• 대한수학교육학회지:수학교육학연구
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• 제8권2호
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• pp.453-474
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• 1998

This study is focused on the possibility if we can use graphic calculators in teaching and learning school mathematics. This study is consisted with four main chapters. In chapter II, the functions of the graphic calculator EL-9600 produced by Sharp Corporation was analyzed focused on the possibilities if the functions could be used in teaching and learning school mathematics. Calculating of real numbers and complex numbers, solving equations and system of linear equations, calculating of matrices, graphing of several functions including polynomial functions, trigonometric functions, exponential and logarithmic functions, calculation of differential and integrals, arranging of statical data, graphing of statistical data, testing of statistical hypotheses, and other more useful functions were founded. In Chapter III, a mathematics textbook developed by Core-Plus Mathematics Project was analyzed focused on how a graphic calculator was used in teaching and learning mathematics, In the textbook, graphic calculator was used as a tool in understanding mathematical concepts and solving problems. Graphic calculator is not just a tool to do complex computations but a tool used in the processes of doing mathematics, In chapter IV, the 7th mathematics curriculum for korean secondary schools was analyzed to find the contents could be taught by using graphic calculators. Most of the domains, except geometric figure, were found that they could be taught by using graphic calculators, In chapter V, a model of a unit using graphic calculator in teaching 7th mathematics curriculum was developed. In this model, graphic calculator was used as a tool in the processes of understanding mathematical concepts and solving problems. This study suggests the possibilities that we can use graphic calculators effectively in teaching and learning mathematical concepts and problem solving for most domains of secondary school mathematics.

• 한국초등수학교육학회지
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• 제14권2호
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• pp.487-521
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• 2010

대개의 수학교실에서 교사는 자신의 수학 신념에 바탕을 두고 학생들에게 수학을 어떻게 가르칠 것인지를 결정하게 된다. 교사의 수학 신념은 과거의 다양한 수학에 대한 경험으로부터 만들어지기에 초등예비교사의 수학 신념은 교육실습을 통해 유의미한 변화가 있을 것이라 예상할 수 있다. 따라서 초등예비교사들의 수학에 관한 신념이 교육실습 전?후로 어떻게 변화되어 가는지 분석해 보고, 나아가 이들의 수학에 관한 신념 변화에 영향을 미치는 요인을 찾아보았다. 초등예비교사들을 대상으로 한 교육실습 전과 후의 설문조사 및 소수 대상자들을 교육실습 과정에서 관찰조사 한 결과, 교육실습은 예비교사들의 수학 신념 변화에 영향을 미치고 있으며, 그들이 지닌 신념에 따라 수업의 방향이 달라지고, 지도교사나 수업에서의 성공과 실패 요인 등이 신념 변화에 큰 영향을 미침을 알 수 있었다. 이 연구는 위의 결과를 바탕으로 교육실습 과정에서 초등예비교사들의 수학 신념 변화에 대한 논의 및 제언을 담고 있다.

• 한국수학교육학회:학술대회논문집
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• 한국수학교육학회 2010년도 제44회 전국수학교육연구대회
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• pp.281-289
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• 2010

Experiment teaching is an important part for science and engineering colleges, teaching through different pilot projects: First, help students to consolidate the theory of operation; second, trail students the capacity and the ability to solve practical problems. Improve students the curriculum of learning, and promote the formation of students to discover and solve the problem. of the basic quality in training students hands-on ability and ability to innovate, while guiding them to develop the attitude of scientific truth-seeking, the style of rigorous and thorough and the spirit of unity and coordination.

• 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.

• 한국수학사학회지
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• 제30권3호
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• pp.163-183
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• 2017

In this study we reveal that there were positive changes after the practicums of pre-service math teachers, in that, they changed contents of class and the way of explanation in order to enhance students' understanding, and provided opportunities for students to participate in the class. In addition, they made more use of textbooks in their class instead of depending on their experience acquired before the practicums. However, no difference was found before and after their practicums, neither in their review of lessons nor in their use of simple 'question and answer' strategies. In this regard, we suggest continuous researches be conducted in order to enhance pre-service mathematics teachers' teaching ability, especially those which is hard to be acquired in a short period of time. And, reflecting the results of the research, systematic development and operation of the curriculum are required in the teacher training institutes.

• 한국학교수학회논문집
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• 제7권2호
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• pp.51-65
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• 2004

본 연구는 학교수학에서의 통계교육에 대한 개선방향을 탐구하기 위해 이루어졌다. 한국과 미국의 수학과 교육과정에서 통계교육의 핵심 내용을 살펴보고 학생들의 통계적 문맹을 보다 효과적으로 극복할 수 있는 통계교육의 개선 방향을 통계교육의 내용, 교수학습방법과 교사의 재교육에 대한 방안을 모색하여 보고자하였다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권2호
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• pp.115-126
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• 2011

The aim of this study was to explore teachers' values about teaching mathematics in the classrooms which implemented Lesson Study and Open Approach as a teaching approach. The targeted group was 83 school teachers from 4 schools participating in a teacher professional development project. The data was gathered through teacher questionnaires, lesson observations and interviews. Data analysis is based on Bishop's (1988; 2003; 2007) and Komin's (1990) frameworks. The results from the implementation of Lesson Study and Open Approach in Thai classroom found the different of the roles and behaviors of teachers and students in classroom. The results revealed 3 kinds of values about teaching: Mathematical values, General educational values, Mathematics educational values and also found that most of the teachers valued problem solving as an innovative teaching approach as against traditional approaches they were familiar with.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제14권2호
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• pp.115-122
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• 2010

The education of teachers in mathematics consists of two parts: enhancing the math-skills of the students and education in didactics. Mainly the math is taught in lessons for 50 to 100 students or even more. This has wrong influence to the teaching style and the attitude towards mathematics. This paper reports about a project, where active schoolteachers are involved in teaching the mathematics content. This is done in workshops, where the teaching can be a model for teaching a class. In addition there is the chance to inspire the students for mathematics.

• 한국수학교육학회지시리즈A:수학교육
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• 제59권1호
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• pp.31-45
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• 2020

시대적 흐름과 정부의 정책 시행 노력에도 불구하고 수학학습에 어려움을 호소하는 학생들이 많이 늘어나고 있다. 이를 반영하여 수학교육에서 수학학습부진아와 관련된 연구가 많이 시행되었다. 하지만 이러한 연구들의 대부분은 수학학습부진아의 원인을 밝혀내거나 교수학적 처치를 시행하고 그 효과를 알아보는 실험연구가 대부분이었다. 따라서 본 연구에서는 학위논문 및 학술지 논문 49편을 메타분석하여 수학학습부진에 대한 교수학적 처치가 학업성취도 향상에 얼마나 큰 효과크기를 갖는지 분석하였다. 이러한 분석의 결과 수학학습부진아에게 교수학적 처치는 전반적으로 중간 정도의 효과크기를 갖는다는 것을 알게 되었다. 또한 여러 중재요인을 분석하여 어떠한 환경에서 가장 큰 효과를 거둘 수 있는지에 대한 제안점도 얻을 수 있었다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제27권3호
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• pp.253-265
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• 2024

This editorial explores the transformative potential of technology in advancing equitable teaching and learning in mathematics education. The COVID-19 pandemic has underscored the need for innovative approaches to education, particularly in leveraging technology to create more inclusive and effective learning environments. This special issue focuses on how emerging technologies can deepen students' mathematical proficiencies, shape students' identities, and promote equitable teaching practices. The EqT-tech framework is introduced, highlighting six key dimensions that enhance equitable mathematics education through technology: inquiry-based learning, mathematical identity and agency, formative assessment, collaborative learning, amplification of cognitive processes, and insights into social justice issues. Through a review of seven manuscripts, three recurring themes are identified: the use of technology to develop students' mathematical identity and agency, the role of collaborative platforms in enhancing collective learning, and the expanding nature of emergent technology to increase mathematical rigor as well as awareness for teaching mathematics for social justice exploring inequities within our communities. These studies imply an emphasis on the importance of task design and teacher knowledge in implementing equitable teaching practices, suggesting that technology, when used thoughtfully, can significantly advance equity in mathematics education.