• 한국초등과학교육학회지:초등과학교육
• /
• 제36권3호
• /
• pp.256-272
• /
• 2017

The purpose of this research is to study and learn more features how this type of distribution for communication in $6^{th}$ grade first semester elementary science and mathematics according to communicative expression by 2009 revised curriculum. For this study, based on an analysis standard presented in previous research on the types of communication. The results of this research are as follows. First, because the mathematics presents the number of ways to communicate twice more than science, mathematics go through with much more problems to solve than science. Second, in mathematics, spoken method and written method have similar proportion, less in physical activity method. Third, Science showed balanced proportion among four areas; earth, life, energy, and material. On the other hand, mathematics only showed small numbers in the area of geometry but similar numbers in number and operations, regularity, measurement. Fourth, there is no common feature or relevance about communicative approach for convergence thinking in 2009 revised curriculum, it seems that it doesn't consider it as a revised.

• East Asian mathematical journal
• /
• 제28권2호
• /
• pp.109-133
• /
• 2012

In this research, I selected a Singapore elementary mathematics textbook which substantially reflects Singapore curriculum, and compared it with Korean one to understand how they differ in the contents system of the curriculum focused on the contents of the geometry and measurement strand, and analyzed their common points and different points intensively with textbooks for sixth-grade students. Also, I translated a chapter of the textbook, 'Mathematics in Action'. That chapter was about circumference and the area of the circle which is related to the shapes part. Then, I taught it to the experimental group to compare their achievement and the change of reaction to studying the shape-related parts with those of the control group. The results are the followings. First, when we analyze the contents of shape-related part of the textbooks for sixth-grade students of both countries, Singaporean textbook contains more contents that are introduced for the first time, which implies that it is more desirable to teach new concepts of shapes when students are in their higher grades. Second, as for the way they develop the activity of each chapter, Korean textbook sticks to a uniform way, while the Singapore textbook uses various ways for different subjects and grades. In addition, when they organize the contents of the textbook, they emphasize the importance of student's activity and lead students with various methods by suggesting several questions and situations.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제18권3호
• /
• pp.171-185
• /
• 2014

Mathematically deductive reasoning skill is one of the major learning objectives stated in senior secondary curriculum (CDC & HKEAA, 2007, page 15). Ironically, student performance during routine assessments on geometric reasoning, such as proving geometric propositions and justifying geometric properties, is far below teacher expectations. One might argue that this is caused by teachers' lack of relevant subject content knowledge. However, recent research findings have revealed that teachers' knowledge of teaching (e.g., Ball et al., 2009) and their deductive reasoning skills also play a crucial role in student learning. Prior to a comprehensive investigation on teacher competency, we use a case study to investigate teachers' knowledge competency on how to teach their students to mathematically argue that, for example, two triangles are congruent. Deductive reasoning skill is essential to geometry. The initial findings indicate that both subject and pedagogical content knowledge are essential for effectively teaching this challenging topic. We conclude our study by suggesting a method that teachers can use to further improve their teaching effectiveness.

• 한국보육지원학회지
• /
• 제15권3호
• /
• pp.115-133
• /
• 2019

Objective: The purpose of the study was to develop a mathematics education program utilizing food to improve the mathematical abilities of 4-year-olds and to analyze the effects of this program on 4-years-olds' mathematical concepts (number and operation, algebra, geometry, measurement, data analysis, and probability). Methods: The study selected 30 4-year-olds from two daycare centers located in K city. The experimental group (N=15) participated in the mathematics education program utilizing food, 10 times for five weeks, while the comparative group (N=15) participated in the seasonal mathematics education program based on the Nuri Curriculum. The activities of this intervention program were designed to cover all domains of Mathematical Exploratory areas in the Nuri Curriculum. For data processing and analysis, pre-test and post-test score differences between the two groups were analyzed through MANCOVA. Results: The experimental group had significantly higher scores on five mathematical concepts compared with the control group. A mathematics education program utilizing food had the positive effect of improving 4-year-olds' mathematical ability. Conclusion/Implications: Mathematic education programs utilizing food are recommended as necessary pedagogical data to develop the mathematical abilities of children in education centers, families, or relating to parenting education.

• East Asian mathematical journal
• /
• 제30권2호
• /
• pp.173-195
• /
• 2014

This study, utilizing several features about plane figures covered in the current secondary curriculum of mathematics and reviewing two solutions to cube duplication problem presented by Menaechmus, proving the solution by Nicomedes and visualizing solutions based on Apollonius' 'Conics' by medieval Islam geometricians such as Ab$\bar{u}$ Bakr al-Haraw$\bar{i}$, AbAb$\bar{u}$ J$\acute{a}$far al-Kh$\bar{a}$zin, Nas$\bar{i}$r al-D$\bar{i}$n al-T$\bar{u}s\bar{i}$, Y$\bar{u}$suf al-Mu'taman ibn H$\bar{u}$d, introduce to teachers and students in the field where the question of cube duplication problem comes from and which solving method has developed it and suggests new methods for visualization using dynamic geometry program as well so that the contents reviewed can be used in the filed. The solving methods to cube duplication problem in this paper are very creative and increase the practicality, efficiency and value of Mathematics, and provide students and teachers with the opportunities to reconfirm the importance and beauty of basic knowledge in the secondary geometry in the process of visualization of drawing figures using dynamic geometry program.

• 한국초등수학교육학회지
• /
• 제20권2호
• /
• pp.239-257
• /
• 2016

미국의 새 수학과 규준인 Common Core State Standards for Mathematics는 잘 알려진 것처럼 모든 학생이 대학에 진학하거나 직업에 종사하기위한 준비를 위해 명료하고 일관된 틀을 제공하는 것을 목표로 개발되어, 현재 40개의 주가 이 새로운 규준을 채택하고 있다. 이 규준에 관한 최근 우리나라의 선행연구들은 규준을 Cluster Heading 수준에서 소개하고 있고, 규준의 수준에서 우리나라의 교육과정과 비교하고 있다. 그러니 실제로 각 세부 규준의 내용을 상세하게 해석한 내용은 수면 아래의 모습을 보여 준다. 캘리포니아 주의 수학과 규준의 내용을 상세하게 해석한 책이 Mathematics Framework for California Public Schools이다. 이 연구는 미국 캘리포니아 주의 수학과 규준인 California Common Core State Standards(CA CCSSM)와 이 규준의 해설서라고 부르기에 적당한 Mathematics Framework for California Public Schools에서 제시한 초등학교 도형영역을 상세하게 살펴보는 것이 목적이다.

• 한국학교수학회논문집
• /
• 제22권4호
• /
• pp.483-500
• /
• 2019

본 연구에서는 중학교 수학교과서에서 기하 영역의 반 힐레 수준과 학생들의 반 힐레 수준을 비교 분석하였다. 교육과정이 개정되어 오면서 기하 영역에서의 내용은 감소되었지만 반 힐레 수준의 변화는 크지 않았고, 교과서에 제시되어 있는 내용의 기하 수준과 학생의 기하 수준과는 차이가 많이 남을 알 수 있었다. 교과서의 반 힐레 수준은 1학년의 경우 1, 2, 3수준, 2, 3학년의 경우 2, 3, 4수준에 분포되어 있고, 학생의 수준은 1학년의 경우 1수준 이하가 69%, 2, 3학년의 경우 2수준 이하가 각각 73.7%, 47.6%로 나타나 차이가 큼을 알 수 있다. 특히 2, 3학년의 경우 문제에서보다 교과서 본문의 내용의 반 힐레 4수준 비율이 높아 학생에게 어려움을 야기할 수 있음을 알 수 있었다.

• 한국콘텐츠학회논문지
• /
• 제20권6호
• /
• pp.531-544
• /
• 2020

본 연구에서는 2015 개정 수학과 교육과정을 적용한 중학교 2학년 <수학> 교과서가 교육과정에서 강조하고 있는 교과 역량을 어떻게 반영하고 있는가를 알아보기 위하여 현재 학교 현장에서 활용하고 있는 중학교 2학년 <수학> 교과서 9종에서 제시하고 있는 과제를 중심으로 분석하였다. 2015 개정 수학과 교육과정에서의 분류한 5개의 수학 교과 내용 영역에 따라 단원을 구분하여 교과서별 과제와 교과서별 교과 역량과 관련된 과제를 분석한 결과 다음과 같은 결론을 얻었다. 첫째, 각 교과서에서 교과 영역별 과제와 교과역량별 과제의 분포는 대체적으로 기하, 문자와 식, 함수 영역의 순으로 많이 나타났다. 둘째, 각 교과서의 교과 역량 과제는 일부 역량에 중점적으로 편중되어 나타났고 어떤 교과 역량의 경우는 빈약하게 다루고 있었다. 셋째, 대부분의 교과서에서는 각 교과 역량의 하위요소 중 특정 요소에 초점을 맞추어 교과서를 구성하고 있었다.

• 한국학교수학회논문집
• /
• 제16권4호
• /
• pp.841-862
• /
• 2013

이 연구는 2007 개정 교육과정의 '기하와 벡터' 교과에서 다루어지는 벡터와 내적 개념을 분석하여 그 특징을 기술함으로써 벡터와 내적 개념 지도의 교수학적 시사점을 얻는데 목적을 두었다. 이를 위해 '기하와 벡터' 교육과정에서 다루어지는 벡터와 내적 개념 분석을 위한 세부 관점을 Tall(2002a; Tall, 2004b)과 Watson et al.(2003; Watson, 2002)에 기초하여 5가지로 추출하고, 이렇게 추출된 세부 관점을 토대로 '기하와 벡터' 교육과정 및 교육과정해설서, '기하와 벡터' 교과서 10종 모두에서 다루어지는 벡터와 내적 개념의 특징을 분석하였다. 이로부터 벡터와 내적 개념 형성과 관련된 교육과정상의 이슈를 구체화하였으며 이에 비추어 '기하와 벡터' 교과서에서 벡터 단원의 내용을 전개하는 방식과 관련된 시사점을 논의하였다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제57권2호
• /
• pp.93-110
• /
• 2018

One of the biggest changes in the 2015 revised mathematics curriculum is shifting to the second year of middle school in Pythagorean theorem. In this study, the following subjects were studied. First, Pythagoras theorem analyzed the expected problems caused by the shift to the second year middle school. Secondly, we have researched the reconstruction method to solve these problems. The results of this study are as follows. First, there are many different ways to deal with Pythagorean theorem in many countries around the world. In most countries, it was dealt with in 7th grade, but Japan was dealing with 9th grade, and the United States was dealing with 7th, 8th and 9th grade. Second, we derived meaningful implications for the curriculum of Korea from various cases of various countries. The first implication is that the Pythagorean theorem is a content element that can be learned anywhere in the 7th, 8th, and 9th grade. Second, there is one prerequisite before learning Pythagorean theorem, which is learning about the square root. Third, the square roots must be learned before learning Pythagorean theorem. Optimal positions are to be placed in the eighth grade 'rational and cyclic minority' unit. Third, Pythagorean theorem itself is important, but its use is more important. The achievement criteria for the use of Pythagorean theorem should not be erased. In the 9th grade 'Numbers and Calculations' unit, after learning arithmetic calculations including square roots, we propose to reconstruct the square root and the utilization subfields of Pythagorean theorem.