communication abilities is essential in word problem solving.

• 한국초등수학교육학회지
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• 제15권1호
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• pp.161-178
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• 2011

지식 정보화 사회에서는 미래를 살아가야 할 학생들에게 합리적으로 사고하고 이를 표현하는 수학적 의사소통 능력을 기르는 것이 필요하다. 2006개정 교육과정의 초등수학에서 수학적 의사소통과 관련하여 교수 학습방법으로 3가지의 내용을 구체적으로 제시하였다. 이에 본 연구에서는 개정교육과정의 교수 학습방법에서 제시한 3가지 사항을 중심으로 초등 수학과 교육과정에서 제시한 수학적 표현에 대한 조사와 개정교육과정 발표 이후인 2007년도부터 현재까지 수학적 의사소통 관련 주요 논문들에 나타난 내용의 특징을 조사 분석하여 앞으로 효과적인 수학적 의사소통지도에 활용하도록 하였다.

• 대한수학교육학회지:학교수학
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• 제2권1호
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• pp.53-72
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• 2000

The purpose of this study is to review theoretically the meaning and importance of mathematical communication and to search effective teaching-learning materials to develop it. This study has the content on relation of learning & communication, the qualitative examination of student's response in some mathematical communication tasks and materials of teaching mathematical communication.

• 한국수학교육학회지시리즈A:수학교육
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• 제49권4호
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• pp.523-540
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• 2010

The purpose of the study were to analyze MathThematics textbooks and Korean middle school mathematics and to investigate the difference among the textbooks in the view of mathematical communication. According to the results, the textbook developers made a variety of efforts to develope students' mathematical communication ability. Students were encouraged to communicate with others about their mathematical ideas or problem solving processes in words or writing by means of discussion, oral report, presentation, journal, etc. MathThematics textbooks provided student self-assessment opportunity to improve student performance in problem solving, reasoning, and communication. In communication assessment, students can assess their use of mathematical vocabulary, notation, and symbols, the use of graphs, tables, models, diagrams and equation to solve problem and their presentation skills. The assessment activities would make a positive impact on the development of students' mathematical communication ability. MathThematics textbooks provided a variety of problem situation including history, science, sports, culture, art, and real world as a topic for communication, however, the researcher found that some of Korean textbooks depends heavily on mathematical problem situations.

• 한국학교수학회논문집
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• 제11권2호
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• pp.201-219
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• 2008

본 연구는 초등학교 6학년 수학 수업에서 이루어지는 교사와 학생의 의사소통을 분석하고 의사소통 수준에 따라 학생의 수학적 사고의 특징을 탐구하였다. 이를 위해 수학적 의사소통을 질문하기, 설명하기, 수학적 아이디어의 근원이라는 세 가지 요소로 나누어 분석하였다. 또한 수학적 의사소통의 수준에 따라 학생의 수학적 사고의 빈도와 수학적 사고의 유형이 어떻게 다른지 양적연구방법과 질적연구방법을 병행하여 살펴보았다. 교사와 학생의 수학적 의사소통은 하위 요소에 따라 수준이 동일하지 않았으나 학생 간 질문이 활발할수록, 교사가 수학적으로 다양한 해결방법과 수학적으로 정당화할 수 있는 설명을 요구할수록, 학생의 수학적 아이디어를 적극적으로 반영할수록 수학적 의사소통이 활발히 일어났다. 그리고 수학적 의사소통 수준이 높을수록 학생의 수학적 사고의 빈도가 많이 나타났고 학생의 수학적 사고의 유형도 높은 단계를 나타내었다. 이를 통해 본 논문은 초등학교 수준에서 경험적 근거를 토대로 수학적 의사소통의 중요성을 강조하고 이를 향상시키기 위한 시사점을 제공한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권3호
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• pp.247-270
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• 2018

The purpose of this study is to investigate the mathematical disposition and mathematical communication level of elementary school students in the process of applying mathematical journal writing activities. For this study, 21 third grade students in elementary school were observed when they participated in mathematical journal writing activities while studying number and operation area. According to the Mathematical disposition pre-test and post-test results, mathematical confidence, mathematical flexibility, mathematical will, and mathematical reflection increased and it was statistically proved. Expression and explanation level of the mathematical communication writing area also increased as the mathematical journal writing activity continued. Thus, mathematical journal writing activities can help to enhance the core competencies of the 2015 revised mathematics curriculum while make students 'to develop and transform mathematical expressions' and 'to express oneself'. Also, it provides implications of including active writing activities such as mathematical journal writing activities into mathematics classroom. Furthermore, the change in mathematical communication level according to mathematical disposition level was not statistically significant. Therefore, when providing active writing activities including mathematical journal writing activities into classroom, it is necessary to understand students' individual characteristics and to encourage communication to be active rather than giving feedback based on one's mathematical disposition level.

• 한국수학사학회지
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• 제23권3호
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• pp.141-168
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• 2010

수학적 의사소통은 수학 교수 학습 과정에서 학습에 참여하는 사람들 간에 수학적 아이디어를 교환하는데 필수적인 활동이다. 2007년 개정 수학과 교육과정에서는 수학적 의사소통 능력의 신장을 여러 영역에서 명시하고 있다. 이에 따라 편찬된 '고등학교 수학' 18종 교과서에는 의사소통 문제를 다루는 코너가 마련되어 있고, 실제 학교 현장의 교사들은 수학 수업 시간에 어떤 과제를 어떤 방식으로 의사소통을 해야 할지에 대해 알고 싶어 한다. 이렇게 수학적 의사소통이 수학 교육에서 해결해야 할 중요한 문제로 부각되는 시점에서 본 논문은 수학적 의사소통에 대하여 고찰해 보고, 이를 토대로 '고등학교 수학' 교과서에 수록된 의사소통 관련 코너의 내용을 분석하여 유형화하고 나아가 각 유형에 적절한 의사소통 활동을 제시함으로써 차후에 개정될 교과서의 실질적인 의사소통 코너 마련을 위한 정보 및 교사들에게 수학적 의사소통이 활발한 수학 수업을 안내할 수 있는 틀을 제공하는 것을 목적으로 한다.