• 한국학교수학회논문집
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• 제10권4호
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• pp.415-435
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• 2007

학교교육에서 학교급간, 학년 간, 영역 간 이행은 본질적인 문제이다. 이와 함께 교육내용 간의 연계성은 발달과 교육의 문제에서 그 중심에 놓여 있다. 일반적으로 초등학교 수학에서 저학년과 고학년 사이의 간격은 초등수학과 중등수학의 간격만큼이나 그 간격이 큰 것으로 알려져 있다. 본 연구는 이러한 이행과 연계성이라는 문제의식에서부터 시작하여 초등학교 저학년과 고학년 수학 사이의 연계성을 염두에 둔 비교 연구에 해당된다. 이를 위해 초등학교에서 저학년과 고학년이 구분되는 지점인 4학년 수학을 중심으로 하여 두 가지 관점에서 저학년 수학과의 비교를 시도하였다. 첫 번째는 교사와 학생들을 대상으로 한 설문조사를 통해 3, 4학년 수학 교과서에서의 영역별 내용 비교를 실시함으로써 수학을 배우고 가르치는 입장에서 어려움의 정도를 검토하였다. 두 번째는 교실 수업을 비교하는 과정으로, 1, 4학년 수학 수업을 기록하고 '수업과정분석'을 통해 저학년과 고학년에서의 수학 수업의 차이를 비교하였다. 본 연구는 이러한 두 가지 형태의 비교 작업을 통해 이후 초등학교 저학년과 고학년 수학 사이의 연계성 검토를 위한 기초 자료를 제공하는데 그 목적을 두고 있다.

• 한국학교수학회논문집
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• 제2권1호
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• pp.145-156
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• 1999

The purpose of this study is to consider students′ scholastic relationship in mathematics between elementary school and middle school from the 3rd grade in elementary school to the 2nd and the 3rd grades in middle school. The following are the results: 1. CONCLUSIONS 1. Students′ present scores are most closely related to those of their previous grade. The data are based on the two groups of the 3rd grade middle school students - one is honhappan(mixed students from different elementary school) and the other shinaepan(the students from the same elementary school in kong ju city). This close relation between present and previous scores in mathematics may well be reasonable since mathematics is systemized hierarchically. Among the score data in elementary school, the scores in the 5th grade are meaningfully related to present score data in mathematics. 2. Two pans (as I mentioned above, honhap and shinae) are divided into groups and their scores are traced from the 3rd grade in elementary school and the data show that the high-levelled students have little changes in their scores, but low-levelled students have dropped radically in their scores from the first grade in middle school. 3. In terms of students′ interests, students who answered, "I′m very interested in mathematics." have no distinguished characteristics in their scores while those who answered, "I have little interest in mathematics" shows a decrease in their scores. 4. Among the reasons for their lack of interests, the replies are "because of exams," "because of teaching methods," and "because of the textbooks." II. Suggestion To compensate the limitation and difficiency of this study, the foll owing is suggested for the following studies related to this one. 1. This study was limited to gathering students′ score data from female students in a small city. For a more accurate statistic a bigger population is needed as well as varied geographical and social economical area is suggested. A good idea is to study homogeneous sex groups as well as heterogeneous sex groups 2. It is easy to find out what grade is closely related to the present scores by statistical analysis, but the reasons for their relationship have to be found out through the following studies 3. There are many studies on cognitive domain in math but it is expected to have more studies on affective domain as well.

• 한국수학교육학회지시리즈A:수학교육
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• 제56권4호
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• pp.435-452
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• 2017

The purpose of this study is to see correlation between parental psychological control and volition control in mathematics learning of 6th grade of elementary school. This study has carried out a survey for 371 male and female students in 6th grade of elementary school in Gyeongnam. We analyzed the collected data statistically, and the results are as follows. First, there was a significant difference in the level of volition control in mathematics learning between male and female students. The level of volition control in mathematics learning was found to be higher in female groups than in male groups. Second, there was no significant difference in father and mother's psychological control level perceived by 6th grade elementary school students. Third, there was a significant negative correlation between parental psychological control and their children's level of volition control in mathematics learning. In this study, by examining the correlation between parental psychological control and volition control level in mathematics learning of elementary school students, the higher the parental psychological control, the lower the level of volition control of their children. So, that it is important to have a parenting attitude that respects their children's emotion and expression.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제22권1호
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• pp.83-94
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• 2019

우리나라 수학과 교육과정은 수학 수업에서 계산기를 사용하도록 권장하고 있지만, 실제 초등학교 수학 수업에서 계산기는 거의 사용되고 있지 않다. 초등학교 수학 수업의 계산기를 사용에 대한 연구는 많지 않은 편이기 때문에, 초등학교 수학 수업에서 계산기 사용에 대한 실태를 정확하게 파악하기 쉽지 않다. 이에 본 연구는 TIMSS 2015 4학년 평가에 참여한 국가들을 대상으로 초등학교 수학 수업에서 계산기 사용이 어느 정도로 사용되고 있는지, 그리고 계산기 사용과 수학 성취도 간에 관련이 있는지를 분석하는 것을 목적으로 한다. 본 연구의 결과, 초등학교 4학년을 기준으로 우리나라는 국제적으로 수업 중에 계산기를 사용하지 않는 편이고, 홍콩, 영국, 미국을 제외한 17개국에서 수학 수업 중의 계산기 사용과 성취도와의 관계가 없었다. 이러한 결과를 바탕으로 초등학교 수학 수업에서의 계산기 사용에 대한 시사점을 도출하였다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제9권2호
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• pp.107-118
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• 2005

The purposes of this study were to investigate the practice of performance assessment in elementary mathematics classes especially focused on 4th grade. To achieve this, three research questions were posed as follow: First, What do they prepare for performance assessment? Second, What kinds of tests do they use in mathematics performance assessment? Third, What kinds of difficulties do they have for performance assessment and what should be changed for a successful performance assessment in mathematics? To Answer the research questions, three 4th grade classes were selected from three different elementary schools in seoul and three teachers were interviewed. From the data analysis, several conclusion were drawn. First, a plan for mathematics performance assessment was not set by the class teacher who are in charge of the class. The main reason was lack of time. Second, in most of the assessment, written tests were used and the items in the tests were skill-oriented. Third, teachers thought that performance assessment was needed in mathematics. But lack of their time, knowledge and competency, it is difficult to do performance assessment in mathematics.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제3권1호
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• pp.55-62
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• 1999

Through our elementary school mathematics, measurement is a critical topic since measurement helps connect ideas within areas of mathematics and between mathematics and other disciplines. In grade 4, students should understand angle, time, perimeter and area of figures by active involving. The paper gives ten ideas about teaching these concepts.

• 한국생활과학회지
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• 제19권1호
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• pp.27-38
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• 2010

The purposes of this study were to find out coping behavior to mathematics anxiety depending on grade, sex, mathematics achievement, and mathematics anxiety in elementary school students and to find out the variables influencing coping behavior to mathematics anxiety. 991 students (grade: 4, 5, 6) completed questionnaires about mathematics anxiety and coping behavior to mathematics anxiety. Their home room teachers completed scores of the mathematics achievement test of their students. Data were analyzed by F-test, t-test, correlation and step wise multiple regression. The results of this study were as follows. First, there were statistically significant differences in coping behavior to mathematics depending on grade, mathematics achievement and level of mathematics anxiety except for sex. Second, the level of mathematics anxiety was the most important factor in coping behavior to mathematics.

• 한국수학교육학회지시리즈A:수학교육
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• 제52권4호
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• pp.443-464
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• 2013

The purpose of this study is to identify the first graders' mathematics learning abilities in elementary school. To do this, I examined the first graders on their mathematics learning abilities, and analyzed the test results. Although all of the evaluation factors are composed the mathematical contents which are taught in elementary school, the correct answer rate of them were very high. The results of this study will be used as the basis. for developing the mathematics curriculum and textbook in elementary school. Also first grade teachers can use the results of this study as a basis when they plan a instruction for the first graders.

• 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'.

• 대한수학교육학회지:학교수학
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• 제15권4호
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• pp.701-721
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• 2013

이 연구는 초등학교 5학년 수학 영재 학생들에게 이제까지 학습한 수학 지식을 바탕으로, 스스로 수학 문제를 자유롭게 창의적이고 어려운 수학 문제를 많이 만들어 보게 하였다. 연구의 의도는 5학년 수학 영재 학생들은 어느 정도 수준의 수학 문제를 만드는지와 다양하고 확산적인 사고 활동을 하고 있는지를 알아보기 위함이었다. 학생들이 만든 수학 문제를 분석한 결과, 학생들은 다양한 영역에 걸쳐 다수의 수학 문제를 세련되게 만들었고, 적극적으로 문제 만들기에 임하였다. 이 결과, 학생들은 문제를 만드는 중에 다양하고 확산적 사고 활동이 작용되어 창조성 육성에 도움이 되었을 것으로 생각한다. 2009 개정 초등 수학교육과정에서, 수학학습을 통해 창조성을 기르는 것을 큰 목표로 하고 있는바, 다양하고 확산적 사고를 길러주기 위해서는 수학 문제 만들기 학습 지도를 실제 수업에서 항시 실천하는 것이 요망된다.