• 대한수학교육학회지:수학교육학연구
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• 제20권1호
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• pp.45-56
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• 2010

이 연구는 독일의 수학교육학자인 Wittmann(1984)이 제시한 교수단위 이론에 근거하여 우리나라의 초등학교 수학과 교육과정을 분석한 것이다. 교수단위는 수학에서 가르쳐야 할 내용들을 목적, 자료, 활동, 배경 등의 4 요소에 따라 알갱이 단위로 조직화한 것으로, 수학연구자나 교사는 교수단위를 통해 가르쳐야 할 내용에 대한 구조적인 이해와 체계적인 조직화를 도모할 수 있다. 본 연구에서는 2007년 개정 수학과 교육과정을 중심으로 교수단위를 추출하는 과정을 단계적으로 제시하였으며, 이를 통해 교육과정을 분석하고 연구하는 새로운 대안적 방법을 제시하였다. 교수단위는 고정불변의 것이 아니고, 연구자에 의해 계속 보완되고 진화하는 모델이다. 많은 수학연구자나 현장교사의 참여로 교수단위가 개발, 조직되고, 이를 기반으로 새로운 교육과정을 수립하는 데 중요한 자료로 활용될 수 있다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제3권1호
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• pp.47-54
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• 1999

The development of computer software accelerates the change of teaching-learning method in primary school mathematics. In this paper, we discuss how to apply the software GSP to teach mathematics in primary school and suggest some examples fur the creative and active loaming. Moreover, we give the efficient teaching method for the primary school mathematics.

• 대한수학교육학회지:수학교육학연구
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• 제11권1호
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• pp.89-102
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• 2001

Computer has been regarded as an alternative that could overcome the difficulties in the teaching and learning of mathematics. But the didactical problems of the computer-based environment for mathematics education could give us new obstacles. In this paper, first of all, we examined the application of the learning theories of mathematics to the computer environment. If the feedbacks of the computer are too immediate, students would have less opportunity to reflect on their thinking and focus their attention on the visual aspects, which leads to the simple abstraction rather than the reflective abstraction. We also examined some other Problems related to cognitive obstacle to learn the concepts of geometric figure and the geometric knowledge. Based on the analysis on the problems related to the computer-based environment of mathematics teaching and learning, we tried to find out the direction to use computer more adequately in teaching and learning geometry.

• 대한수학교육학회지:학교수학
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• 제4권2호
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• pp.237-246
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• 2002

The purpose of this paper is to investigatethe relationship between Korean elementary teachers' teaching practice and students' perceptions of classroom learning environment. It is important to examine whether teachers conceive of mathematics and their teaching practice are consistent with their actual teaching mathematics in classroom. To do so, two reform-oriented and two traditionally-oriented elementary teachers in Seoul and a total of 130 students from these four selected teachers' classes participated in the present study Using classroom environment survey scale [CES] the differences in students' perceptions on classroom learning environment were examined. The results show that students taught by reform-oriented teachers have significantly higher score in the area of participation, relevance, and commitment to learning than traditionally-oriented group of students. Thus, we may conclude that the reform-oriented group of students have more benefits in learning mathematics than do the traditionally-oriented group of students.

• 한국초등수학교육학회지
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• 제21권3호
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• pp.443-460
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• 2017

본 연구에서는 문헌 연구 및 초등학교 교사 300명을 대상으로 한 설문 결과의 통계적 분석을 바탕으로 수학 교수 효능감 측정 도구를 개발하였다. 수학 교수 효능감을 구성하는 요인으로는 수학 수업 효능감, 수학 효능감을 선정하였다. 본 연구에서 개발된 설문 문항의 신뢰도는 주성분분석(Principal Components Analysis) 기법을 이용하여 검증하였다. 타당도 검증은 문헌 연구 및 수학 교과 전문 교사의 검토를 중심으로 실시되었다. 이와 같은 절차를 바탕으로 본 연구에서는 13문항으로 구성된 초등학교 교사의 수학 교수 효능감 측정 도구를 개발하였다.

• 한국학교수학회논문집
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• 제15권1호
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• pp.27-51
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• 2012

본 논문은 세 명의 초임교사들의 수학 수업에 나타난 교수학적 내용 지식을 수학내용지식, 학생이해지식, 교수법에 대한 지식이라는 측면에서 상세히 분석하였다. A교사는 부진아였던 학생 시절의 영향을 받아 구체물을 통한 개념 중심의 수업을 구현하고자 하였고, B교사는 수학자처럼 자신만의 사다리꼴의 넓이를 구해보는 탐구 중심의 수업을 구현하였으며, C교사는 실생활 중심 수업을 하였다. 세 명 교사들의 수학 수업에 나타난 교수학적 내용 지식은 구현하려고 하는 수업의 형태에 따라 상당한 차이를 보였다. 본 논문은 세 교사의 수학 수업에 대한 면밀한 분석을 통해 초임교사의 수학과 수업 전문성을 신장하기 위한 시사점을 제공하고자 한다.

• 대한수학교육학회지:수학교육학연구
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• 제12권3호
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• pp.409-424
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• 2002

The historico-genetic principle has been advocated continuously, as an alternative one to the traditional deductive method of teaching and learning mathematics, by Clairaut, Cajori, Smith, Klein, Poincar$\'{e}$, La Cour, Branford, Toeplitz, etc. since 18C. And recently we could find various studies in relation to the historico-genetic principle. Lakatos', Freudenthal's, and Brousseau's are representative in them. But they are different from the previous historico- genetic principle in many aspects. In this study, the previous historico- genetic principle is called as classical historico- genetic principle and the other one as modern historico-genetic principle. This study shows that the differences between them arise from the historical views of mathematics and the development of the theories of mathematics education. Dewey thinks that education is a constant reconstruction of experience. This study shows the historico-genetic principle could us embody the Dewey's psycological method. Bruner's discipline-centered curriculum based on Piaget's genetic epistemology insists on teaching mathematics in the reverse order of historical genesis. This study shows the real understaning the structure of knowledge could not neglect the connection with histogenesis of them. This study shows the historico-genetic principle could help us realize Bruner's point of view on the teaching of the structure of mathematical knowledge. In this study, on the basis of the examination of the development of the historico-genetic principle, we try to stipulate the principle more clearly, and we also try to present teaching unit for the logarithm according to the historico- genetic principle.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제9권2호
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• pp.75-87
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• 2005

For Probabilistic Reasoning Ability is useful to predict uncertain fact from information, it's getting more important. But when we consider the actual condition of teaching Probabilistic Reasoning Ability, it doesn't correspond with its importance. So the purpose of this study is, by developing Basic Contents of Probabilistic Reasoning Teaching; by developing and applying Probabilistic Reasoning Teaching Program, to study how the application of it effects the progress of the student's Probabilistic Reasoning Ability.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제20권1호
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• pp.31-38
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• 2016

WHAT we teach, and HOW students experience it, are the primary factors that shape students' understanding and beliefs of what mathematics is all about. Further, students pick up their sense of mathematics from their experience with it. We have seen the results of the approach to "break the subject into pieces and make students master it bit by bit. As an alternative, we strive to create a teaching environment in which students are DOING mathematics and thereby engender selected aspects of "mathematical culture" in the classroom. The vehicle for doing this is the so-called Japanese Open-ended approach to teaching mathematics. We will discuss three aspects of the open-ended approach - process open, end product open, formulating problems open - and the associated approach to assessing learning.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제14권3호
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• pp.249-262
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• 2010

Large Midwest university faculty members proposed the Science and Technology Enhancement Program Project (STEP) to improve students' learning in the secondary mathematics classroom using modules of inquiry-based teaching. The purpose of this study was to determine the impact of the STEP Project on students' attitude toward mathematics. Hierarchical linear models (HLM) were used to evaluate the impact of the STEP Project. The sample group for the study was 130 ninth grade students enrolled in Integrated Algebra I in a large urban school district. The school was one of eight secondary schools that participated in the STEP Project. The classes in the treatment group were three of five classes ordered in terms of the highest, middle, and lowest mean GPA. The control group consisted of two other middle GPA classes. The classes had an average of 25 students. Teachers who previously had been involved in the STEP Project taught all treatment and control classes. The inquiry-based teaching activities provided by the project were confined to the treatment classes. The survey measuring students' attitudes toward mathematics were obtained for both groups of students. The inquiry-based teaching affected students' attitudes toward mathematics (p < 0.07, ES = 3.07). Especially, students who had preexisting low attitudes toward mathematics were significantly affected by treatment (p < 0.02, ES = 0.02), while the treatment positively affected African American students overall at p < 0.08 (ES = 0.58).