• 한국수학교육학회지시리즈A:수학교육
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• 제59권4호
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• pp.389-403
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• 2020

본 연구는 수학과 교과역량으로서의 정보처리 능력이 어떻게 해석, 적용되고 있는지 교과서 분석을 통해 탐구하였다. 중학교 1-3학년 10종 30권 교과서의 191개 과제를 정보처리 능력 하위요소에 따라 분석한 결과, 하위요소별, 교과서별로 차이가 컸으며 공통적으로 '공학적 도구 및 교구 활용'에 매우 치우쳐 있었다. 과제 유형별로도 해석과 적용 방법의 다양성이 발견되었다. 본 연구 결과를 바탕으로 정보처리 능력 함양을 위한 개선 방향과 시사점을 논의하였다.

• East Asian mathematical journal
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• 제30권2호
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• pp.197-222
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• 2014

The purpose of this research is to find out if it is possible to apply the Waldorf School's mathematics education method to Korean alternative schools which are run under the national curriculum. To achieve this, the researcher conducted class on geometry for three weeks with ten 7th graders(four girls and six boys) from Apple Tree Waldorf alternative school in Busan, which has adopted Valdorf education courses. For the first two weeks, the class was about 'fundamental geometrical construction', and then it was evaluated. On the third week, the lesson was on plane figures, followed by a test with 9 plane figure questions that are based on general middle school mathematics curriculum. The result shows that most of the students understood 'fundamental geometrical construction'. When it comes to the test on 'plane figures', seven students got 8 out of 9 right, two students got 6 out of 9 right, and one of them had difficulty solving the questions. According to the results of this research, it is thought that there will be no problem for students to understand mathematical concept even if the Waldorf School's mathematics education method is applied to Korean alternative schools. Also, the Waldorf School's mathematics education method is considered to be a good teaching model for the Korean mathematics curriculum which places emphasis on 'mathematical creativity' in regard to the curriculum and contents.

• East Asian mathematical journal
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• 제28권2호
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• pp.251-264
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• 2012

The revised mathematics education curriculum in 2007 decided to introduce mathematics workbooks to the textbook system, which were supplemental textbooks to support mathematics teachers' teaching and students' learning in level-based classroom. This study is to find the field status whether the middle school mathematics workbooks are currently used in the school to be in line with the original intention and purpose and to discuss the improvement direction and effective utilization idea which modification and amendment shall be made for the effective utilization in the field. To achieve the goal of this study, the inquiry survey was made from 75 middle school teachers of the 1st, 2nd and 3rd grade in the middle schools where the moving classing for each level(or class in each level)has been performed with provision of the questionnaire sheet for the understanding of the teachers for the utilization status of the mathematics workbook to solve such study task.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제23권1호
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• pp.23-45
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• 2020

Many researches proposed different models and concepts for the PCK. It is important to understand its composition. Most studies investigated the development of PCK and its influence on students' learning from the teachers' perspectives. We developed an instrument for assessing middle school students' perceptions of mathematics teachers' PCK (SPOMTPCK) to investigate the nature of PCK. Theoretical claims and empirical research in PCK were used to design questions and sub-scales for the SPOMTPCK. The face validity of the instrument was established by the expert mathematics teachers and students. A questionnaire consisting of 38 items on a five-point Likert-type scale was used for data collection from 799 middle school students. The exploratory factor analyses resulted in the development of a three-factor scale of 17 items that was proved valid and reliable, that is, pedagogical representation, understanding students and curriculum, and encouraging students' engagement. The Cronbach α coefficients of the scale was 0.935, and the Cronbach α coefficient of three factors were ranged from 0.721 to 0.912. The confirmatory factor analysis showed that the questionnaire has good construct validity and the fit indexes are good. MANOVA analysis of variance revealed that the differences in mathematics teachers' PCK identified by students of different school types and grades were statistically significant. It is a validate measurement to evaluate the perceived mathematics teachers' PCK for middle school students.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제9권1호
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• pp.11-29
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• 2005

Discrete mathematics is as important as it was reformed as an optional subject in the middle school and high school in the 7th national curriculum. There are a lot of studies about discrete mathematics in the middle course but studies about it in elementary course has little performed. Therefore, the purpose of this paper is to analyze the concept of discrete mathematics, which is hidden in the mathematics textbook of elementary school and to develop the learning materials of discrete mathematics. Through this, it would make the students to have the sharp insight in their daily lift and mathematical experience by learning: the mathematical inquiry and adaptation.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권1호
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• pp.19-31
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• 2007

This study is to explore the ways in which the affective characteristics of Korean middle school students have been developed and the ways in which they have an effect on their mathematics achievements by using TIMSS (the Trends in International Mathematics and Science Study) data of 1995, 1999, and 2003. In addition, this study investigates the differences in affective variables between boys and girls toward mathematics. The result of the study indicates that the affective characteristics of Korean middle school students have changed a little, but that its effect on mathematics achievement increased a lot from 1995 to 2003. This study also shows that the Korean students study mathematics to get a job than to enter a university. However, girls have come to study it harder before going to college and it seems to have an impact on their mathematics scores; this happened in 1999. So we can infer from it that the decreasing in the difference between boys and girls in mathematics achievement may have been influenced by the girls' learning motivation to go to college. Lastly, it should be said that another analysis is needed to find out the reason for the devaluation of the importance of mathematics among the Korean middle school students.

• 한국수학교육학회지시리즈A:수학교육
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• 제38권2호
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• pp.105-128
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• 1999

The aim of this study is to determine a way to make mathematics textbooks after Korea is reunited. For this, the analysis of curriculum in SouthㆍNorth Korea must be made before unification. Therefore this study compares and analyzes the contents, organization and mathematics terms used in the latest middle school textbooks(1995-1996). And it also compared and contrasted the two textbooks while determining the best points of each. In this way, this study will be a very useful guide for making new educational curriculum and new mathematics textbooks after South and North Korea be unified.

• 한국수학교육학회지시리즈A:수학교육
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• 제58권4호
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• pp.567-588
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• 2019

교육과정이 수시 개정 체제로 변화되면서 교사의 교육과정 재구성 권한이 강화되었다. 더불어서 교육과정 재구성 실천자로서의 교사 역할 또한 중요해졌다. 그런데 선행연구들에서는 교사들이 '교육과정 재구성의 필요성에는 공감하면서도 교육과정 실천 의지에 대하여는 부정적'이라는 구조적인 문제를 가지고 있음을 지적하였다. 이에 연구자는 위계성이 강한 수학 과목의 특성과 고등학교 교사들이 평가에 민감하다는 점을 고려하여, 고등학교 수학 교사들을 대상으로 그들의 '교육과정 재구성의 필요성에 대한 인식'과 '교육과정 재구성 실천자로서 겪게 되는 어려움'에 대하여 살펴보았다. 본 연구에서는 연구에 면담 대상자로 참여한 교사 10명을 교직 경력을 10년 단위로 하여 세 집단으로 구분하였다. 또한 연구자는 각 집단을 대상으로 각각 2차시의 면담을 실시하였다. 이를 통하여 연구자는 교육과정 재구성 실천자로서의 교사들이 교육과정 재구성에 대하여 어떠한 생각을 가지고 있는지 그리고 어떠한 어려움을 경험하게 되는지 관찰할 수 있었다.

• 대한수학교육학회지:수학교육학연구
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• 제26권3호
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• pp.403-420
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• 2016

2015 개정 수학과 교육과정에서 나타난 주요한 내용 변화 중의 하나는 정비례/반비례를 초등학교에서 중학교로 상향이동하고, 상관관계 관련 내용을 중학교에 추가한 것이다. 이런 변화를 결정하는 데 중요한 근거 자료가 된 것이 국제 비교 결과이다. 이에 본 연구에서는 미국, 영국, 프랑스, 핀란드, 호주, 일본, 싱가포르, 중국, 대만을 대상국으로 정하고, 정비례/반비례와 상관관계를 어느 시기에 어떤 범위에서 다루는지 조사하였다. 더불어 교육과정 내용 조직의 특성을 분석하는 틀로 수직적 계열성, 수평적 계열성, 외적 연결성, 내적 연결성의 네 가지 기준을 설정한 후 이에 기초하여 정비례/반비례와 상관관계 관련 내용을 비교 분석하였다. 연구결과 대부분의 국가가 정비례/반비례를 중학교에서 도입하거나 초등학교에서 도입한 후 중학교에서 심화시키는 방식을 따르고 있으며, 내용 조직의 특성 기준을 비교적 충실히 만족시키고 있다. 상관관계는 핀란드를 제외한 모든 국가가 고등학교 내용으로 포함시키고 있으며, 대부분 상관계수, 회귀직선, 최소제곱법 등 관련 개념들을 소개하면서 다양한 맥락에서 다루고 있었다.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권2호
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• pp.265-289
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• 2001

The elementary and middle school curriculum in Korea has been modified periodically to reach today's 7th national curriculum. Although the intent of each new curriculum was to improve education, lack of proper preparation for teachers and students has not made the new curriculums as effective as it could be. Goodlad et al.(1979) suggested that curriculum should encompass all practices including not only knowledge but all the elements of the curriculum and experiences of the student and teachers. The purpose of this paper is to investigate the actual practices of the current curriculum with focus on the use of instructional media in mathematics teaching and learning. A nationwide curriculum survey was carried out with the Goodlad's curriculum inquiry model as the framework. The result shows that elementary and secondary mathematics teachers used textbook manual (for teachers) and practice books most frequently for their class preparation. In addition to these, mathematics teachers also used manipulatives, visual aids, computers, internet, and calculators in a decreasing order. In general, many mathematics teachers did not use much instructional media in their classes and said that there are not enough effective instructional media to use. However, the teachers have positive attitude toward the educational media that they have used. In this study, we analyzed the survey data regarding educational tools, their use and effects to support the development of a new curriculum model in mathematics for a knowledge-based society.