• 대한수학교육학회지:학교수학
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• 제1권1호
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• pp.39-58
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• 1999

Nowadays, open education is popular in Korea. Various open education methods such as open time, open space, open curriculum, team teaching, small group learning are actively introduced into mathematics education. Current 'open education in mathematics' in Korea can be characterized as the application general education reform movement (open education movement) to mathematics education. This movement is interested in teaching methods rather than contents. In this article, I discussed with the limits and the problems of this application and argued that not the method-centered open general education reform movement but the content-centered mathematics education's own reform movement is necessary for the true mathematics education reform.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권1호
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• pp.53-63
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• 2007

Mathematics curriculum reform is very important, and it can be understood well by power. This paper uses the extended Foucault's power theory as foundations to view mathematics curriculum reform. The research's case is China's ongoing mathematics curriculum reform. Through analyzing the power relationships in China's ongoing mathematics curriculum reform, the paper thinks that power's balance is very important in mathematics curriculum design, because it will affect the designed curriculum.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제9권1호
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• pp.47-58
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• 2005

Although student-centered teaching practices have been advocated in mathematics education reform, implementing them at the classroom level remains challenging. This exploratory case study examined two unevenly successful student-centered approaches to see how teachers understand and characterize reform, and to articulate issues in implementing reform ideas. The comparison and contrast between the classrooms showed similar classroom social norms but dramatically different mathematical practices. This affords the possibility of exploring the challenges of reform for teachers and other personnel who are attempting to move teaching practices towards the student-centered ideals.

• 한국수학교육학회:학술대회논문집
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• 한국수학교육학회 2008년도 제40회 전국수학교육연구대회 프로시딩
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• pp.49-57
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• 2008

The traditional Chinese mathematics education is examination-contended and has its disadvantages. The mathematics education reform today is undergoing in a wider era and faces its attention on innovation education individually education, flexible and diversified education, give prominence to integration of the curriculum, the integration of teaching content and information technology, and the changing of teaming methods and teaching methods. These are all the new trends in the mathematics education reform in China.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제10권2호
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• pp.151-161
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• 2007

There were a lot of attempt to reform mathematics education. These may include reforms of teaching and learning methods, development of mathematics curriculum and textbooks, materials and resources for teaching. But the most important thing is reform of teaching and learning method. The teaching and learning in mathematics is related with culture of mathematics classroom. Thus the culture of mathematics classroom plays a critical role in the learning of mathematics. Although there is consensus what desirable culture of mathematics classroom is, the role of teachers is important to make desirable culture of mathematics classroom. So, this paper suggested the role of teachers in reforming the culture of mathematics classroom. Avoiding from routine and technical teaching, the teachers should play active role in constructing mathematical understanding of students.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제5권2호
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• pp.163-172
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• 2001

Recently, higher discussions are made up on the culture of mathematics classrooms. These discussions are mostly about desirable culture and reform of culture in mathematics education. This paper is to offer a view point of seeing the culture of mathematics classroom. We need to look straightly our classroom as well as to reform the culture of mathematice classroom. This paper recommend sociomathematical norms to analyze and reform classroom culture. A elementary mathematics classroom was analyzed to understand our own culture of mathematics classroom.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제6권1호
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• pp.65-80
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• 2002

The current reform recommendations in the United States have been widely recognized but the outcomes with regard to the teaching practice in the classroom were evaluated as ineffective to faster students' mathematical learning. Given this, this paper reviews the current mathematics education reform in terms of the typical and the recommended teaching practices. An analysis of influences of theoretical perspectives is then provided as an attempt to explore the underpinnings that implicitly motivate the current reform movement. This paper then identifies the difficulties in implementing reform ideals. Building on the review and the analysis, this paper finally provides implications of re-conceptualizing mathematics instruction in the current reform era.

• 대한수학교육학회지:수학교육학연구
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• 제9권1호
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• pp.15-29
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• 1999

The purpose of this study is to investigate various mathematics education improvement or reform movements of Western Europe countries (United Kingdom, Germany, etc.) and the United States of America, to see the effects of those movements on Korean mathematics education circle, and to find a direction of Korean mathematics curriculum design. The third Korean mathematics curriculum was most affected by the new mathematics movement of the United States of America. This movement was emphasizing abstract structure, logical rigorousness and discovery learning of mathematics, which was fired from late fifties. Korean mathematics education circle imported the new mathematics early seventies from USA, but serious problems had been found at that time in USA. This study has pointed out that new math oriented Korean mathematics curriculum was not proper and the new mathematics itself was disastrous for most Korean students' learning. The study also points out that they hurried too much introducing the new mathematics and publishing new mathematics oriented textbooks but they had not sufficient teacher training programs. In our future mathematics curriculum reform, we have to remember such a historical lesson.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제13권2호
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• pp.91-101
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• 2009

The mathematics curriculum reform has been carried out for almost five years (2004-2008) in the mainland China. But the teaching and learning in mathematics classrooms still are traditional in nature. Analyzing from the cultural angle, some reasons can be found: the orientation of teachers' role, teaching, and learning, the relationships between a teacher and the students, understanding the mathematics, and examination.

• 한국학교수학회논문집
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• 제21권2호
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• pp.161-181
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• 2018

이 논문에서는 1876년에서 1910년에 이르는 개화기에 국가적 차원에서 일어난 초등수학교육의 변화를 정리하였다. 이를 위해 개화기를 갑오개혁이전, 갑오개혁, 통감부시기로 구분하고 각 시기별로 초등수학교육의 주요 변화를 살펴보았다. 갑오개혁이전시기부터 산술교육의 필요성이 인식되었으며, 갑오개혁시기에 산술교육은 본격적으로 국가교육과정이 되었다. 특히 갑오개혁시기에는 국한문혼용의 초등수학교과서가 발간되었다. 일제의 간섭이 본격화된 통감부 시기에는 '간이'와 '이용'의 교육정책에 따라 산술교육도 축소 또는 약화되었다. 이 시기에 발간된 초등교원용 산술서는 특기할 만하다.