This study aimed to investigate elementary school teachers' interest in mathematics textbooks following the new change in the publication system for elementary mathematics textbooks. To achieve this, an online survey platform was used to conduct a survey of elementary school teachers in teaching grade 3-4 across the country, and the responses of 199 participants were analyzed to determine their interest in mathematics textbooks. The research results showed that elementary school teachers had high levels of interest in mathematics textbooks, particularly in informational and personal interest. Moreover, the stages at which teachers showed the highest level of interest were reinforcement interest and operational interest. Analysis of the differences in interest in mathematics textbooks based on personal variables showed significant differences depending on the teacher's experience in mathematics education training, satisfaction with mathematics textbooks, and whether they majored in mathematics education. Based on these findings, it can be inferred that elementary school teachers have a high level of informational interest in the characteristics, strengths, weaknesses, and materials related to authorized and approved mathematics textbooks, and their high level of personal interest in mathematics textbooks can have a positive effect in line with the goal of the new textbook system. Additionally, since many teachers showed a high level of interest in reinforcement interest, it is necessary to devise various ways to support teachers' creative use and reconstruction of mathematics textbooks.
This study investigated school mathematics curriculum of England, newly revised in 1998, focused on the 'shape, space, and measures' domain among three major domains of the English curriculum. On the basis of its understanding, this domain was compared and analyzed with school mathematics curriculum of Korea. In doing so, this study explored its plans and procedures and established a frame of comparison for the curriculums between the two countries. The structure of the National Curriculum in England is composed of programmes of study and attainment targets. The former sets out what should be taught in mathematics at key stages 1, 2, 3, and 4 and provides the basis for planning schemes of work, and the latter sets out the knowledge, skills, and understanding that pupils of different abilities and matures are expected to have by the end of each key stage. Attainment targets are composed of eight levels and an additional level of increasing difficulty. According to the results of the present study, Korea focuses on the formal and systematic mathematical knowledge on the basis of sound understanding of certain mathematical terms or concepts. On the other hand, England curriculum tends to deal with the content which can be understood more intuitively, flexibly, and naturally through the experience and aquisition based on the concrete manipulation. Particularly, it emphasizes that mathematics be realistic and useful in solving a diverse problems confronted in everyday life.
The Journal of Korean Association of Computer Education
/
v.13
no.5
/
pp.71-80
/
2010
A lot of studies in and outside the country says that robots can become an effective tool in developing creativity, problem solving skills and positive learning motivation in the knowledge and information era. This study aims to verify the educational effect of robots in mathematics education by applying robots to mathematics education as a learning tool in an effort to improve the teaching/learning environment. For this study, the mathematics curriculum of elementary school and robot programming were analyzed and then a robot integrated mathematics program was developed. The developed program was applied to the mathematics education of an elementary school year 5 over 16 times. The result of the study showed that the experimental group which used the robot integrated program has better learning attitude and problem solving skills than the group which used the traditional method. The result also showed that the mathematics activities that used robot programming contributed to developing problem solving skills and provided positive mathematics learning experience.
The purpose of this study is to compare and analyze the perceptions of TPACK for mathematics teachers who practice the technology-using lessons. In addition, by looking at the part where the perception is expressed in the actual class and the part where the difference of recognition can be revealed, it is possible to provide the direction to teachers who want to practice the technology-using lessons in the future. To do this, two mathematics teachers were selected using purposeful sampling. And we conducted research study and interview in order to analyze the characteristics of the teacher's general background and TPACK recognition, and we analyzed the video, the class materials, and the interview contents for teaching practices from the perspective of TPACK. As a result, the two mathematics teachers practicing the technology-using lessons were connected with the actual class situation focusing on the sub-knowledges of TPACK recognizes as having a lot of them. In addition, technology-based lessons were able to confirm that the functional capabilities of technology alone were not sufficient conditions to lead effective instruction. Finally, teaching method using technology has been confirmed that experience-based field practice can be more important than simply knowing mathematics content, technology, teaching method. Based on the results of this study, it is possible not only to provide methodological guidance to teachers who practice the technology-based instruction, but also to suggest the direction of TPACK research or the development of teacher training program in the future.
The powerful role of analogical reasoning in discovering mathematics is well substantiated in the history of mathematics. Mathematically gifted students, thus, are encouraged to learn via in-depth exploration on their own based on analogical reasoning. In this study, 57 gifted students (31in the 7th and 26 8th grade) were asked to formulate or clarify analogy. Students produced fruitful constructs led by analogical reasoning. Participants in this study appeared to experience the deep thinking that is necessary to solve problems made with analogies, a process equivalent to the one that mathematicians undertake. The subjects had to reflect on prior knowledge and develop new concepts such as an orthogonal projection and a point of intersection of perpendicular lines based on analogical reasoning. All subjects were found adept at making meaningful analogues of a triangle since they all made use of meta-cognition when searching relations for analogies. In the future, methodologies including the development of tasks and teaching settings, measures to evaluate the depth of mathematic exploration through analogy, and research on how to promote education related to analogy for gifted students will enhance gifted student mathematics education.
The goal of the National Assessment of Educational Achievement(NAEA) 2001 was to affirm the accountability of school education, to scientifically manage and elevate the quality of education at the national level, and to articulate the final design of the NAEA. It was implemented on June 28th of the year 2001. The assessment frame for NAEA includes the achievement standards, the assessment standards, the instruction for the item development, and the grading policy for mathematics subject. Most of items are multiple-choice types, but the performance-based items should be at least thirty percent of the total items, also 30% in case of mathematics. Approximately 1% of students among entire population of the Grades 6 were randomly selected. Therefore, the finally sampled examines were 8023 at Grade 6. The result of the analysis of the NAEA revealed that Grade 6 students was labelled as ‘average’ level in general (Number and Operation: average, Geometric figures: average, Patterns and Functions: excellent, Measurements: average, Letters and Expressions: average, Probability and Statistics: average). The most characteristic finding was that except for Grade 6(its average is 69.92), most secondary students obtained low test scores and its average of each grade is below 50 out of 100. Especially, the scores on the performance-based items were by and large very low. This finding implies that Korean students are not familiar with the kind of test items which requires expression of ideas and feelings and they are rather familiar with the multiple-choice items. Another interesting finding was that the students in small towns and remote areas showed significantly low scores in all four skills compared with Seoul, metropolitan cities and medium and small cities. This may be attributed from the fact that the remote areas do not have equal learning environment with regard to social and cultural experience, supply of various teaching materials, extracurricular lessons which are directly related to teaching and learning. These findings may be utilized as a reliable resource fur improving curriculum and teaching and learning in Mathematics.
The purpose of this study came to start to be helpful in that the teachers in field produced evaluation subject about the mathematics and applied by analyzing the performance capacity for the students about the subject developed through the application of subject about the teaching-learning model that can utilize the learners' learning experience and the development of items that can evaluate it by utilizing various and concrete operational materials as an object of the first year at the middle schools. The concrete purpose of realizing it is as follows. 1. This study is to develop the teaching-learning model centered on activities adequate to utilize various and concrete operational materials. 2. This study is to develop evaluation data for utilizing the concrete operational materials by making construction through the application of developed teaching-learning model as possible. 3. This study is to present standards initiative for reliable and fair marking about the evaluation data and to analyze the students' practice capacity by using it effectively. For accomplishing the purpose of this research, this study is the work-oriented teaching and learning model using learning data that can be easily found around the surroundings and 8 evaluation programs in order that the experience-oriented learning based on circumstances learning among the learning models of constructivism. Also, it is to examine the result after applying that on a basis of 25 students, consisted of only on class in a year, in the first year at the small size of agricultural middle schools. The result of this study from this research is as follows. First, as a result of frequency survey, of response about the developed evaluation data it showed positive response more than 80% of all the items. The atmosphere of self-directed learning was produced because the developed evaluation data could induce activity-based learning naturally by stimulating the students' curiosity and promoting interest. Second, this study executed t-test for the result of questionnaire about the mathematics propensity, and there were significant differences in 19 items among 25 items. It presented that the application of data about the teaching-learning and evaluation directly using concrete operational materials to the constructional learning by level might have desirable affect on the students' mathematical propensity. It came to be a motive that could increase value recognition and interest on the subject of mathematics by investigating a mathematical principle rule and confirming it through activity learning using the concrete operational materials.
The purpose of this paper is to analyze teaching-learning program which can be applied to mathematically gifted students in primary school, Our program is based on constructivist views on teaching and learning of mathematics. Mainly, we study the algorithmic thinking of mathematically gifted students in primary school in connection with the network problems; Eulerian graph problem, the minimum connector problem, and the shortest path problem, The above 3-subjects are not familiar with primary school mathematics, so that we adapt teaching-learning model based on the social constructivism. To achieve the purpose of this study, seventeen students in primary school participated in the study, and video type(observation) and student's mathematical note were used for collecting data while the students studied. The results of our study were summarized as follows: First, network problems based on teaching-learning model of constructivist views help students learn the algorithmic thinking. Second, the teaching-learning model based on constructivist views gives an opportunity of various mathematical thinking experience. Finally, the teaching-learning model based on constructivist views needs more the ability of teacher's research and the time of teaching for students than an ordinary teaching-learning model.
This study investigated school mathematics curriculum of the State of Georgia in the United States focused on the 'number and operation' and 'algebra' domain. On the basis of its understanding, this domain was compared and analyzed with school mathematics curriculum of Korea. In doing so, this study explored its plans and procedures and established a frame of comparison for the curriculums between the two countries. The most noticeable difference between the former and the new curriculum in mathematics for Georgia schools is the use of performance standards. A performance standard has four components: a content standard, illustrative tasks, examples of student work, and a commentary for teachers. This study focuses on the content standard and according to the results of the present study, Korea focuses on the formal and systematic mathematical knowledge on the basis of sound understanding of certain mathematical terms or concepts. On the other hand, the State of Georgia curriculum tends to deal with the content which can be understood more intuitively, flexibly, and naturally through the experience, aquisition, and furthermore interpretation based on the concrete manipulation and technological devices.
Journal of Elementary Mathematics Education in Korea
/
v.15
no.2
/
pp.283-300
/
2011
Since elementary students are in the concrete operational stages, they have to learn mathematics using intuitive methods such as visualization, observation, operation, experiment instead of formal approach. For this, we should present the various intuitive methods in curriculum and textbook. It is because that curriculum and textbook are important tools to students when they study mathematics. So, this paper intended to analyze the instructional content by intuitive principle in elementary mathematics curriculum, textbook and curriculum guide. The results are as follows: there is an intuitive principle in only character of mathematics in curriculum. I can't find the intuitive principle in other areas in curriculum. There are 12 intuitive principles in figures area, 1 in measurement area, and 2 in probability and statistics area in curriculum guide. But intuitive principles which are used are inclined to restricted to intuitive principle via representation obtained in the usual experience. Finally, I suggest some implications about teaching via intuitive principles, curriculum, and writing textbook based on the this findings.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.