• 대한수학교육학회지:수학교육학연구
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• 제11권1호
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• pp.207-221
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• 2001

The purpose of this study is to develop the assessment rubric of mathematical communication ability by each type: listening, speaking, reading, writing, and graphic. This rubric is qualified in the content-validity and reliability by professional educators' evaluation and correlation coefficient. 16 math educators judged that this involves the results of learning mathematical communication, the results of possible instruction, and the content of scoring mathematical communication by teachers. 170 middle school students were tested by the assessment task according to the types of mathematical communication. After two researchers and two teachers scored the tasks, correlation coefficient was calculated between evaluators. The coefficient is evaluated high in that it is more than 0.70.

• 한국수학교육학회:학술대회논문집
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• 한국수학교육학회 2006년도 제37회 전국수학교육연구대회 프로시딩
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• pp.215-217
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• 2006

• 한국멀티미디어학회논문지
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• 제17권8호
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• pp.1025-1032
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• 2014

Until now, there were few supports on reading the mathematical expressions except text based expressions, so it is important to provide the reading of the mathematical expressions. Also, there are various of obstacles for people who are not visually impaired when reading the mathematical expressions such as the situation of presbyopia, reading the mathematical expressions in the vehicles, and so on. Therefore, supports for people to read mathematical expressions in various situations are needed. In the previous research, the main goal was to transform the mathematical expressions into Korean text based on Content MathML. In this paper, we expanded the range of the research from a reading disabilities to people who are not reading disabilities. We tested appropriacy of the rules we made to convert the MathML based expressions into speech and defined 3 math-to-speech rules in korean based on levels. We implemented the mathematical expressions by using 3 math-to-speech rules. We took comprehension test to find out whether our math to speech rules are well-defined or not.

• 대한수학교육학회지:학교수학
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• 제13권2호
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• pp.345-362
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• 2011

본 연구의 목적은 중등 수학교사가 알아야 할 수학내용 지식에 관한 개념을 보다 명확히 하고, 이를 근거로 현직 수학교사의 수학내용 지식을 부분적으로 조사하는데 있다. 수학교사가 알아야 할 수학내용 지식을 학교수학의 내용지식과 과정지식, 학교수학과 연결된 학문적 수학으로 구분할 수 있다. 학교수학과 연결된 학문적 수학, 학교수학의 과정 지식 중 수학외적 문제해결, 추론과 증명 영역을 중심으로 현직 수학교사들의 수학내용 지식을 조사하였다. 조사 결과 수학외적 문제해결력, 추론과 정당화 관련 문제는 물론 학교수학과 학문적 수학 사이의 연결 관련 문제 모두 타당한 설명을 포함한 정답률에 문제가 있는 것으로 나타났다.

• 한국수학교육학회지시리즈A:수학교육
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• 제48권1호
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• pp.81-91
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• 2009

This paper focuses on two problems in the 10th grade mathematics, the rational zero theorem and the content(the integer divisor) of a polynomial Among 138 students participated in the problem solving, 58 of them (42 %) has used the rational zero theorem for the factorization of polynomials. However, 30 of 58 students (52 %) consider the rational zero theorem is a mathematical fake(false statement) and they only use it to get a correct answer. There are three different types in the textbooks in dealing with the content of a polynomial with integer coefficients. Computing the greatest common divisor of polynomials, some textbooks consider the content of polynomials, some do not and others suggest both methods. This also makes students confused. We suggests that a separate section of the rational zero theorem must be included in the text. As for the content of a polynomial, we consider the polynomials are contained in the polynomial ring over the rational numbers. So computing the gcd of polynomials, guide the students to give a monic(or primitive) polynomial as ail answer.

• 한국학교수학회논문집
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• 제23권4호
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• pp.427-448
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• 2020

본 연구는 정규분포에 관한 예비 수학교사의 수학교수지식(Mathematical Knowledge for Teaching)을 수학교수지식의 하위 요소 간 비교 분석을 통해 확인하고, 예비 수학교사의 수학교수지식의 하위 요소 간 차이가 발생하는 것을 확인해 보고자 한다. 이를 위해 예비 수학교사 24명을 대상으로 정규분포에 관한 MKT 검사지를 제작하여 검사를 실행하여 자료를 수집하였다. MKT 검사지 분석 결과 예비 수학교사의 일반 내용 지식(Common Content Knowledge)은 비교적 높은 점수의 결과로 확인된 것에 비해 특수 내용 지식(Specialized Content Knowledge)과 내용과 학생에 대한 지식(Knowledge of Content and Students)에 관한 결과는 비교적 낮은 점수로 볼 수 있었다. 또한, 이러한 결과를 통하여 예비 수학교사의 MKT의 차이가 발생하는가를 알아보고자 하였다.

• International Journal of Knowledge Content Development & Technology
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• 제1권2호
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• pp.5-14
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• 2011

This study analyzes sexism in children's picture books that incorporate mathematical problems and problem-solving into the plot to determine if children's earliest reading material is affecting the achievement gap between males and females in this subject area. The study focused not just on overall totals of male and female characters, but also analyzed which genders most often portrayed gender stereotyped behaviors and personality traits and which characters were most often shown with mathematical skills. The findings of the study show that there were twice as many male as female characters, and the math problem-solving was generally done by males in the majority of titles.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권3호
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• pp.291-310
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• 2008

This article is based on an international collaborative study that aimed to investigate mathematical preparation of prospective elementary teachers in several selected education systems in East Asia. This article reports the Korean portion of the study. A survey instrument was developed to explore not only prospective teachers' knowledge of elementary mathematics curriculum and their beliefs in their preparation and mathematics instruction but also their subject matter knowledge and pedagogical content knowledge on the topic of fraction division. A total of 291 seniors in 3 universities participated in the survey. The results reveal these prospective teachers' strengths and weaknesses with regard to their knowledge of fraction division, and suggest that content-specific pedagogical knowledge needs to be emphasized in the teacher preparation program.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제7권4호
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• pp.235-246
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• 2003

To develop the content and form of the teacher education program for mathematical excellence, we reviewed several teacher education programs. CGI is an excellent model for teacher education program for mathematical excellence. We developed the 12 teacher education programs based on mathematical tasks developed for the gifted children and have applied them to teacher education. It is not so difficult to develop more programs, because we have made a lot of tasks for the gifted in mathematics for 8 years. Wooden Die for Drinking Game which is one of 12 programs is introduced in this article.

• 한국컴퓨터정보학회논문지
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• 제24권1호
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• pp.257-263
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• 2019

This paper is a study on mathematical aspects that can be basic for understanding and applying the contents of machine learning. If you are familiar with mathematics in the field of computer science, you can create algorithms that can diversify researches and implement them faster, so you can implement many real-life ideas. There is no curriculum standard for mathematics in the field of machine learning, and there are many absolutely lacking mathematical contents that are taught in the curriculum presented at existing universities. Machine learning now includes speech recognition systems, search engines, automatic driving systems, process automation, object recognition, and more. Many applications that you want to implement combine a large amount of data with many variables into the components that the programmer generates. In this course, the mathematical areas required for computer engineer (CS) practitioners and computer engineering educators have become diverse and complex. It is important to analyze the mathematical content required by engineers and educators and the mathematics required in the field. This paper attempts to present an effective range design for the essential processes from the basic education content to the deepening education content for the development of many researches.