• 한국수학교육학회지시리즈A:수학교육
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• 제51권2호
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• pp.131-144
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• 2012

The purpose of this study is to investigate the change of mathematics pre-service teachers' teaching behaviors in microteaching. This study is organized along the following lines: 1) mathematics pre-service teachers conduct twice microteachings, 2) the microteaching recordings and lesson observation reports written by pre-service teachers are analyzed. Through reviewing the first microteaching, pre-service teacher have reviewed and found out improvements of their teaching. In the second microteaching, pre-service teachers' teaching behaviors have been positively and effectively changed with respect to teaching methods, proposal of learning objectives, prior knowledge usage, presenting lesson's content, concise descriptions, brief language usages, multimedia, and appropriate questions. However, they frequently used inappropriate expressions from their unconscious habits. Therefore, the educational institutions should provide opportunities involved in well-structured microteaching training program with pre-service teachers, which in turn, help pre-service teachers to have more positive teaching competence.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권2호
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• pp.161-177
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• 2001

This study is to investigate what students want to learn and what mathematics teachers should teach in their classrooms. 1314 students and 527 mathematics teachers were randomly selected to administer the questionnaire. The result shows that their is a considerable mismatch between students'learning desires and teachers'teaching practices in classrooms. What students want to learn is creative knowledge; however, what they learn in the classroom is ‘imitative’ knowledge. This study suggests that the overall educational goal of mathematics education in Korea should emphasize (1) learning to communicate mathematically, (2) loaming to reason mathematically, (3) becoming confident in pupils'own ability, (4) learning to$.$value mathematics, and (5) becoming mathematical problem solvers.

• 한국초등수학교육학회지
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• 제21권2호
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• pp.343-364
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• 2017

초등학교 수학에서 함수적 사고는 매우 중요하지만, 함수적 사고를 지도하는 데 중요한 역할을 하는 교사에 대한 연구는 부족한 편이다. 이에 본 연구에서는 함수적 사고를 지도하기 위한 수학 과제 및 수업 전략에 대한 지식을 살펴보기 위하여 검사 도구를 개발한 후 초등학교 교사 119명을 대상으로 조사하였다. 분석 결과, 초등학교 교사들은 대부분 곱셈 관계와 덧셈 관계의 과제를 적절하게 개발할 수 있었고, 비연속적인 대응표의 활용과 같은 수업 전략에 대하여 함수적 사고 지도의 측면에서 설명할 수 있었다. 반면 일부 교사들은 함수적 사고에 대한 중요한 아이디어를 충분히 이해하지 못했다. 연구 결과를 토대로, 함수적 사고를 지도하기 위한 초등학교 교사의 지식에 관하여 시사점을 논의하였다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제24권3호
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• pp.137-173
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• 2021

Research and national standards, such as the Next Generation Science Standards (NGSS) in the United States, promote the development and implementation of K-12 interdisciplinary curricula integrating the disciplines of science, technology, engineering, mathematics, and computer science (STEM+CS). However, little research has explored how teachers provide epistemic support in interdisciplinary contexts or the factors that inform teachers' epistemic support in STEM+CS activities. The goal of this paper is to articulate how interdisciplinary instruction complicates epistemic knowledge and resources needed for teachers' instructional decision-making. Toward these ends, this paper builds upon existing models of teachers' instructional decision-making in individual STEM+CS disciplines to highlight specific challenges and opportunities of interdisciplinary approaches on classroom epistemic supports. First, we offer considerations as to how teachers can provide epistemic support for students to engage in disciplinary practices across mathematics, science, engineering, and computer science. We then support these considerations using examples from our studies in elementary classrooms using integrated STEM+CS curriculum materials. We focus on an elementary school context, as elementary teachers necessarily integrate disciplines as part of their teaching practice when enacting NGSS-aligned curricula. Further, we argue that as STEM+CS interdisciplinary curricula in the form of NGSS-aligned, project-based units become more prevalent in elementary settings, careful attention and support needs to be given to help teachers not only engage their students in disciplinary practices across STEM+CS disciplines, but also to understand why and how these disciplinary practices should be used. Implications include recommendations for the design of professional learning experiences and curriculum materials.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제25권1호
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• pp.1-20
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• 2022

Collaborative learning has been highlighted as an effective method of teachers' professional development in various studies. To disclose teachers' discourse threads in the process of collaborative learning for developing their knowledge, this paper adopted two methods including "content analysis" and "time-sequential analysis" of learning analytics. Such analyses were implemented for mining teachers' updated knowledge and the discourse threads in the discussion during collaborative learning. The materials for analysis involved two aspects: one was from the video-taped lesson observation reports written by teachers before and after discussing, and the other was from their discourses during the discussion process. The results proved that teachers' knowledge for teaching the centroid of a triangle was updated in the collaborative learning period, and also revealed the discourse threads of teachers' collaboration contained "requesting information or opinions", "building on ideas", and "providing evidence or reasoning", with the emphasis on "challenging ideas or re-focusing talk"

• 한국학교수학회논문집
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• 제1권1호
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• pp.131-138
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• 1998

The aims of mathematical education are to improve uniformity and rigidity, and to apply to an information age which our society demands. One of the educational aims in the 6th educational curriculum emphasizes on the expansion of mathematical thought and utility, But, The change of contents in the text appears little. This means that mathematical teachers must actively develop the new types of problems. That the interests and concerns about mathematics lose the popularity and students recognize mathematics burdensome is the problems of not only teaching method, unrealistically given problems but abstractiveness and conceptions. Mathematical Modeling is classified exact model, almost exact theory based model and impressive model in accordance with the realistic situation and its equivalent degree of mathematical modeling. Mathematical Modeling is divided into normative model and descriptive model according to contributed roles of mathematics. The Modeling Applied Problems in the present text are exact model and stereotyped problems. That the expansion of mathematical thought in mathematics teaching fell into insignificance appears well in the result of evaluating students. For example, regardless of easy or hard problems, students tend to dislike the new types of mathematical problems which students can solve with simple thought and calculation. The ratings of the right answer tend to remarkably go down. If mathematical teachers entirely treat present situation, and social and scientific situation, students can expand the systematic thought and use the knowledge which is taught in the class. Through these abilities of solving problems, students can cultivate their general thought and systematic thought. So it is absolutely necessary for students to learn the Modeling Applied Problems.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권4호
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• pp.429-453
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• 2012

The purpose of the study were to analyze teaching models of arithmetic operations of integers in Korean middle school mathematics textbooks of the first grade and Americans', from which we compare and analyze standards for choice of models of middle school teachers and preservice mathematics teachers. We also analyze the effect of the choice of teaching models for students to understand and appreciate number systems as a coherent body of knowledge. On the basis of that, we would like to find the best model to help students understand and reason the process of formulate the arithmetic operations of natural numbers and integers into the operation of the real number system. Furthermore, we help these series of the study to be applied effectively in the middle school mathematics class in Korea.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제26권1호
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• pp.65-82
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• 2023

본 연구의 목적은 디지털 기반 원주율 교수학습자료를 개발하는 과정에서 예비교사들의 디지털 역량과 원주율에 대한 내용지식이 어떻게 나타나고 강화되는지를 분석함으로써 예비교사 교육에 주는 시사점을 도출하는 것이다. 이를 위해 알지오매스 환경에서 두 명의 예비교사가 블록코딩을 활용하여 원주율 지도를 위한 탐구활동 자료를 개발하는 과정을 분석하였다. 분석 결과를 통해, 알지오매스의 블록 코딩 활동이 예비교사의 디지털 역량을 발현하고 확장하는 경험을 제공하였다는 것과 예비교사들의 원주율에 대한 내용 지식을 심화시키는 기회가 되었으며 디지털 자료 개발 환경의 한계점을 인식할 수 있는 계기가 되었음을 확인하였다. 또한 예비교사들의 디지털 역량 강화 프로그램으로 블록 코딩을 적극적으로 활용할 필요가 있다는 것과 디지털 교수학습자료 개발에 필요한 지식으로 예비교사 교육에서 교육과정에 대한 이해를 강조할 필요가 있음을 제언하였다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제23권4호
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• pp.235-254
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• 2020

Through this study, we aimed to capture the nature of a mathematics method course, called "the Curriculum Development and Teaching Methods in Mathematics Education" which is a pedagogy course for teaching for secondary school mathematics taught at a university located in a south eastern part of South Korea. The research participants include three junior students who took the methods course and a local high school math teacher with two professors. The research has three parts. First, we designed a method course to prepare the junior or senior students for a teaching practicum. The individual students gave a mini lecture about a secondary mathematical topic as a course requirement. Second, the three students watched a classroom video-clip of the high school teacher and analyzed his instruction before the actual classroom visits. Furthermore, by "Let's Learn" program for students, the course was associated with a local community through the students and so that they could visit the teacher's classroom three times to observe his math classroom teaching. The students discussed the difference between their own mini lectures and the actual math classroom teaching to develop an understanding of what it entails to teach an actual math class. Third, the first author supervised the students' activities in the program including their report for it to bring out their findings to the class of the method course. We found out this method course provided the students with the experience of various aspects of actual math lesson as well as learning theories about the pedagogy for teaching for secondary school mathematics. We conclude that this course gives a model for the method course in mathematics education for secondary school mathematics.

• 한국학교수학회논문집
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• 제23권1호
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• pp.45-65
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• 2020

이 연구는 수학적 모델링이 반영된 중학생 이차함수 교수·학습 과정에서 발생하는 의사소통을 분석한 것이다. 의사소통의 심층 분석을 위해 Sfard(2008)의 담화 이론과 언어 분석 틀(장현석, 김명창, 이봉주, 2019)을 적용하였다. 이차함수 개념을 학습하고 3개월이 지난 학생을 대상으로, 이차함수 수학적 모델링 교수·학습이 2019년 6월 둘째 주에(1차시) 실시되었다. 그 결과는 다음과 같다. 첫째, 학생 간 이차함수 이외의 선행 지식의 차이로 인해 의사소통-인지적 갈등이 발생하였다. 둘째, 의사소통 과정에서 서로 다른 관점의 문제 해결을 통해 지식을 확장하였다. 이러한 결과는 학생이 이차함수 개념의 이해를 기반으로 의사소통 과정에서 문제점을 명료히 드러내고 학생 간 협동을 촉진할 수 있었던 것으로 해석 가능하다.