• East Asian mathematical journal
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• 제35권4호
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• pp.365-386
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• 2019

This study was based on the analysis of changes in curriculum of elementary mathematics curriculum, and changes in curriculum of middle school and high school mathematics curriculum. The purpose of this study is to analyze the movement of learning contents among the school levels based on the middle school mathematics curriculum and to summarize the influence on the curriculum of middle school mathematics according to the movement of learning contents. The research conducted according to the purpose of this study is as follows. First, we analyzed the trends of mathematical contents between elementary and middle schools after the movement of ten mathematics curriculums. Second, we analyzed trends of learning factors after mobility and mobility between middle school and high school. Third, the characteristics of 'the contents of mutual movement based on middle school' and 'the contents deleted from middle school' were analyzed. The results of this study are expected to reflect on current and past curriculum and to give meaningful implications to the composition of new curriculum.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제27권1호
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• pp.49-73
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• 2024

This study aims to explore the direction of high school statistics education in Korea through a comparative analysis between the revised 2022 Korea mathematics curriculum and the IBDP Mathematics: Application & Interpretation Standard Level (IBDP AI SL) Curriculum and textbooks. The study seeks to investigate the Statistics unit of the two curricula, compare chapter structures and content elements of textbooks, and explore exercises on modeling and utilization of technology tools. The results are as follows: First, the IBDP AI SL statistics covered a broader range of topics. Second, exercises in Korean high school textbooks typically inquire about one or two questions in each topic, whereas the IBDP AI SL textbook's exercises present a real-life scenario on all relevant topics through sub-questions. Third, the Korean textbook guides the utilization of technology tools only in exercises presented after completing the entire chapter or where the calculation is complex. Also, there were only a handful of modeling exercises in the Korean textbook in contrast to most of the lessons and exercises were modeling exercises in the IBDP AI SL textbook. If these findings can be integrated into teaching practices in Korea, it will provide a direction for statistics education in Korean high schools.

• 한국학교수학회논문집
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• 제5권1호
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• pp.135-145
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• 2002

Technical high school aims at educating students to acquire fundamental skill and technology required for being competent technicians, to be creative in adjusting themselves to the changing industrial society, and to do self-realization and find their ways toward the future on their own. To attain that goal and maximize learning effect, mathematics education is very important as prerequisite learning for technical subjects, as most technical courses in technical high school are basically based on mathematics. The purpose of this study was to discuss how mathematics education could be successfully linked to technical courses in an attempt to make it function properly as prerequisite learning for major subjects and facilitate students' technical learning. For that purpose, what problems the mathematics components of major subjects and the curriculum had was examined and the way to offer better education was presented. And there are some suggestions regarding mathematics education: First, technical mathematics should be newly inserted into technical high school curricula to help students learn major subjects in more efficient way. Second, most technical high schools are expected to just require tenth graders to complete a 10-stage mathematics course. In that case, they might find difficulties in learning major subjects when they are in their 11st and 12th grade. The curriculum should be designed to have 11st and 12th graders take mathematics education. Third, many students find a job after graduation, but the growing number of students go on to university to receive more education in the same field. Accordingly, there is a need to enlarge continuous progress plan, rather than completion-type one, to make students well-grounded technically. And mathematics should be taught in more classes as prerequisite subject for major courses. Fourth, mathematics elements necessary for each major subject should be outlined and announced to schools so that they could reorganize mathematics and major courses appropriately.

• 한국학교수학회논문집
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• 제10권3호
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• pp.323-340
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• 2007

본 연구는 방과 후 활동의 현황과 문제점을 조망하고 대다수의 학생들이 수학교과의 방과 후에 실시하고 있는 학습유형에 대한 분석과 함께 학원수강 및 사설 과외와 같은 사교육의 효율성을 조사하였다. 그리고 현재의 교육체제 속에서 수학교과에서 이루어지는 방과후 학습의 방향과 방과후 학습활동이 학교 수업에 미치는 영향을 분석하였다. 마지막으로 이 연구를 토대로 공교육이 보다 정상화 될 수 있는 방안을 제안하고자 한다. 실제적으로 본 연구에서는 중학교 수학교과를 중심으로 방과 후 학습활동의 유형을 크게 학원수강, 과외, 자율학습으로 분류하고, 학생들의 3학기동안의 학업성적을 비교 분석하여 학교 수업의 방향을 모색하고자 연구하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제56권2호
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• pp.161-175
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• 2017

The purpose of this study is to compare and analyze the impact on low-achievers in mathematics who studied mathematics using Blended e-learning and Personalized system of instruction after school. Blended e-learning is defined as the management of e-learning using the e-study run by the education office in local. Personalized system of instruction was proceeded as follows; (1) all students are given a syllabicated learning task and a study guide, (2) students study the material autonomously according to their own pace for a certain period of time, (3) the teacher strengthens the students' motivation through grading and feedback after students study a subject and solve the evaluation problem. The learning materials for Personalized system of instruction are re-edited the offline education contents provided by the blended e-learning to the level of students. The 118 $7^{th}$ grade students from the D middle school participated in this study. The results were verified by achievement tests before and after the study, as well as survey regarding their attitude toward mathematics. The results are as follows. First, Blended e-learning has more positive impacts than Personalized system of instruction in mathematics achievement. Second, there was no difference in mathematics achievement according to their self-directed learning between Blended e-learning and Personalized system of instruction. Third, both types utilizing Blended e-learning and Personalized system of instruction have positive effect on attitude toward mathematics, and there is not their difference between two methods of teaching and learning mathematics.

• 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.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권4호
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• pp.415-427
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• 2012

This study investigated the perception and utilization about computer of beginning secondary mathematics teachers by utilization frequency of computer. To increase utilization frequency of computer in school mathematics, our finding shows that beginning secondary mathematics teachers should have an interest in computer utilization and perceive computers as an important tool for mathematics learning. In addition, they are likely to use more frequently computer under the condition that computers have sufficient class materials and supplement their shortcomings that have derived less usage in math classes. Therefore, future studies have to investigate not only how to develope textbooks and run after-school classes but also how to make creative discretional activities by computer, which makes computers more useful for teacher training. In sum, the results of case studies for computer usability should be released to motivate computer utilization and increase mathematical thinking ability.

• 한국학교수학회논문집
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• 제9권2호
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• pp.229-248
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• 2006

이 글은 컴퓨터 환경에서의 유창성 교육에 대하여 논의한다. 여기서 유창성이란 컴퓨터 환경, 기술 정보 환경을 이용하여 지식을 재조직하고, 창의적이고 적절한 방법으로 자신을 표현하고, 정보를 단지 이해하기 보다는 생산하거나 만드는 능력을 말한다. 이 글은 구성주의적 입장에서 유창성 교육의 의미와 유창성 교육을 위한 학습 전략으로 디자인을 통한 학습에 대하여 살펴본다. 또한 디자인을 통한 학습 환경으로 수학교육용 마이크로월드의 설계 원칙을 생각하고 이를 적용하여 마이크로월드를 구현한다. 마지막으로 이 환경에서의 학습-지도 사례를 제시하여 그 의미를 생각한다.

• 한국수학사학회지
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• 제32권2호
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• pp.79-93
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• 2019

Choi Yoon Sik is a person who can not be omitted when discussing the history of mathematics in Korea. He is a mathematician who led Korean mathematics community after liberation from Japan. However, he took interests in mathematics education in middle and high school also. Choi Yoon Sik should be remembered as a leading person not only in the history of mathematics but also in the history of mathematics education in Korea. Choi Yoon Sik thought that histo-genetic principle, intuitive principle, and practical principle are important in mathematics education by help of Okura Kinnosuke's view, with hope to reform the mathematics education in Korea. He also argued that mathematics has educational values.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권2호
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• pp.99-121
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• 2019

This article looks back and also looks forward at the values aspect of school mathematics teaching and learning. Looking back, it draws on existing academic knowledge to explain why the values construct has been regarded in recent writings as a conative variable, that is, associated with willingness and motivation. The discussion highlights the tripartite model of the human mind which was first conceptualised in the eighteenth century, emphasising the intertwined and mutually enabling processes of cognition, affect, and conation. The article also discusses what we already know about the nature of values, which suggests that values are both consistent and malleable. The trend in mathematics educational research into values over the last three decades or so is outlined. These allow for an updated definition of values in mathematics education to be offered in this article. Considering the categories of values that might be found in mathematics classrooms, an argument is also made for more attention to be paid to general educational values. After all, the potential of the values construct in mathematics education research extends beyond student understanding of and performance in mathematics, to realising an ethical mathematics education which is important for thriveability in the Fourth Industrial Revolution. Looking ahead, then, this article outlines a 4-step values development approach for implementation in the classroom, involving Justifying, Essaying, Declaring, and Identifying. With an acronym of JEDI, this novel approach has been informed by the theories of 'saying is believing', self-persuasion, insufficient justification, and abstract construals.