• 한국수학교육학회지시리즈E:수학교육논문집
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• 제31권1호
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• pp.149-177
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• 2017

우리나라의 근 현대 수학 교재는 19세기말 아라비아 숫자를 이용한 필산(筆算)이 산학전문가들에게 소개되면서 선교사와 서당에서의 서양수학 교육을 시작으로 1894년 6월 28일 갑오교육개혁을 통하여 수학교육이 공교육에 포함된 이후 공식적으로 발간되기 시작하였다. 1905년 조선통감부를 통한 수학교과과정의 소개와 1910년 이후 일제강점기, 또 1945년 이후 군정에서의 수학교재 그리고 1948년 정부 수립이후 2015년 개정 수학과 교육과정을 거치면서 다양한 형식으로 발간되어 왔다. 본 연구에서는 조선 말기부터 대한제국, 일제 강점기, 해방 후 미군 군정청, 대한민국 교육과정의 변화를 거치면서 개발되어 소개된 근 현대수학 교재들의 특징을 시대별로 분류하여 소개한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권3호
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• pp.295-313
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• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제5권2호
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• pp.133-141
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• 2001

One of the most fundamental problems in education in Korea up to yet is that teaching-learning activities in the classroom are carried out without considering each student\\`s interest, ability aptitude and other attributes. In 1995, National committee on Educational Reform of Korea recommended big changes on various aspects of the education system of the nation. In 1997, just before so-called the \\\"International Monetary Fund (IMF) crisis \\\" in Korea, Ministry of Education announced the seventh amendment of national curriculum. The foundation of new national curriculum is the implementation of a \\\"differentiated\\\" curriculum. Also, the new curriculum strongly suggests \\\"performance assessment\\\", which was introduced to the nation in mid 1990\\`s. However, most mathematics teachers have reluctant to both new curriculum and performance assessment.

• 한국수학교육학회지시리즈A:수학교육
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• 제43권2호
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• pp.163-175
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• 2004

We believe new assessment strategies and practices need to be developed that will enable teachers and others to assess students' performance in a manner that reflect the 7th Korean curriculum reform vision for school mathematics. This research was conducted to develop the assessment tasks based on the current literatures such as National Council of Teachers of Mathematics (1999) and Korea Institute of Curriculum & Evaluation(KICE, 2002, 2003) in quadratic functions of the secondary school and to find the effect of these tasks by classifying students' responses. The research instrument were composed of three criteria, the previous knowledge, the application of quadratic functions, and the general properties in functions. The research data were collected from 32 high school students in a suburb of Seoul and sorted by their similarities and differences in mathematical understanding. Through the research, we could know more than ever before about how the students learned mathematics and about how to improve teachers' mathematical instruction.

• 대한수학교육학회지:수학교육학연구
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• 제27권4호
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• pp.857-888
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• 2017

세계화, 다원화, 정보화, 과학기술의 발달에 따라 현대사회는 사회, 경제, 문화 등 광범위한 영역에서 급격한 변화를 겪고 있다. 이러한 사회적 변화에 따라 보다 민주적이고 평등한 미래사회로의 발전에 기여하는 수학교육방안의 탐색이 요구된다. 본 연구는 비판이론으로부터 발달한 비판적 교육이론 및 비판적 수학교육이론에 대한 문헌분석을 통해 비판적 수학교육의 목표, 교수-학습 내용 및 방법을 도출하여 비판적 수학교육 프로그램 개발에 적용할 수 있는 모델을 구성하였다. 또한 문헌분석에 기초하여 개발한 프로그램 모델을 비판적 수학교육 사례에 적용하여 모델의 타당성을 확인하였다. 마지막으로 비판적 수학교육 프로그램 모델 개발에 기초한 시사점을 논의하였다.

• 한국수학사학회지
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• 제15권1호
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• pp.135-146
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• 2002

In this paper, we demonstrate that one can teach conditional probability in a manner consistent with many features of the statistics education reform movement. Presenting a variety of applications of conditional probability to realistic problems, we propose that interactive activities and the use of technology make conditional probability understandable, interactive, and interesting for students at a wide range of levels of mathematical ability. Along with specific examples, we provide guidelines for implementation of the activities in the classroom and instructional cues for promoting curiosity and discussion among students.

• 대한수학교육학회지:수학교육학연구
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• 제18권2호
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• pp.201-221
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• 2008

본 연구는 심성함양으로서의 수학교육을 목표로 하는 인간주의 수학교육을 구현하기 위한 방안을 모색하고자 한 것이다. 수학적 개념의 본질은 현 개념의 모호함을 인식하고 이를 명확히 하면서 점진적으로 드러난다. 이것은 수학적 개념의 역사적 발달 과정에서도 나타난다. 본 연구에서는 이를 군과 연속함수로 예시하였다. 수학적 개념의 학습에서도 학생들은 다소 직관적이고 모호하며 맥락-의존적으로 정의되는 학교수학의 개념들을 이전 개념의 모호성을 인식하고 분명히 하는 과정을 통하여 학습하여야 한다. 본 연구에서는 이를 학교수학에서 접선과 다각형의 정의의 개선 과정으로 예시하였다. 이와 같은 수학적 개념의 학습을 통하여 학생은 자신의 사고의 한계를 깨닫고, 개선하게 된다. 이러한 지적 발전은 개선의 의지와 함께 겸손과 만족이라는 감정을 수반하면서, 수학교육을 통한 심성 함양이라는 인간주의 수학교육을 구현하는 방편이 될 수 있다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제1권2호
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• pp.85-95
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• 1997

Recently, by the popularization of computers and the development of many kinds of information transmission software, the living pattern in business offices and in home-life have changed rapidly. Because of the great progression of today's science technology, the influence of social education on the children is larger than that of the traditional school.. By a rapid change in the social atmosphere, there are some people who insist the traditional school education system is of no use any more. There have been many calls for reform of traditional schooling and in particular there has been major rethinking of school mathematics. The initial demand for change in elementary school mathematics is because of the poor achievement of students. There are even more compelling reasons for change. For example today's science technology society requires a different mathematical literacy for its citizens than that of the past. The importance of problem-solving based on interest and progress is more important than just paper-pencil computation in elementary schools. And also the increasing information wave of today's society demands that the school accept the long-distance education which could not be imagined in the past. Taking account of this variety, school education in the future should willingly introduce and apply the open education system to keep pace with today's society. To accept society demands actively, today's schools are going to accept and apply the idea of the open education. In this viewpoint, the purpose of the paper is to analyze the causes of under-achievement in mathematics teaming, the directions of school mathematics education, the system of textbooks and the problems of teaching-learning programs and paper-pencil test.

• 한국초등과학교육학회지:초등과학교육
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• 제18권2호
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• pp.1-19
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• 1999

Based on the analysis of commonalities and differences in the views of science achievement in major reform documents in the United States and Korea, an aggregated view of science achievement is presented in this paper Science achievement is conceived of in terms of science content and science process. The components of science content include: (a) concepts and theories I n physical, life, and earth and space science;(b) science, mathematics, and technology;(c) science in personal and social perspectives;(d)history and nature of science;and (e) unifying themes. The components of science process include: (a) scientific understanding;(b) scientific investigation;(c) scientific communication; and (d) scientific habits of mind. The components of science process.cut across and intersect with the components of science content. The components of science achievement overlap and are related to one another. Despite such an overlap, understanding the rot e that each component plays provides insight into its unique contributions as well as its interactions with other components. A definition of science achievement and identification of its components based on major reform documents provides a guideline for science assessment as well a s science teaching and learning.

• 한국수학사학회지
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• 제21권1호
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• pp.157-166
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• 2008

본 논문에서는 수학 학습에서 의사소통 방법 중의 하나인 대화법에 초점을 두어, 먼저 소크라테스의 교육철학을 살펴보고, 수학적 의사소통의 효시라 일컬어지는 소크라테스의 대화법과 고대에서 현대까지 교사와 학생사이의 대화 형태로 존재하는 다양한 수학적 의사소통의 예를 살펴본다.