• 한국수학교육학회지시리즈A:수학교육
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• 제54권4호
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• pp.317-334
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• 2015

In this article we study structure of the concept of creative products in mathematics using mathematical creative products. We develop MCPSS1 that improve reliability and validity of MCPSS(Creative Product Semantic Scale in Mathematics). And we search structure of the concept of creative products in mathematics using mathematical creative products focused on theoretical investigation. So we suggest structure model of the concept of creative products focused on theoretical investigation. We compare the result with preceding research using various mathematical creative products, find some difference between relations of sub-factors of structure of the concept of creative products. Our result will provide meaningful data to mathematics education researchers that want to know structure of the concept of creative products in mathematics.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제6권1호
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• pp.41-54
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• 2002

The purpose of this study is to find out what mathematical situation means, how to pose a meaningful situation and how situation-centered teaching could be done. The obtained informations will help learners to improve their math abilities. A survey was done to investigate teachers' perception on teaching-learning in mathematics by elementary teachers. The result showed that students had to find solutions of the textbook problems accurately in the math classes, calculated many problems for the class time and disliked mathematics. We define mathematical situation. It is artificially scene that emphasize the process of learners doing mathematizing from physical world to identical world. When teacher poses and expresses mathematical situation, learners know mathematical concepts through the process of mathematizing in the mathematical situation. Mathematical situation contains many concepts and happens in real life. Learners act with real things or models in the mathematical situation. Mathematical situation can be posed by 5 steps(learners' environment investigation step, mathematical knowledge investigation step, mathematical situation development step, adaption step and reflection step). Situation-centered teaching enhances mathematical connections, arises learners' interest and develops the ability of doing mathematics. Therefore teachers have to reform textbook based on connections of mathematics, other subject and real life, math curriculum, learners' level, learners' experience, learners' interest and so on.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제12권2호
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• pp.127-142
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• 2008

The most important aim of mathematics education is to promote mathematical thinking. In the Hong Kong primary school, mathematical thinking is usually conducted through the use of formula and working on "application problem" or "word problems". However, there are many other ways that can promote mathematical thinking, and investigation on mathematical structure by using counting is one important source for promoting mathematical thinking for primary school children, as every children can count and hence a well designed question that can be solved by counting can enable children of different abilities to work together and obtain different results.

• 한국수학교육학회지시리즈A:수학교육
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• 제42권1호
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• pp.57-67
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• 2003

In this paper we analyze educational aspects of a mathematical problem. As a result of the analysis, we extract five meaningful mathematical knowledge and ideas. Corresponding with these we suggest some chains of mathematical problems that are expected to activate student's self-oriented mathematical investigation.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제20권2호
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• pp.271-282
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• 2006

제7차 교육과정에서 수학적 힘이 중요하게 간주되고 있지만 구체적이고 체계적인 접근은 없다. 수학적 힘을 구현하기 위하여 교육수학을 포함한 몇 개의 대안이 제시되어 있다.

• East Asian mathematical journal
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• 제36권2호
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• pp.229-251
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• 2020

Problem Based learning(PBL) is a teaching and learning method to increase mathematical ability and help achieving mathematical concepts and principles through problem solving using the learner's mathematical prerequisite knowledge. In addition, the recent instructional situations or environments have focused on the learner's self construction of his learning and its process. In spite of such a quite attention, it is not easy to apply and execute PBL program actually in class. Especially, there are some difficulties in actually applying and practicing PBL in the areas of mathematics education in not only secondary school but also in college. Its reason is that in order to conduct PBL instruction constantly in real or experimental class there is no more concrete and detailed instructional content during the consistent and long period. However, to whom is related to mathematics education including instructors called scaffolders, investigation and recognition on the degree of the learner's acquisition of mathematical thinking skills and strategies is an very important work. By the reason, in this study, the instructional content was to be explored and developed to be conducted during 15 weeks in one semester, which was based on Problem Based Learning environment by the subject of the theories relevant to mathematics education in the college of education.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제35권2호
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• pp.193-212
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• 2021

본 연구는 학교현장의 수학탐구활동을 지원하기 위한 현장지원 연구이다. 수학탐구활동은 수학교사에게뿐 아니라, 학생에게도 매우 중요한 수학적 활동이다. '수학과제 탐구' 교과목이 생기고, 고교학점제, 자유학년제와 같은 다양한 수학적 활동이 강화되면서 이러한 경향은 더 강해지고 있다. 수학탐구활동은 전문수학자만의 고유영역이 아니며, 수학을 학습하는 그리고 수학을 지도하는 모든 평범한 사람에게도 동일하게 기회가 주어져 있다. 이에 본 현장지원 연구에서는 한 가지 수학적 사실을 기반으로 하는 구체적인 수학탐구활동을 기반으로, 현장 학교에서 교사 및 학생이 자발적으로 수행할 수 있는 수학탐구활동 방법을 제안하는 것을 연구의 목적으로 한다. 구체적으로 본 연구에서 선택한 한 가지 수학적 사실은 2015개정 수학과 교육과정에서 다시 추가된 내용요소인 코사인 법칙이다. 본 연구에서는 코사인 법칙을 기초로 여러 가지 수학탐구활동을 수행하였다. 이러한 수행 결과를 분석하여 현장에서 학교수학을 탐구하는 방법을 구체적으로 제안하였다. 본 연구의 결과를 통해 수학탐구활동이 수학교실에서 학생 및 교사에 의해 다양하고 활발하게 이루어지기를 기대한다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제9권3호
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• pp.295-303
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• 2005

Students' mathematics application ability is a hot spot which mathematics education pays attention. So, I have carried on the test of mathematics application and the questionnaire survey to student of Senior One of the two middle schools. Through the test and the investigation, I discover that the level of the students' mathematics application ability is not high. To the simple application question, the difference of the male and the female is not big, but to the difficult application question, the male and the female has the remarkable difference. The students' lack of flexible and the original cognition monitoring ability in mathematics application process are afraid of studying mathematics application since childhood and lack of the training of this aspect. They thought mathematics foundation and reading understood ability is the key of mathematics application. Through analysis result of investigation, this paper proposed the way to raise mathematics application ability of students.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제25권2호
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• pp.159-164
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• 2022

Critical mathematics education has developed in many directions and has a broad range of approaches. There will probably be many different ways of expressing critical mathematics education. The book, An Invitation to Critical Mathematics Education by Ole Skovsmose (2011) has elucidated critical mathematical education by discussing and reinterpreting its concerns and preoccupations. He reinterprets thoughts and arguments that have been taken for granted and premised in mathematics education, and also discusses unquestioned widespread notions by associating them with his projects or specific practices carried out by him and his colleagues. This review intoduced and examined his crucial notions of critical mathematics education, such as "Diversity of situations," "Students' foreground, Landscapes of investigation," "Mathemacy," and "Uncertainty." These notions will make you to meet his theories with his pratices and look back on something overlooked in mathematics education.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제23권3호
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• pp.849-862
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• 2009

포퓰리즘과 수학교육의 관계는, 일반국민들은 물론이고 많은 수학교육자들에게도 멀리 떨어져 있어 관계가 없는 독립적인 두 섬으로 간주되고 있다. 그러나 인식의 시야를 넓혀가면 그 둘 사이에는 상반된 영향을 끼치는 요소들을 발견할 수 있다. 평준화 같은 한국적 포퓰리즘을 유발하는 요인들을 심층적으로 분석하여, 포퓰리즘을 억제하기 위한 수학교육의 귀중한 역할을 연구하고자 한다. 세상과 삶에 대한 인식력, 생각하는 힘에 의한 거시적 안목과 수학적 사고법에 기반을 둔 문제해결력을 향상시키지 못하면, 세상 사람들은 시공간적인 면에서 현재와 살아가는 협소한 영역에 갇히기 쉽다. 그러한 경우에 우물 안 사고법으로 인한 단견으로 포퓰리즘의 위세가 커지는 반면 골치 아프게 느껴지는 수학교육의 기반은 점점 약화된다. 반면에 사회가 수학적 사고법과 문제해결력을 중시하게 되면, 국민들이 거시적 관점으로 문제의 핵심을 잘 찾으면서 섬세하고 치밀한 판단으로 포퓰리즘으로부터 벗어날 수 있을 것이다. 본 연구는 한국적 포퓰리즘을 조장하는 요인들을 수학적 입장에서 분석하고, 현 수학교육에서 나타나고 있는 포퓰리즘적 사례들의 열거와 함께 포퓰리즘과 수학교육의 보이지 않는 관계를 규명하고자 한다. 이를 바탕으로 포퓰리즘을 막는 데에 초점을 맞춘 장기적이고 근본적인 수학교육의 교수-학습 방법을 제시하고자 한다.