• 한국학교수학회논문집
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• 제19권4호
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• pp.417-439
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• 2016

이 연구에서는 중학교 1학년 수학교실에 도입한 배움공동체 교수 학습 방법의 효과를 수학성취도와 수학에 대한 태도의 두 측면에서 조사하고자 하였다. 이를 위하여 서로 다른 중학교 1학년 각각 1개 학급을 선정한 후에 한 학기 동안 각각 배움공동체 교수 학습 방법과 교과서 기반 설명식 교수 학습 방법을 적용하였다. 연구 결과, 중학교 1학년 학생의 수학 성취도는 두 교수 학습 방법 사이에 유의미한 차이가 없는 것으로 나타났다. 반면에, 수학에 대한 태도는 배움공동체 교수 학습 방법으로 학습한 학생이 교과서 기반 설명식 교수 학습 방법으로 학습한 학생보다 유의미하게 더 긍정적인 것으로 나타났다. 특히, 수학에 대한 태도의 7가지 하위 영역 중에서 수학에 대한 호기심, 과제집착력과 의지, 창의적 사고, 수학 수업 참여 등의 4개 영역에서 유의미한 차이가 있었다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제25권4호
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• pp.245-266
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• 2022

This study examines how teaching metacognitive strategies to students in a sixth-grade mathematics class affects their metacognitive awareness. Participants were 36 sixth-grade students in a middle school affiliated with the Ministry of National Education of Turkey in the 2020-2021 academic year. The students in the experimental group (n = 18) were taught a total of 40 mathematics lessons for eight weeks to improve their metacognitive awareness. The students in the control group (n=18) were taught mathematics in line with the regular mathematics curriculum. Using the Jr. Metacognitive Awareness Inventory, participants in both groups took a pre-test at the beginning and a post-test at the end of the study. To better interpret the data obtained, various statistical tests were performed. The pre-test and post-test averages of the groups were compared using the t-test for the normally distributed data for dependent and independent groups. The pre-test results showed no significant difference between the metacognitive awareness scores of the experimental and control groups (p>0.05). The comparison of post-test averages showed that students' metacognitive awareness differed significantly in favor of the experimental group (p<0.05). According to this, it was concluded that metacognitive strategy teaching in mathematics courses positively affected students' metacognitive awareness levels.

• 한국학교수학회논문집
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• 제7권1호
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• pp.37-48
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• 2004

본 연구는 학습자의 개인차를 고려한 수학교과서에 관한 문헌연구로서, 러시아의 기하교육자인 Gusev의 실험용 기하교과서에 제시된 교과서의 체제, 학습 내용 및 연습문제의 틀과 내용을 분석하여 수준별 수학교육을 위한 수학적 지식의 교수학적 변환의 사례를 고찰하였다. 이를 위해, 1995년에서 1999년에 걸쳐 저술된 5∼11학년의 기하학 실험교과서를 본문 내용, 연습문제를 중심으로 분석하였다.

• East Asian mathematical journal
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• 제37권2호
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• pp.169-196
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• 2021

The purpose of this study was to improve academic achievement and mathematics learning attitudes in the formative assessment using descriptive problems as an effective teaching method. In this paper we set the following research questions. First, how would you improve students' academic achievement utilizing descriptive evaluation? Second, how would improve students' mathematics learning attitudes utilizing descriptive evaluation? Third, what was the reaction utilizing the descriptive method to evaluate? The result of this study could be seen as follows. The experimental group than the control group on academic achievement shows a significant improvement. Second, the experimental group compared to the control group in mathematics learning attitude changes could be helpful and appreciated. Third, experimental group than in the control group indicates significance could be seen in the reaction.

• 한국수학교육학회지시리즈A:수학교육
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• 제56권1호
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• pp.1-17
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• 2017

The purpose of this study is to analyze the differences between the cognitive load of mathematics textbooks based on storytelling and traditional mathematics textbooks that are presented to students. In order to verify this, we have selected two 4th grade classes in elementary school that were identified as a homogeneous group through prior testing, and thus were separated into experimental group and comparative group. Then, without the teacher's lessons, the experimental group learned from mathematics textbooks based on storytelling and the comparative group learned from traditional mathematics textbooks. Afterwards, the two groups' cognitive load was measured through a questionnaire, and the following results were obtained: In the 'mental effort' and 'self evaluation' categories, the students that learned from the mathematics textbook based on storytelling showed higher scores than the students that learned from the traditional mathematics textbook. also there was statistically significant difference in some items. However, no statistically significant difference was found in the remaining categories 'task difficulty', 'self evaluation', and 'material design'.

• 한국초등수학교육학회지
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• 제8권1호
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• pp.89-108
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• 2004

제7차 수학과 교육과정에서 강조하는 ‘수학적 힘’을 기르는 초등 수학 교육이 되기 위해서는 학생들에게 사고를 유발시키는 기회의 제공과 함께 사고 과정을 구조화시켜 줄 수 있는 교수-학습 방법이 필요하다. 수학 학습에서 쓰기의 활용은 학생 자신의 생각을 끌어내고 정리하는 사고 과정을 거치게 되므로, 효과적인 의사소통과 수학적 사고 과정의 촉진을 위한 유용한 방법이 된다고 생각한다. 이 연구에서는 6학년 수학 교과서 분석을 통해 수학 쓰기 유형 및 이를 적용한 수업 모형을 구안하고, 수학 쓰기가 학생들의 수학 학습에 미치는 영향을 분석하였다. 실험 대상을 실험반과 비교반으로 나누어 실험, 조사한 결과, 수학 쓰기 활동을 한 실험반 학생들의 수학 학습 능력과 학업 성취가 더 우수하게 나타났다. 이 연구는 위의 결과를 바탕으로 다양한 수학 쓰기 유형을 활용한 수학과 교수-학습에 대한 논의 및 제언을 담고 있다.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권1호
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• pp.113-123
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• 2001

We investigated an irrational constant e and compared its computational methods using spreadsheet. Such methods are based on classical definition, infinite series, continued fraction, infinite product exponential function and accelerated classical method. This kind of work is focused on experimental mathematics using computers in math class. This approach will be helpful for mathematics teachers to teach constant e in their classroom.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제11권1호
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• pp.59-74
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• 2008

본 연구는 수학적 사고를 토의를 통해 언어로 표현함으로써 타인과의 의사소통을 통한 반성적 사고를 유발하는 구성주의적 토의식 학습이 수학에 대한 태도와 수학 학업 성취도에 효과가 있는가를 살펴보았다. 연구 문제를 해결하기 위해서 서울 시내에 위치하고 있는 초등학교 3학년 1개반(30명)을 실험집단으로하여 구성주의적 토의식 학습을 하고, 다른 한 학급(30명)은 비교집단으로 하여 일반적인 수학학습을 6주 동안 시행하였다. 그 결과 다양한 수학적 상황과 의문점들을 토의에 의해 해결해 가는 학습 방법, 즉 자신의 사고를 수학적으로 의사소통해 나가는 구성주의적 토의식 학습은 수학에 대한 태도 중 자아개념과 교과에 대한 태도를 긍정적으로 변화시켰으며, 교과에 대한 학습 습관 중 자율학습과 학습기술 적용에 있어서 학생들을 긍정적으로 변화시키는 데에 효과적이다. 또한 구성주의적 토의식 학습은 일반적인 수업보다 학업성취도면에서 더 좋은 결과를 보였다. 그러나 본 연구가 3학년의 30명 재적의 한 개 반만을 대상으로 하여 학생들이 보인 결과를 분석한 것이므로 통계적으로 좀 더 유의미한 결론을 얻기 위해서는 다양한 학년과 다양한 환경의 학생들의 결과를 알아볼 필요가 있다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제5권2호
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• pp.87-98
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• 2001

The Center for Science Gifted Education (CSGE) of Chongju National University of Education was established in 1998 with the financial support of the Korea. Science & Engineering Foundation (KOSEF). In fact, we had prepared mathematics and science gifted education program beginning in 1997. It was possible due to the commitment of faculty members with an interest in gifted education. Now we have 5 classes in Mathematics, two of which are fundamental, one of which is a strengthened second-grade class gifted elementary school students, and one a fundamental class, and one a strengthened class for gifted middle school students in Chungbuk province. Each class consists of 16 students selected by a rigorous examination and filtering process. Also we have a mentoring system for particularly gifted students in mathematics. We have a number of programs for Super-Saturday, Summer School, Winter School, and Mathematics and Science Gifted Camp. Each program is suitable for 90 or 180 minutes of class time. The types of tasks developed can be divided into experimental, group discussion, open-ended problem solving, and exposition and problem solving tasks. Levels of the tasks developed for talented elementary students in mathematics can be further divided into grade 5 and under, grade 6, and grade 7 and over. Types of the tasks developed can be divided into experimental, group discussion, open-ended problem solving, and exposition and problem solving task. Also levels of the tasks developed for talented elementary students in mathematics can be divided into the level of lower than grade 5, level of grade 6, and level of more than grade 7. Three tasks developed and practiced are reported in this article.

• 한국학교수학회논문집
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• 제5권2호
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• pp.111-128
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• 2002

This study concentrates on investigating teaching methods with which students of a commercial high school, located in a rural district, can improve their attitude toward mathematics. To begin with, this study examines the causes which make the students take negative views against it through a survey of their current attitude toward mathematics; offers a special class for them to develop a positive attitude toward it: and then, figure out how much they change their academic attitude within the class and how much they improve their academic achievement as well. The results can be summarized as follows: First, the experimental groups showed terribly negative attitudes toward mathematics, and their academic achievements were very low compared with students of academic high schools nearby, Second, thanks to the special class given to improve their attitude toward mathematics, the experimental groups ended up taking a meaningful positive attitude toward it and developing their academic achievements in the subject. On the other hand, the controlled groups without any chance to receive special lessons remained unchanged. Therefore, it is indicated that a special lesson, properly provided, would play an important role to improve students' positive attitude toward mathematics and develop their basic academic achievements.