• 한국수학교육학회지시리즈D:수학교육연구
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• 제17권1호
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• pp.47-61
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• 2013

This paper aims to explore whether Learning Study improves teachers' subject content knowledge, pedagogical content knowledge, and attitude toward teaching mathematics. A Learning Study was conducted in a Hong Kong primary school for a research lesson on comparing the size of fractions to explore the new teacher roles.

• 한국수학교육학회지시리즈A:수학교육
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• 제38권2호
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• pp.129-144
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• 1999

The purpose of our work is to developing the program of math. camp to improve underachiever's mathematical disposition. To do this, the following research were taken; (1)Analysis of current status of programs for underachievers (2)Analysis of inclination to mathematics(We collected the data from 2 classes of middle schools) (3)Prepare and apply the program of math. camp for the students including underachievers, and then analysis the effect of the math. camp The results of this study is as follows; (1)Only 40% of investigated schools have their own programs for underachievers. But almost all general high schools do not have such programs because students do not want. More than half of the investigated teachers suggested that the most important thing for underachievers is the induction of motivation for mathematics. (2)Many students dislike mathematics from 5∼6 grade of elementary school, and more than 50% of students think that 'measure' and 'equations' items are difficult. (3) After attending the math. camp based on the games and activities in small groups, the students in the middle-ranking group showed more positive reactions against the items of mathematical disposition and attitude tests. The students in the row-ranking group were improved in the 'self-confidence' and 'will' items of mathematical disposition test and in the 'superiority' and 'interest' items of mathematical attitude test.

• 영재교육연구
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• 제25권4호
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• pp.581-605
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• 2015

본 연구에서는 유아들을 대상으로 수학적 과정 중심 교수학습법을 통한 수학적 사고 변화에 대하여 관찰하고 그 내용을 분석하였다. 이를 위해 설문조사와 현장 관찰을 통한 상황분석을 실시하여 구성한 수학적 과정 중심 교수학습법을 서울에 위치한 유치원에 재원중인 만 5세, 12명을 대상으로 적용하여 질적 연구를 시행하였다. 연구 결과는 문제해결하기, 추론과 증명하기, 연계하기, 표상하기, 의사소통하기의 다섯 가지 수학적 과정이 교사-유아, 유아-유아의 상호작용을 통해 구체화되어 유아의 수학적 사고를 자극하고 변화를 창출하였다. 또한 수학적 지식이 내재되고 통합된 문제 상황을 교사가 제시하고 수학적 과정에 중점을 두어 유아들이 또래와 협력적으로 문제를 해결하면서 수학적 과정과 수학적 태도에 변화가 일어났다. 즉 유아의 수학적 사고는 수학적 지식이 내재된 수학적 과정을 통해 수학적 태도의 긍정적인 변화과정 안에서 통합되어 증진되었다.

• 한국초등수학교육학회지
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• 제16권1호
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• pp.39-61
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• 2012

학교 교육을 통하여 창의적인 인간을 양성해야 한다는 요구가 계속되고 있다. 특히 2011 수학과 교육과정 개정에서는 수학적 창의성과 인성을 길러주는데 초점을 두고 있다. 이를 위해 교육 현장에서 학생들의 창의성 개발을 위한 구체적인 방안의 모색이 필요하다. 이에 본 연구에서는 수학적 창의성의 요소를 추출하고, 창의성 개발을 위한 수업 모델을 탐색해 보았다. 먼저, 수학적 창의성에서의 논점과 수학적 창의성의 요소를 인지적, 정의적, 태도적 측면으로 알아보았다. 이러한 요소들은 수학적 창의성 개발 수업에서 창의성 개발에 영향을 주는 요소이며, 창의성을 평가하는 요소가 될 것이다. 이러한 기저를 바탕으로 수학 학습에서 학생들의 수학적 창의성을 기를 수 있는 8가지 수학과 창의성 개발 수업 모델을 제시하였다. 8가지 수학적 창의성 개발을 위한 수업 모델은 수학의 특성과 최근에 강조되는 수학교육 이론 및 창의성 이론을 바탕으로 하였다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권2호
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• pp.153-163
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• 2007

Utilizing the quantitative analysis methodology of questionnaire, the study explores the differences in the factors of achievement motivation, learning mathematics attitude and learning mathematics self-confidence and also the relationship between mathematics academic achievement and these factors in three areas in China. The following conclusions are drawn: 1. The subjects from different development level areas have significant differences in motivation, attitude and self-confidence in mathematics; 2. The subjects from different areas who possess the same ethnic group have significant differences. But the subjects from same area who possess different nationalities have little difference. It can be concluded that that the differences in these factors can be contributed to regional differences, rather than to ethnic differences; 3. The subjects from undeveloped areas have significant gender differences, and the levels of males are higher than those of female.

• 한국수학교육학회지시리즈A:수학교육
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• 제43권1호
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• pp.51-74
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• 2004

During cooperative learning in small group, we investigate what characteristics children in elementary school show at several fields of mathematics and through communicating activity etc., what influence the cooperative learning does on children's attitude, thinking, problem solving, recognition. To know them, we observe the process of children's communication and evaluate children's attitude, thinking, problem solving, recognition with checklist at each lesson. Through this research, we conclude that the figure part is the most effective when we teach with cooperative learning type, and the cooperative learning evoke the vivid communication, and make progress in affirmative attitude, thinking etc. Also, in this thesis we suggest the points which teacher should consider when he/she use cooperative learning in small-group.

• 제어로봇시스템학회:학술대회논문집
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• 제어로봇시스템학회 2001년도 ICCAS
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• pp.167.4-167
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• 2001

Accurate mathematical models of spacecraft components are an essential of spacecraft attitude control system design, analysis and simulation. Gyro is one of the most important spacecraft components used for attitude propagation and control. Gyro errors may seriously degrade the accuracy of the calculated spacecraft angular rate and of attitude estimates due to inherent drift and bias errors. In this paper, a detailed mathematical model of gyro containing the relationships for predicting spacecraft angular rate and disturbances is proposed. Stochastic model describing random drift behavior is discussed in frequency domain and time domain. In order to illustrate this approach, we analyze the behavior for Litton´s Space Inertial Reference Uint(SIRU).

• 한국수학교육학회지시리즈C:초등수학교육
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• 제10권1호
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• pp.57-70
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• 2007

수학사 관련 교수 학습 자료 개발에만 치중하였고 개발한 교수 학습 자료는 학습내용에 알맞은 수학사나 수학자의 일화로 실제 수업시간 중 흥미유발 자료로 사용하는데 그쳤다. 본 연구에서는 수학사를 보다 적극적으로 활용하기 위해서 문제 파악, 문제추구 및 해결, 적용 발전, 과제 파악 등의 각 학습 단계에서 활용할 수 있는 수학사 자료를 개발하여 실제 수업에 적용해 봄으로써 수학 사업을 개선하는데 도움을 주고자 하였다.

• 한국학교수학회논문집
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• 제20권2호
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• pp.187-210
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• 2017

2015 개정 수학과 교육과정에서 문제해결능력 함양을 위한 교수 학습 방법으로 수학적 모델링이 제시되면서, 국내에서 1990년 이래로 꾸준하게 연구되어 온 수학적 모델링에 관한 논의가 더욱 활발해지고 있다. 이에 본 연구는 수학적 모델링의 교육적 가치와 현장 적용의 필요성을 재음미해보고자, 수학 교과 역량의 관점에서 수학적 모델링에 관한 선행 연구를 고찰하였다. 그 결과, 수학적 모델링은 수학 교과 역량 중 문제해결의 하위 요소로 제시되고는 있지만, 문제해결 뿐만 아니라 추론, 의사소통, 창의 융합, 정보 처리, 태도 및 실천을 지지하는 교수 학습 방법임을 확인할 수 있었다. 이러한 측면에서, 수학 교과 역량에서의 수학적 모델링의 위치에 대한 논의의 필요성과 학교 현장 적용을 위한 방안으로 수학적 모델링에 대한 교사 교육 및 수학 교과서와 수업에서 수학적 모델링 과제의 적극적인 활용을 제안하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제31권2호
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• pp.109-119
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• 1992

The primary purpose of the present study is to provide the sources to improve the mathematical problem solving performance by analyzing the effects of the belief systems and the misconceptions of the middle school students in solving the problems. To attain the purpose of this study, the reserch is designed to find out the belief systems of the middle school students in solving the mathematical problems, to analyze the effects of the belief systems and the attitude on the process of the problem solving, and to identify the misconceptions which are observed in the problem solving. The sample of 295 students (boys 145, girls 150) was drawn out of 9th grade students from three middle schools selected in the Kangdong district of Seoul. Three kinds of tests were administered in the present study: the tests to investigate (1) the belief systems, (2) the mathematical problem solving performance, and (3) the attitude in solving mathematical problems. The frequencies of each of the test items on belief systems and attitude, and the scores on the problem solving performance test were collected for statistical analyses. The protocals written by all subjects on the paper sheets to investigate the misconceptions were analyzed. The statistical analysis has been tabulated on the scale of 100. On the analysis of written protocals, misconception patterns has been identified. The conclusions drawn from the results obtained in the present study are as follows; First, the belief systems in solving problems is splited almost equally, 52.95% students with the belief vs 47.05% students with lack of the belief in their efforts to tackle the problems. Almost half of them lose their belief in solving the problems as soon as they given. Therefore, it is suggested that they should be motivated with the mathematical problems derived from the daily life which drew their interests, and the individual difference should be taken into account in teaching mathematical problem solving. Second. the students who readily approach the problems are full of confidence. About 56% students of all subjects told that they enjoyed them and studied hard, while about 26% students answered that they studied bard because of the importance of the mathematics. In total, 81.5% students built their confidence by studying hard. Meanwhile, the students who are poor in mathematics are lack of belief. Among are the students accounting for 59.4% who didn't remember how to solve the problems and 21.4% lost their interest in mathematics because of lack of belief. Consequently, the internal factor accounts for 80.8%. Thus, this suggests both of the cognitive and the affective objectives should be emphasized to help them build the belief on mathematical problem solving. Third, the effects of the belief systems in problem solving ability show that the students with high belief demonstrate higher ability despite the lack of the memory of the problem solving than the students who depend upon their memory. This suggests that we develop the mathematical problems which require the diverse problem solving strategies rather than depend upon the simple memory. Fourth, the analysis of the misconceptions shows that the students tend to depend upon the formula or technical computation rather than to approach the problems with efforts to fully understand them This tendency was generally observed in the processes of the problem solving. In conclusion, the students should be taught to clearly understand the mathematical concepts and the problems requiring the diverse strategies should be developed to improve the mathematical abilities.