• East Asian mathematical journal
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• 제35권2호
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• pp.217-237
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• 2019

This Modeling is a cyclical process of creating and modifying models of empirical situations to understand them better and improve decisions. The role of modeling and teaching mathematical modeling in school mathematics has received increasing attention as generating authentic learning and revealing the ways of thinking that produced it. In this paper and interactive lecture session, we will review a subset of the related literature, discuss benefits and challenges in teaching and learning mathematical modeling, and share our attempts to improve traditional textbook problems so that they can become more authentic modeling activities and implications for instruction and assessment as well as for research.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제23권3호
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• pp.785-801
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• 2009

본 연구에서는 제7차 수학과 교육과정 10-나 삼각함수 단원에서 구체적 조작물과 실험을 이용한 건물의 높이 너비를 측정하는 체험수학 활동을 통하여 학생들이 수학수업에 흥미를 갖고 수학의 필요성을 느낄 수 있는 방안을 제시하였다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제19권3호
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• pp.177-193
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• 2015

Mathematical creativity, an important goal in mathematics education, can be promoted through an integrated learning environment where students explore mathematics with other subject areas such as science, technology, engineering and art. Establishing such learning environments is not a trivial task. Therefore, this creates a need for the development of instructional resources promoting meaningful integration. This paper focuses on integration of the fields of mathematics and music. Beginning with some of the historical discoveries and views of the connections between mathematics and music, this paper attends to several musical concepts correlating to middle school mathematical content and then provides ideas for teaching.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제4권2호
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• pp.83-103
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• 2000

The purpose of this study is to develop and implement an alternative elementary mathematics curriculum to enhance creative problem solving ability. The curriculum consisting of three main elements was developed. The three elements are content knowledge, process knowledge and creative thinking skills. The curriculum contents and the units were developed by mathematics educators, elementary educators, psychologists, elementary school teachers and curriculum specialists for 3 years. In order to test the effectiveness of the developed curriculum, the 5 units based on a problem-based-learning (PBL) method were implemented in a 5th grade class as an experimental group during the second semester. For the comparison group the ordinary lesson based on the 6th national mathematics curriculum was implemented during the same period. Performance assessment was developed and used for the pre and post test. T-est was use to testify that the effect of the curriculum is statistically signigicant. The results of the test showed that the experimental group progressed significantly in the creative problem solving ability, but the comparison group did not.

• 한국수학사학회지
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• 제27권5호
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• pp.365-384
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• 2014

The purpose of this study is to assess the changes that occur to pre-service mathematics teachers by using survey on the self-reflection during their education practices. For four weeks of the education practice period, the changes to pre-service teachers are analyzed from teaching and learning perspectives. The teaching perspective is sub-categorized into lesson contents, teaching methods, and evaluation on teaching, and the learning perspective is sub-categorized into monitoring on learning, support for learning and evaluation on learning. The analysis shows that significant changes occur in teaching contents from the teaching perspective and in all the sub-categories from the learning perspective. Based on the analysis, preservice teachers are suggested to utilize self-reflection programs during their education practices to promote their professionalism in teaching.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제10권3호
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• pp.151-167
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• 2006

The open approach to teaching school mathematics in the United States is an outcome of the collaboration of Japanese and U. S. researchers. We examine the approach by illustrating its three aspects: 1) Open process (there is more than one way to arrive at the solution to a problem; 2) Open-ended problems (a problem can have several of many correct answers), and 3) What the Japanese call 'from problem to problem' or problem formulation (students draw on their own thinking to formulate new problems). Using our understanding of the Japanese open approach to teaching mathematics, we adapt selected methods to teach mathematics more effectively in the United States. Much of this approach is new to U. S. mathematics teachers, in that it has teachers working together in groups on lesson plans, and through a series of discussions and revisions, results in a greatly improved, effective plan. It also has teachers actively observing individual students or groups of students as they work on a problem, and then later comparing and discussing the students' work.

• 한국수학교육학회:학술대회논문집
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• 한국수학교육학회 2006년도 제37회 전국수학교육연구대회 프로시딩
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• pp.45-62
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• 2006

The open approach to teaching school mathematics in the United States is an outcome of the collaboration of Japanese and U.S. researchers. We examine the approach by illustrating its three aspects: open process (there is more than one way to arrive at the solution to a problem; 2) open-ended problems (a problem can have several of many correct answers), and 3) what the Japanese call 'from problem to problem' or problem formulation (students draw on their own thinking to formulate new problems). Using our understanding of the Japanese open approach to teaching mathematics, we adapt selected methods to teach mathematics more effectively in the United States. Much of this approach is new to U.S. mathematics teachers, in that it has teachers working together in groups on lesson plans, and through a series of discussions and revisions, results in a greatly improved, effective plan. It also has teachers actively observing individual students or groups of students as they work on a problem, and then later comparing and discussing the students' work.

• 한국수학교육학회지시리즈A:수학교육
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• 제41권2호
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• pp.173-187
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• 2002

The purpose of this study through ethnographic inquiry is to describe how an elementary teacher teaches mathematics with understanding. The ways that teachers'beliefs affect instructional activities, what means understanding from the view of cognitive psychology, and ethnographic research tradition were reviewed to anchor theoretical background of this study. A third-grade teacher and his 45 students were selected in order to capture vivid and thick descriptions of the teaching and learning activities of mathematics. Three major sources of data, that is, participant-observation with video taping, formal and informal interviews with the teacher and his students, and a variety of official documents were collected. These data were analyzed through two phases: data analysis in the field and after the fieldwork. According to data analysis, ‘teaching mathematics with understanding’ was identified as the teachers central belief of teaching mathematics. In order to implement his belief in teaching practices, the teacher made use of three strategies: ⑴ valuing individual student's own way of understanding, ⑵ bring students' everyday experiences into mathematics classroom, and ⑶ lesson objectivies stated by students. It is suggested for future research that concrete and specific norms of mathematics classroom for the improvement of mathematics understanding are needed to be identified and that experienced and skillful teachers' practical knowledge should be incorporated with theories of teaching mathematics and necessarily paid more attention by mathematics educators.

• 대한수학교육학회지:수학교육학연구
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• 제27권2호
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• pp.171-189
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• 2017

본 연구는 학생의 지수법칙 개발을 골자로 하는 교수법을 설계 및 적용해봄으로써 수업의 실제를 파악해 보고자 하였다. 이를 위해 중학교 2학년 54명의 학생을 대상으로 지수법칙에 대한 발견식 수업을 계획하여 적용해 보았다. 그 결과 지수법칙 사례 개발측면에서는 단조로운 법칙의 과다 생산, 선행학습의 경험이 없는 학생일수록 개발 유형이 다양하며 오류 가능성이 높아지는 경향, 여러 형태의 오류 등을 목격할 수 있었다. 법칙의 일반화와 표현 측면에서는 $a^m{\div}a^n$ 유형의 일반화 표현에 모두 실패하였으며, 밑이나 지수 중 하나만 문자로 일반화한 표현이 적지 않게 등장하였다. 또한 일반성이 제한된 오류나 변수와 등호를 사용하지 않은 표현 오류를 접할 수 있었다. 수업의 설문에서는 창조의 막연함을 호소하는 입장과 창조의 즐거움을 이야기하는 상반된 두 입장이 있었다. 이러한 결과에 기초하여 지수법칙 발견과 관련한 교수학적 시사점에 대해 논의하였다.

• 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.