• 한국수학교육학회지시리즈A:수학교육
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• 제34권1호
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• pp.7-9
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• 1995

• 대한수학회보
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• 제33권1호
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• pp.65-73
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• 1996

• 대한수학회보
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• 제24권1호
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• pp.27-29
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• 1987

• 대한수학회보
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• 제24권1호
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• pp.57-63
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• 1987

이글은 다음의 내용을 다루었다. 1. IMU, (1) IMU조직과 기능, (2) 학술발표회 2. ICM-86, (1) Fields Medal수상, (2) 학술발표회

• 한국수학교육학회지시리즈A:수학교육
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• 제25권3호
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• pp.1-10
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• 1987

• 한국수학교육학회지시리즈A:수학교육
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• 제25권2호
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• pp.33-36
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• 1987

• 한국수학교육학회지시리즈A:수학교육
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• 제29권1호
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• pp.51-54
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• 1990

• 한국수학교육학회지시리즈D:수학교육연구
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• 제26권3호
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• pp.121-125
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• 2023

• 한국수학교육학회지시리즈A:수학교육
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• 제54권3호
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• pp.207-222
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• 2015

Mathematics preservice teachers' Mathematical Content Knowledge ("MCK") includes not only knowledge for mathematics, but also academic knowledge for school mathematics and mathematical process knowledge. We can consider the items in PISA 2012 as suitable tools to assess process knowledge as well as mathematical content knowledge because these items are developed by competent international educational experts. Therefore, the responses to items with the low percentage of correct answers in conjunction with the mathematical contents were analyzed with focus on FMC. The results showed the reasoning competency in responses using the conditions of the problem and of understanding the conditions after reading the complex problems within the context (i.e. the reasoning and argumentation competency, and communication competency) requires improvements. Furthermore the results indicated the errors due to a lack of ability of devising strategies for problem solving. Based on the foregoing results, the implications towards the directions of the education for the preservice mathematics teachers have been derived.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권4호
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• pp.455-469
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• 2012

Given the importance of mathematical connections in instruction, this paper analyzed the objects and the methods of mathematical connections according to the lesson flow featured in 20 elementary lessons selected as effective instructional methods by local educational offices in Korea. Mathematical connections tended to occur mainly in the introduction, the first activity, and the sum-up period of each lesson. The connection between mathematical concept and procedure was the most popular followed by the connection between concept and real-life context. The most prevalent method of mathematical connections was through communication, specifically the communication between the teacher and students, followed by representation. Overall it seems that the objects and the methods of mathematical connections were diverse and prevalent, but the detailed analysis of such cases showed the lack of meaningful connection. These results urge us to investigate reasons behind these seemingly good features but not-enough connections, and to suggest implications for well-connected mathematics teaching.