• 한국수학교육학회지시리즈D:수학교육연구
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• 제8권2호
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• pp.69-80
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• 2004

It is undeniable that teachers play the principal roles in education. This is why education and professional development of teachers are so important. Some of recent works have made this fact clearer. In America, in particular, many reports and research papers have recently been published on these problems. In this paper, we first introduce briefly the current system of education, employment, and professional development of mathematics teachers in Korea. And then we mention a research project on education of mathematics teachers. The final report of the project contains some suggestions for curriculums of the department for education of mathematics teachers. We describe one example of extended syllabus which implements those suggestions. The example is on Modern Algebra I.

• 한국학교수학회논문집
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• 제14권3호
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• pp.377-388
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• 2011

수학교육이 연구의 한 분야이며 수학, 교육과학, 심리학, 사회학, 역사학등과 같은 다른 영역들과의 연계성을 인정하면서 다른 영역들의 통합을 위해 이론적 연구와 수업실습이라 는 두 가지의 실용적 이슈들에 초점에 맞춘다. 서로 다른 영역들의 역할과 의존성을 더 잘 이해하기 위해서 수학교육분야에서 6가지의 중요한 영역들을 제기한다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권4호
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• pp.245-259
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• 2019

I examine the discussions of studies related to feminist mathematics education and the implications of mathematics education in South Korea. In particular, I attempt to answer the following questions through literature reviews on feminist mathematics: What is the epistemological background of feminist mathematics education? How is feminist mathematics education defined and implemented? What does feminist mathematics education suggest in South Korea's mathematics curriculum? From the analysis of the literatures, I found that feminist mathematics education reflects not just the rights of female's rights but also a paradigm shift in epistemology of mathematics and philosophy of mathematics education. In this regard, feminist mathematics questions the existing mathematics education related to the female students who were marginalized in the composition and delivery of mathematics. Feminist mathematics education points out that in the course of the transfer of mathematical knowledge in schools, female students understand unilateral information procedurally without understanding the concept. Mathematics educators should consider alternative curricula that reflect the views of female students regarding the nature of mathematics. Students should be able to receive equal mathematics education in a school regardless of their gender. In this case, equal mathematics education refers to education methods that are suitable for both male and female students. The existing mathematics content and its teaching methods were designed based on the learning experiences of male students, which made them relatively difficult for female students to understand.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제19권4호
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• pp.247-265
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• 2015

Mathematics textbook plays a significant role in shaping students' learning of mathematics. Logic, rigor and abstraction as typical features of the formalization of mathematics, dominate mathematics textbooks around the world, which is regarded as one of the important origins of students' learning difficulties in mathematics. An innovative series of Chinese mathematic textbooks is presented in this paper. Supported by the supplementary materials excerpts from the textbooks, it gives a comprehensive theoretical analysis of the principles of design and implementation of this series of mathematics textbooks. The effectiveness of this series of textbooks is demonstrated by student achievement and secondary research data. It shows that series of Chinese mathematic textbooks has largely decreased students' learning difficulties in mathematics and enhance classroom teaching efficiency. It suggests that prioritizing the essence of mathematics and reducing abstraction is an important notion for mathematics textbook design and implementation.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권1호
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• pp.81-91
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• 2011

The aim of this study was to explore the grade 1-3 students' geometrical thinking level descriptors based on van Hiele level descriptors. The data were collected through collection of geometric curriculum materials such as indicators and learning standards in Basic Education Core Curriculum and mathematics textbook for grades 1-3. The findings were found that 1) Inconsistency between descriptors appeared on mathematics curriculum and Thai mathematics textbooks. 2) Using topics on textbooks as criterion for exploring 5 of 7 descriptors appeared on Thai mathematics textbook indicated geometrical thinking levels based on van Hiele's model merely level 0 (Visualization) across textbooks for grades 1-3.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제16권2호
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• pp.91-106
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• 2012

Spatial ability has been valued as a talent domain and important skill in mathematics education because it enhanced an intuitive view and an understanding in many areas of mathematic. In addition, spatial ability highly correlates with mathematics achievement, indicating its crucial role in success in mathematics education. Some researchers founded gender differences in mathematics and spatial ability, and indicated that spatial ability served as a mediator of gender difference in mathematics. This study explored the spatial ability of 349 Korean middle school students (Grade 7-9), and investigated the association among students' spatial ability and their mathematics achievement, gender, and grade. The result of this study shows that spatial ability correlates positively with mathematics achievement. While gender difference did not exist in mathematics, significant gender difference existed in spatial ability favoring male students.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제9권2호
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• pp.115-124
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• 2005

Traditional mathematics education research is based on mathematics and psychology, but its function is limited. In the end of the 1980's, the social research of mathematics education appeared. The research views are from sociology, anthropology, and cultural psychology, and then it is an exterior research. The social research considers the relations, power, situation, context, etc. This paper analyzes the power relationship in mathematics classroom. Firstly, the power is defined. The meaning of the power is the foundation of this paper. Secondly, the power relationships in mathematics classroom are analyzed. The traditional mathematics classroom and collaborative learning classroom are considered. Thirdly, the paper analyzes the power resources and finds the some important factors that affect the power distribution.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제16권2호
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• pp.107-123
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• 2012

A group of twenty-nine high school student-teachers were given a set of mathematical propositions focusing on shape-to-shape transformations. Their task was to determine through hands-on manipulation and use of dynamic software that each shape be transformed into an area equivalent rectangular region. This paper reports on a classroom-based research.

• 한국초등수학교육학회지
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• 제17권1호
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• pp.129-142
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• 2013

이 연구의 목적은 2007년부터 2011년까지 일본수학교육학회에서 발행하는 초등수학교육에 관한 학술지 '산수교육'을 통하여 학술지의 구성, 게재된 초등수학 관련 논문의 개요를 파악하여 정통적 초등수학교육 학술지인 한국초등수학교육학회지에 시사점을 주기 위함이다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제33권4호
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• pp.445-453
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• 2019

성별(性別)은 사회 및 문화적 배경에 따라 그 역할과 의미가 다르게 해석될 수 있다. 성별에 대한 이해는 수학 교육 연구 방향을 변화시킬 수 있다는 전제를 바탕으로 본 연구에서는 문헌연구방법을 적용하여 국내 수학 교육 선행 연구에 있어 성별이 어떻게 해석되고 있는지를 확인하였다. 특히 본 연구에서는 실증주의적 관점을 바탕으로 한 예측 모델, 구성주의적 관점을 바탕으로 한 성별 스키마 모델, 역사적 관점을 바탕으로 한 문화 역사적 구성 모델, 포스트모더니즘 관점을 바탕으로 한 포스트모더니즘 모델에서의 성별 연구 방법에 대한 분석을 토대로 선행 연구를 분석하여 국내 수학 교육 연구의 동향을 파악하였다. 분석 결과 국내 수학 교육에서 성별은 생물학적 차이로 인식되고 있으며, 통계적 분석 기법을 활용하여 성별과 수학 교육의 관련 요소 분석이 주를 이루고 있음을 확인하였다. 이에 향후 수학 교육에 있어 성별의 역할을 해석할 수 있는 다양한 접근법이 필요하다는 시사점을 얻을 수 있었다.