• 한국수학교육학회지시리즈A:수학교육
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• 제54권1호
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• pp.65-81
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• 2015

The purpose of this study is to investigate the international trends of how the core competencies are reflected in mathematics curriculum, and to find the implications for the revision of Korean mathematics curriculum. For this purpose, the curriculum of the 9 countries including the U.S., Canada(Ontario), England, Australia, Poland, Singapore, China, Taiwan, and Hong Kong were thoroughly reviewed. It was found that a variety of core competencies were reflected in mathematics curricula in the 9 countries such as problem solving, reasoning, communication, mathematical knowledge and skills, selection and use of tools, critical thinking, connection, modelling, application of strategies, mathematical thinking, representation, creativity, utilization of information, and reflection etc. Especially the four most common core competencies (problem solving, reasoning, communication, and creativity) were further analyzed to identify their sub components. Consequently, it was recommended that new mathematics curriculum should consider reflecting various core competencies beyond problem solving, reasoning, and communication, and these core competencies are supposed to combine with mathematics contents to increase their feasibility. Finally considering the fact that software education is getting greater attention in the new curriculum, it is necessary to incorporate computational thinking into mathematics curriculum.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권3호
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• pp.177-184
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• 2007

The purpose of this paper is to introduce the development of a new Lesson Video-Case Lab (LVCL) program in Suzhou, China. This program involves the creation of several series of hypermedia video-cases on teaching and learning designed to facilitate mathematics teachers' professional development. Each of these video-cases consists of lesson clips, case questions, interviews with experts, comments by peers, responses by students and other related resources. The study has implications pertaining to the use of technology in teacher development, the production of hypermedia video-cases, as well as research on case-based pedagogy and pedagogy in general.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권1호
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• pp.65-74
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• 2007

The algorithmic idea has been a kind of necessary mathematics quality for modern people in this information society. In China the algorithm was represented fully as one of the new mathematics contents in the secondary level for the first time when The Standards of Mathematics Curriculum for the Senior High School was promulgated in 2003, so the research about the teaching algorithm undoubtedly has its practical implications for mathematics education. In this paper, with the conceptual framework of The Mathematics Task Framework as the research tool, an algorithmic teaching case based on LOGO software was introduced in detail, and data by ways of observations, interviews and worksheets were collected, then the case was analyzed. The results showed that the teaching of algorithm is feasible and effective in the LOGO environment. Some beneficial implications about the instructional design of algorithm were also discussed.

• 대한수학교육학회지:수학교육학연구
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• 제24권4호
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• pp.481-498
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• 2014

본 연구는 우리나라 고등학교 수학과 교육과정 개선을 위해 일본, 대만, 홍콩, 핀란드, 중국의 고등학교 수학과 교육과정을 분석하여 시사점을 도출하였다. 수학교육의 목표 측면에서는 논리적 사고, 수학의 활용, 수학적 탐구의 인지적 목표와 자신감과 용기, 성취감, 수학의 가치에 대한 정의적 목표를 교육과정에서 선정하는 것을 고려할 수 있었다. 고등학교 과목의 이수 경로는 진로에 따른 선택 과목 구성이나 과목 간 계열 설정을 생각해볼 수 있었다. 교육내용 측면에서는 외국의 필수 내용이지만 우리나라 교육과정에서 누락된 삼각함수 공식이나 상관관계를 우리나라에서도 다루는 방안을 고려해볼 수 있었다. 마지막으로 문서 체제에서 교육 내용의 범위와 설명을 친절하게 하고 교육과정 모형을 시각화하여 제시하는 방안을 제안하였다.

• 한국수학사학회지
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• 제22권4호
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• pp.29-40
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• 2009

중국 산학에서 방정식 풀이 방법은 고법(古法)과 구장산술(九章算術)의 개방술(開方術), 개입방술(開立方術)을 시작으로 가헌(賈憲)의 개방석쇄법(開方釋鎖法)을 걸쳐 증승개방법(增乘開方法)으로 완성된다. 본 논문에서는 이 방법들을 알아보고 조선의 산학자들이 그들의 산서에서 사용한 해법을 연구한다.

• 한국수학사학회지
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• 제28권6호
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• pp.311-320
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• 2015

In 1613 the official-scholar LI Zhi-zao (李之藻) of the Ming Dynasty, in collaboration with the Italian Jesuit Matteo RICCI (利瑪竇), compiled the treatise Tongwen Suanzhi (同文算指). This is the first book which transmitted into China in a systematic and comprehensive way the art of written calculation that had been in common practice in Europe since the sixteenth century. This paper tries to see what pedagogical lessons can be gleaned from the book, in particular on the basic operations in arithmetic and related applications in various types of problems which form the content of modern day mathematics in elementary school education.

• 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.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권3호
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• pp.197-207
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• 2007

Based on a survey on 1620 students in primary school and secondary school., by adopting Eysenck Personality Questionnaire (EPQ), we got the following findings : 1. There is close relationship between emotionality characteristics of temperament and mathematics academic achievement of the subjects at Grade 5 (Primary 5), Grade 8 (Junior Secondary 2), and Grade 10 (Senior Secondary 2). Also there is close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 5 and Grade 8. While there is not close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 10; 2. There is close relationship between temperament types and mathematics academic achievement of the subjects from the three grades. Superior temperament, which benefit learning mathematics, are sanguine, sanguine-phlegmatic and phlegmatic; While inferior temperament types, which don't benefit learning mathematics, are choleric, melancholic and choleric-melancholic. With the rising of grade, temperament types of benefiting learning mathematics converts from external directivity emotion balance to balance of internal-external directivity emotion stability. While temperament of no benefiting learning mathematics converts from internal directivity emotion balance to balance of internal-external directivity emotion instability; 3. In mathematics education, students' temperament difference, which affects learning mathematics, should be recognized. Mathematics teachers should find out the best teaching ways, forms and methods which are suitable for student's temperament type, so that the students with different temperament types can gain better mathematics academic achievement.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제16권3호
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• pp.177-194
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• 2012

What strategies are used to help students understand quadratic functions in mathematics classroom? In specific, how does Chinese teacher highlight a connection between algebraic representation and graphic representation? From October to November 2009, an experienced teacher classroom was observed. It was found that when students started learning a new type of quadratic function in lessons, the teacher used two different teaching strategies for their learning: (1) Eliciting students to plot the graphs of quadratic functions with pointwise approaches, and then construct the function image in their minds with global approaches; and (2) Presenting a specific mathematical problem, or introducing conception to elicit students to conjecture, and then encouraging them to verify it with appoint approaches.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제27권1호
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• pp.1-24
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• 2024

In this paper, the author analyzed characteristics of deep mathematics learning in problem solving and problem-posing classroom teaching. Based on a simple wrong plane geometry problem, the author describes the classroom experience how one expert Chinese mathematics teacher guides students to modify geometry problems from solution to investigation, and guides the students to learn how to pose mathematics problems in inquiry-based deep learning classroom. This also demonstrates how expert mathematics teacher can effectively guide students to teach deep learning in regular classroom.