• 한국학교수학회논문집
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• 제25권3호
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• pp.243-260
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• 2022

본 글은 수학교육 지식체계의 교육적 배경이 되는 행동주의, 인지주의 중심의 수학학습심리학과 구성주의에 대한 세 가지 관점의 문헌 연구이다. 첫 번째는 수학교육과 학습심리학의 관계를 시대적 흐름으로 따라가 보는 것이고, 두 번째는 학교수학에 대한 객관주의와 구성주의의 입장을 들여다보았으며, 세 번째는 학습이론의 시각에서 바라보는 수학학습심리학과 구성주의이다. 그리고 이를 토대로 수학교육적 시사점을 논의해 보고자 하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제42권2호
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• pp.121-135
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• 2003

This article retrospects the developmental process of the psychology of learning and its' influence on mathematics education. At the end of the article, brain-based learning science is introduced to examine its possibility to improve the psychology of learning mathematics. Behaviorists points of views such as Skinner, Guthrie, and Gagne were summarized to discuss the influences on the learning and teaching of mathematics. Gestalt' theories and Constructivism are also included in the discussion of developmental process of learning psychology. In elaboration of the brain-based learning science, recent research findings and the possibility of it's impact on mathematics education were discussed. Since mathematics itself is the most abstract subject it could be more challenging to identify the teaming process of mathematics compared with other areas. The possibilities of identifying the teaming process of mathematics are cautiously anticipated with a help of new paradigm.

• 한국수학교육학회지시리즈A:수학교육
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• 제42권4호
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• pp.453-463
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• 2003

The main purpose of this paper is to develope elementary mathematics teaching-learning programs for pre-service elementary teachers. The elementary mathematics education program developed in this work is divided into two parts: One is the theory, the other is the practice. The theory deals with the foundations of mathematics, the objectives of mathematics education, the history of mathematics education in Korea, the psychology of mathematics learning, the theories of mathematics teaching and learning, and the methods of assessment. With respect to the practice, this study examines the background knowledge and activities of numbers and their operation, geometry, measurement, statistics and probability, pattern and function.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제9권2호
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• pp.115-124
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• 2005

Traditional mathematics education research is based on mathematics and psychology, but its function is limited. In the end of the 1980's, the social research of mathematics education appeared. The research views are from sociology, anthropology, and cultural psychology, and then it is an exterior research. The social research considers the relations, power, situation, context, etc. This paper analyzes the power relationship in mathematics classroom. Firstly, the power is defined. The meaning of the power is the foundation of this paper. Secondly, the power relationships in mathematics classroom are analyzed. The traditional mathematics classroom and collaborative learning classroom are considered. Thirdly, the paper analyzes the power resources and finds the some important factors that affect the power distribution.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제1권1호
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• pp.13-22
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• 1997

Cognitive psychology has provided valuable theoretical perspectives on learning mathematics. Based on the metaphor of the mind as an information processing device, educators and psychologists have developed detailed models of competence in a variety of areas of mathematical skill and understanding. Unquestionably, these models are an asset in thinking about the curriculum we want our students to follow. But any psychological paradigm has aspects of learning and knowledge that it accounts for well, and others that it accounts for less well. For instance, the paradigm of cognitive science gives us valuable models of the knowledge we want our students to acquire; but in picturing the mind as a computational device it reduces us to conceiving of learning in individualist terms. It is less useful in helping us develop effective learning communities in our classrooms. In this paper I review some of the significant accomplishments of cognitive psychology for mathematics education, and some of the directions that situated cognition theorists are taking in trying to understand knowing and learning in terms that blend individual and social perspectives.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제29권4호
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• pp.723-743
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• 2015

본 연구는 수학학습 상담 시 활용할 사전 진단 검사지를 개발하기 위한 연구이다. 이를 위하여 학생들을 진단하기 위한 발문들을 도출해 내어 검사지를 구성하고, 이에 대한 표준화 작업을 실시하여 초등 5~6학년용과 중등 1~2학년용의 진단 검사지를 제작하였다. 검사지는 총 3부로 나누어, 1부 수학학습심리, 2부 수학학습 방법, 3부 수학학습 개인 성향으로 구성하였다. 수학학습심리는 '수학학습능력 자신감', '수학불안', '수학학습 태도' 요인으로, 수학학습 방법은 '수학학습 자기관리'와 '수학학습 전략' 요인으로, 수학학습 개인 성향은 '수학학습 습관'과 '수학학습 관리 방법', '동기', '성향'을 묻는 문항으로 구성하였다. 이러한 진단 검사지는 학생들의 수학학습 상담을 위한 기초자료로 활용할 수 있다.

• 한국학교수학회논문집
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• 제14권3호
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• pp.377-388
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• 2011

수학교육이 연구의 한 분야이며 수학, 교육과학, 심리학, 사회학, 역사학등과 같은 다른 영역들과의 연계성을 인정하면서 다른 영역들의 통합을 위해 이론적 연구와 수업실습이라 는 두 가지의 실용적 이슈들에 초점에 맞춘다. 서로 다른 영역들의 역할과 의존성을 더 잘 이해하기 위해서 수학교육분야에서 6가지의 중요한 영역들을 제기한다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권1호
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• pp.1-31
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• 2007

Recent research has documented that there is a close relationship between problem posing and problem solving in arithmetic. However, most studies investigated the relationship between problem posing and problem solving only by means of standard problem situations. In order to overcome that shortcoming, a pilot study with Chinese fourth-graders was done to investigate this relationship using a non-standard, realistic problem situation. The results revealed a significant positive relationship between students' problem posing and solving abilities. Based on that pilot study, a more extensive and systematic ascertaining study was carried out to confirm the observed relationship between problem posing and problem solving among Chinese elementary school children. Results confirmed that there was indeed a close relationship between both skills.

• 대한수학교육학회지:수학교육학연구
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• 제8권2호
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• pp.405-423
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• 1998

This study aims to reflect the origin and the meaning of open education and to derive pedagogical principles for open mathematics education. Open education originates from Socrates who was the founder of discovery learning and has been developed by Locke, Rousseau, Froebel, Montessori, Dewey, Piaget, and so on. Thus open education is based on Humanism and Piaget's psychology. The aim of open education consists in developing potentials of children. The characteristics of open education can be summarized as follows: open curriculum, individualized instruction, diverse group organization and various instruction models, rich educational environment, and cooperative interaction based on open human relations. After considering the aims and the characteristics of open education, this study tries to suggest the aims and the directions for open mathematics education according to the philosophy of open education. The aim of open mathematics education is to develop mathematical potentials of children and to foster their mathematical appreciative view. In order to realize the aim, this study suggests five pedagogical principles. Firstly, the mathematical knowledge of children should be integrated by structurizing. Secondly, exploration activities for all kinds of real and concrete situations should be starting points of mathematics learning for the children. Thirdly, open-ended problem approach can facilitate children's diverse ways of thinking. Fourthly, the mathematics educators should emphasize the social interaction through small-group cooperation. Finally, rich educational environment should be provided by offering concrete and diverse material. In order to make open mathematics education effective, some considerations are required in terms of open mathematics curriculum, integrated construction of textbooks, autonomy of teachers and inquiry into children's mathematical capability.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권2호
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• pp.129-148
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• 2014

In this study, we examined the relationships among years of teaching experience, professional rank, number of courses taken, and knowledge of algebra for teaching (KAT). 338 in-service and 376 pre-service secondary mathematics teachers in China completed a KAT questionnaire. Various statistical techniques were employed to examine these relationships. The pre-service participants teachers performed statistically significantly higher in advanced mathematics knowledge than their in-service counterparts. Among the inservice teachers, senior teachers had scored higher in school mathematics and teaching mathematics, compared with junior teachers. Yet participants' advanced mathematics knowledge decreased as their professional rank advanced or their teaching experience increased. The number of courses taken has significantly positive correlation with school mathematics knowledge and advanced mathematics knowledge. The implications of these findings for mathematics teacher education are discussed.