• 대한수학교육학회지:수학교육학연구
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• 제17권2호
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• pp.91-109
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• 2007

이 논문은 이원일차연립방정식과 관련하여 초등수학과 중등수학의 연결성 문제를 분석한 것이다. 초등학교 수학 교과서와 중학교 수학 교과서에서 이원일차연립방정식 문장제가 다루어지는 방식을 연결성 측면에서 분석하고, 연결성을 강화하는 접근법을 제안하였다. 교과서 분석 결과 이원일차연립방정식 문장제에 대한 초등학교 수학 교과서와 중학교 수학 교과서의 접근법이 서로 연결되어 있지 않았다. 이에 이 논문에서는 이원일차연립방정식 문장제 해결에 그림그리기 전략을 도입하여 초등수학과 중등수학의 연결성을 강화하는 방안을 한 초등 6학년 아동의 사례를 통해 제시하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권4호
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• pp.329-352
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• 2018

This study analyzed each process of demand analysis(A), design(D), development(D), implementation(I) and evaluation(E) of the program to support mathematics learning of students with under-achievement of math in high school. To analyze the demand, a survey was conducted on 235 high school math teachers and 334 high school students who were under-achieved in mathematics. To design and develope the program, this study linked middle school math to high school math so that the students with poor math learning could easily participate in mathematics learning. The programs developed in this study were implemented in three high schools, where separate classes were organized and run for students with poor math learning. The evaluation of the programs developed in this study was done in two ways. One was a quantitative evaluation conducted by five experts, and the other was a qualitative evaluation conducted through interviews with teachers and students participating in the program. This study found that students with poor mathematics learning were more motivated to learn, started to do mathematics, and encouraged to be confident when using learning materials that included easy problems and detailed solutions that they could solve themselves. From these results, the following three implications can be derived in developing a program to support students who are experiencing poor mathematics learning in high school. First, we should develop learning materials that link middle school mathematics to high school mathematics so that students can supplement middle school mathematics related to high school mathematics. Second, we need to develop learning materials that include detailed solutions to basic examples and include homogeneous problems that can be solved while looking at the basic example's solution process. Third, we should avoid the challenge of asking students who are under-achieving to respond too openly.

• 한국수학교육학회지시리즈A:수학교육
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• 제62권1호
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• pp.23-34
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• 2023

교과서에서 제시된 분모의 유리화는 수학과 교육과정의 다양한 곳에서 사용되고 있다. 하지만, 분모의 유리화에 대한 선행연구들은 학교수학에서 분모의 유리화가 왜 필요하고 왜 사용해야 하는가에 대해서는 명확한 설명이 이루어지지 않음을 제시하고 있다. 뿐만 아니라, 대부분의 학생들이 분모의 유리화 방법에 대해서는 이해하고 있으나 그 필요성과 중요성에 관해서는 모른다고 주장하는 연구도 존재한다. 이를 확인해보기 위해, 학교수학으로서 2015 개정 수학과 교육과정에서 제시하고 있는 분모의 유리화에 대해 살펴보고, 학문수학으로서 대수학적으로 분모의 유리화에 대해 살펴보았다. 세부적으로, 임의로 선정된 중학교 3학년 3종 수학 교과서와 교사용 지도서에서 제시된 분모의 유리화에 대해 분석하였다. 그리고 적합한 대수적 구조 분석을 통하여 분모의 유리화에 대한 대수학적 의미를 살펴보았다. 그리하여, 이를 바탕으로 학교수학과 학문수학에 적합한 분모의 유리화의 정의를 제시하고, 이를 지도하기 위해 교사가 알아야하는 수학적 내용-특별한 형태의 무리수를 대수적인 관점에서 표준적인 형태의 수로 해석-을 제시하였다.

• 한국학교수학회논문집
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• 제2권1호
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• pp.105-120
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• 1999

This paper is guided for school mathematics education with Excel software. Many application of Excel to mathematics education are increasing the interesting of students. We introduce and discuss the using method of Excel in teaching with computer softwares.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제19권2호
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• pp.141-153
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• 2015

This paper compares and contrasts the perspectives of effective mathematics teaching by 135 elementary school teachers, 132 middle school teachers, and 124 high school teachers using a questionnaire in South Korea. All groups of teachers chose in common the teaching and learning strand as the most important for effective mathematics instruction. However, elementary school teachers placed greater importance on the curriculum and content strand than their counterparts did. Elementary school teachers tended to agree more upon the 48 items related to good mathematics teaching than their counterparts did. The similarities and differences among the groups of teachers are expected to provoke discussion of what constitutes high-quality mathematics instruction and how such perspectives may be situated in the socio-cultural context.

• 한국학교수학회논문집
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• 제5권2호
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• pp.47-57
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• 2002

The purpose of this study is to investigate the effects of a mathematics basis underachiever program on a mathematics achievement and mathematics attitudes. For this investigation, twenty eight-grade students as an experimental group were trained in a mathematics basis underachiever program by trained teachers in a middle school classroom for a period of 8 weeks. Twenty eight-grade students in another middle school, serving as a control group. Both groups were given a pretest and a posttest to check the mathematics achievement inspection tool(Likert-type Mathematics Attitude Survey; LTMAS) and a mathematics attitude inspection tool(KEDI, 2001). In the analysis of data Frequencies, percentiles, t-test were used. The results of the study are summarized as follows; First, the results showed that the experimental group demonstrated significantly higher differences than the control group in the mathematics achievement components of inequality equation, figure area and the whole in a mathematical achievement(p<.05). Second the results showed that the experimental group demonstrated significantly higher differences than the control group in the mathematics attitude components of positive mathematics attitude, negative mathematics attitude and the whole in a mathematical attitude(p<.05).

• Communications for Statistical Applications and Methods
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• 제7권1호
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• pp.337-356
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• 2000

In Korea mathematics education of middle school has been taken according to the 6th national mathematics curriculum which was renovated by the Ministry of Education announcement in 1992. The eight middle school mathematics textbooks are composed of under this curriculum The education of probability and statistics has been carried out as a part of statistics education centering around middle school's mathematics textbooks.

• 대한수학교육학회지:수학교육학연구
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• 제8권1호
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• pp.381-403
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• 1998

As a researcher engaged in the mathematical education, mathematics teachers are interested in instructional methods. While it is unlikely that the viewpoints of individual mathematics teachers are reflected in making decisions on instructional purposes and instructional contents, a good many parts of instructional methods on mathematical facts are decided by individual teachers. This means that the role of mathematics teachers is given much weight in the mathematical education. Therefore, the mathematics teachers must not be excluded in all parts of the study of mathematical education. We studied the instructional methods of function concept, a central topic in school mathematics from the following perspectives. First, we examined the characteristics of the three(correspondence-centered, middle, dependence centered) viewpoints about the essence of function concept. And we should that which of them should be the viewpoint of instruction of function concept in school mathematics. Second, we investigated the questions regarding the process of function instruction in school mathematics and presented alternative instruction methods of function concept to solve the questions. Third, we postulated the importance of polynomial function, relating college mathematics in order to present the reason why the polynomial function is importantly treated in functional instruction of school mathematics.

• 한국학교수학회논문집
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• 제10권1호
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• pp.1-25
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• 2007

최근 들어, 우리나라에서도 수학 교사의 전문성 신장을 위한 여러 가지 교사 재교육에 관한 관심이 점차 고조되고 구체적인 프로그램의 안이 모색되고 있다. 이에 따라 보다 근원적으로 전문성 있는 예비 교사 양성을 위한 효과적인 교원 양성 체제를 위한 연구 및 개선 방안이 모색되어야 할 것으로 사료된다. 이러한 취지하에, 본 연구에서는 30명의 중등 수학 교사들을 대상으로 설문 조사 방법을 이용하여 사범대학 수학교육과 재학 당시 어떠한 교육 내용이 다뤄졌는지, 또 그러한 교육 내용이 실제 현장에서의 수학 수업과 연관되어 활용되고 있는지 살펴보고자 한다. 그리고 향후 예비 교사 양성을 위하여 사범대학 수학교육과 교육과정에 어떠한 교육 내용이 필요한지를 살펴보고자 한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제52권3호
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• pp.423-442
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• 2013

The purpose of the study was to examine the effects of the reciprocal peer tutoring in high school students' affective characteristics with respect to mathematics. The study was conducted with 111 first graders in one high school located in Gyeonggi-do, and the study lasted for 1 year in regular mathematics classrooms. According to the results, reciprocal peer tutoring was very effective in improving students' interest and self-efficacy toward mathematics and reducing mathematics anxiety. Especially, in high and low performing student groups, there were statistically significant improvements in affective factors such as interest, self-efficacy toward mathematics, and mathematics anxiety after reciprocal peer tutoring. However, average performing student group showed statistically significant improvements in affective factors of interest and self-efficacy toward mathematics.