• 한국초등수학교육학회지
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• 제12권2호
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• pp.149-163
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• 2008

본 연구는 1998년부터 2006년까지의 초등수학교육 관련 학술지 논문의 연구 동향을 분석하여 현재까지의 학술지의 논문이 분야별로 얼마나 고르게 연구되었으며, 제7차 교육과정에 대한 기대와 요구에 부합되게 초등수학교육연구가 진행되고 있는지에 대해 알아보고, 나아가서 향후 초등수학교육 연구의 발전 방향을 모색하기 위하여 수행되었다. 이를 위하여 먼저 이론적 고찰 및 선행연구를 통해 연구연도, 연구주제, 수학과 내용영역, 연구방법, 연구대상, 연구지역 등을 분석기준으로 삼고, 분석대상으로 국회전자도서관에서 검색항목 중 키워드(key word)를 '초등 수학'으로 하여 검색된 학술지 논문 중에서 1998년 1월부터 2006년 12월까지 발표된 국내수학교육 전문 학술지인 대한수학교육학회, 한국수학교육학회, 각 교육대학교 논문집에 게재된 논문 175편과 한국초등수학교육학회 학술지 논문 60편을 수집하여 내용분석을 실시하였다. 그 결과 초등수학교육에 관한 연구는 지속적으로 이루어지고 있으나 연구주제 및 수학과 내용영역에서는 수업설계와 방법, 수와 연산 등 특정영역에 편중되게 연구가 이루어지고 있음을 알 수 있었다. 또한 연구방법에서는 초등수학교육 이론정립 및 내용분석과 관련된 교수학적분석연구가 높은 빈도를 나타내고 있어 연구의 균형적인 발전을 위하여 개별적인 특성과 환경적 변인 등을 고려한 보다 다양한 질적 연구의 필요성을 인지할 수 있었다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제26권3호
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• pp.121-125
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• 2023

• 한국수학교육학회지시리즈D:수학교육연구
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• 제5권1호
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• pp.13-24
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• 2001

Using computer technology in teaching school mathematics creates new instructional environments. The emphases on the use of computer technology in the classrooms and in particular the use of computer-based exploration as a context of mathematics instruction have been reflected in the recommendation of the NCTM (Curriculum and Evaluation Standards for School Mathematics, 1989). Although the power of using computer technology in the exploration of mathematical problems has been recognized and stressed by many educators, we do not have many research studies on mathematics in computer-based explorations. Especially research has failed to clarify how computer technology can contribute to the construction of procedural and conceptual knowledge of mathematics. Up to now most researches on procedural and conceptual knowledge in computer environments have only focused on classifying programming languages which program language has more random access and rich interrelationship characteristic in relation to conceptual knowledge in humans, and which computer language has more characteristic flavor of procedural knowledge. How computer-based explorations affect the knowledge construction of mathematics, therefore, emerges as an issue of research on teacher education program for theoretical framework. This situation leads to do research on the effectiveness of using computer explorations in pre-service teacher education in terms of procedural and conceptual knowledge construction.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제14권3호
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• pp.233-247
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• 2010

The article deals with the perceptions of Mathematics as a language of pre-service teachers of Mathematics in a College of Education in Israel. The formal language of studying in the College of Education is Hebrew. The goals of the study were to examine the perceptions of pre-service teachers on the following issues: the language components involved in learning Mathematics, the basic cognitive skills required for learning Mathematics, and the perception of Mathematics as a language (PML). Findings indicated that due to new attitudes in mathematical training, pre-service teachers of Mathematics perceived Mathematics as a language regarding all language components.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제8권1호
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• pp.31-37
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• 2004

This study explores the relations between mathematics and the natural human language. At the very outset, a general definition of language was, given while it was attempted to make some comparisons between the words of natural language and mathematical symbols at that. Besides, the occupation of natural language functions within mathematics was handled. Consequently, it was tried to manifest that the language of mathematics enjoys the features of natural language as well. Mathematics makes use of many functional and structural features. The fact that fundamental ingredient of mathematics is symbols does not change this reality.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권3호
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• pp.247-263
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• 2012

The purpose of this study was to analyze recent research trends of mathematics textbooks to provide implications for textbook research and development. For this purpose, 90 out of 1121 research papers published between 2006 and 2011 in seven prestigious domestic journals were selected. The papers dealing with only Korean mathematics textbooks were analyzed by school levels (i.e., elementary or secondary), mathematics content areas, analytic methods, and implications. The papers comparing our mathematics textbooks with foreign counterparts were analyzed by reasons for the comparison, school levels, subjects for analysis, and implications. The results of this study urge us to pay more attention to secondary mathematics textbooks, least studied content areas, and various but inconsistent analytic methods. This paper also suggests close connections between textbook analysis and textbook development.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제17권1호
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• pp.47-61
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• 2013

This paper aims to explore whether Learning Study improves teachers' subject content knowledge, pedagogical content knowledge, and attitude toward teaching mathematics. A Learning Study was conducted in a Hong Kong primary school for a research lesson on comparing the size of fractions to explore the new teacher roles.

• 대한수학교육학회지:수학교육학연구
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• 제23권4호
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• pp.423-448
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• 2013

학술지는 해당 학문 분야에 대해 문제의식과 개념을 공유하는 연구자들이 학문적으로 교류하는 토대를 제공함으로써, 학문의 형성과 발전에 있어 핵심적인 역할을 한다. 본 연구의 일차적인 목적은 수학교육 연구자들의 수학교육 분야 학술지에 대한 친숙도, 평판도, 활용도, 선호도를 알아보는 것이다. 이에 대한 설문조사 결과 <수학교육학연구>, <학교수학>, <수학교육>의 세 학술지에 대한 집중화 현상을 보였으며, 친숙도, 평판도, 활용도, 선호도 있어 동조화 현상도 나타났다. 한편 수학교육학, 수학, 교육학 연구자와 학술지 사이의 교차 선호 경향은 분야간 관심의 공유 정도와 소통의 긴밀성을 나타낸다. 수학과 교육학은 수학교육학이 학문적으로 형성되는 과정에서 지대한 영향을 미쳤지만, 수학교육 연구자들의 교육학과 수학 분야 학술지 선호경향은 미미하고, 수학 연구자들의 수학교육학 학술지에 대한 관심 역시 저조한 것으로 드러났다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제23권2호
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• pp.93-111
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• 2020

The purpose of this study was to examine mathematics teachers' perceptions of multicultural education. To achieve this goal, the study explored how 10 elementary mathematics teachers noticed multicultural content in a mathematics textbook. Building upon noticing framework (Jacobs, Lamb, & Philipp, 2010), we first examined teachers' attention toward multicultural content in a mathematics textbook. Then, we examined teachers' interpretation of the content. We employed a content analysis approach to examine the collected data. The results indicated that most mathematics teachers held a content integration perspective. Their view was that "multicultural education" referred to learning about the diverse cultures of different countries. Moreover, although they noticed some multicultural content in the textbook, they wanted to discuss them in superficially descriptive ways and avoid talking about social justice issues. Additionally, some teachers believed that mathematics is a culture-free subject. They argued that multicultural content should not be presented in mathematics textbooks. We also discussed uncommon themes, which were reported by only a few mathematics teachers.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제13권2호
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• pp.75-90
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• 2009

There are concepts in calculus which are difficult to teach and learn. One of these concepts is integration. However, problem posing has not yet received the attention it deserves from the mathematics education community. There is no systematic study that deals with teaching of calculus concepts by problem posing oriented teaching strategy. In this respect this study investigated the effect of problem posing on students' (prospective teachers') academic success when problem posing oriented approach is used to teach the integral concept in Calculus-II (Mathematics-II) course to first grade prospective teachers who are enrolled to the Primary Science Teaching Program of Education Faculty. The study used intervention-posttest experimental design. Quantitative research techniques were employed to gather, analyze and interpret the data. The sample comprised 79 elementary prospective science teachers. The results indicate that problem posing approach effects academic success in a positive way and at significant level.