• 한국학교수학회논문집
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• 제21권4호
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• pp.377-400
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• 2018

급속한 산업화와 제 4차 산업혁명 시대의 도래로 인해 인성교육의 중요성이 대두되고 있다. 이에 교과수업과 더불어 인성교육이 이루어질 수 있는 여러 방안에 대한 연구가 진행되고 있다. 본 연구에서는 일반적인 강의식 수업을 기반으로 학교교실을 민주적 학습공동체로 만들어 자연스럽게 교과교육과 더불어 인성교육을 실현할 수 있는 수업모형을 개발코자 하였다. 수학교과 인성요인을 함양할 수 있는 교수 학습자료를 개발한 후 15차시에 걸쳐 현장적용을 하였다. 현장적용 전 후 양적데이터와 질적데이터를 수집하여 분석하였으며, 분석결과를 바탕으로 전문가 협의회를 통해 민주적 학습공동체를 기반으로 수학교과 인성요인을 함양할 수 있는 P(Personal) 수업모형과 S(Social) 수업모형을 개발하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제41권2호
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• pp.157-172
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• 2002

The purpose of this study is to improve middle students'mathematical communication ability. We designed the mathematics instruction model based on Vygotsky's ZPD to develop the mathematical communication ability, and applied to 2nd grade students in Middle School. And we investigated the significant differences between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation in aspects of learning achievement, mathematical disposition, and mathematical communication abilities. The results of the study are as follows : 1. There is no significant difference in learning achievement within significance level .05 between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation by t-test. 2. There is a significant difference in reflection within significance level .01 and in self-confidence within significance level .10 by MANCOVA. 3. There is a significant difference in mathematical communication ability within significance level .01 between two groups by covariance analysis. In particular, there is a significant difference in reading within significance level .01 and in speaking within significance level .05 by t-test.

• 대한수학교육학회지:수학교육학연구
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• 제15권3호
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• pp.233-249
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• 2005

이 논문에서는 분수의 역사발생 과정을 분석함으로써 분수 개념이 측정 과정에서 유래되었음을 밝히고, 이를 활용하여 측정 과정을 통하여 초등학생들에게 분수를 지도할 것을 제안하였다. 여러 연구에서는 많은 초등학생들이 현행 교육과정에서 6학년에 도입되는 비 개념에 대한 예비 활동으로서 3학년부터 지속적으로 다루어지고 있는 분수의 여러 의미를 파악하지 못하고 있음을 보여주고 있다. 연구자는 선행 연구와 교재 분석을 통하여 이러한 문제점이 분수의 다양한 의미를 다루는 방식에서 학생들에게 혼란을 초래할 수 있음을 논하였다. 그리고 이에 대한 대안적인 방법의 하나로서, 측정 과정을 통하여 초등학교에서 분수를 도입할 것을 주장하였다.

• Korean Journal of Mathematics
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• 제19권4호
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• pp.453-464
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• 2011

We used SAS program in statistics class as a plan to increase effect of class. Because lease cost of SAS program is high and low-level students felt difficulty of the syntax of SAS program, I planned to introduce other instruction-software. We observe whether it's O.K. to use Excel instead of SAS program and Excel is helpful in having positive attitudes. We try to compare and analyze the merits of two programs. The purpose of this study is to apply Excel to statistics class, cut down the cost of instruction-software, and make students understand statistics more conveniently and easily.

• 한국멀티미디어학회논문지
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• 제20권7호
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• pp.1102-1112
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• 2017

The purpose of this study is to design and application of term project model for Game Math in flipped learning environment. In the term project self study model, students interacts with multi-instruction materials and multi-tutors on flipped learning. We develop a case for game update term project and implement it to a real Game Math classroom. As a result, we show the positive learning experiences focused on effects of technology and human relation through survey.

• 대한수학교육학회지:수학교육학연구
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• 제12권4호
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• pp.543-556
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• 2002

The purpose of this study is to find a method to improve geometry instruction. For this purpose, I have investigated aims and problems of geometry education. I also reviewed related literature about discovery methods as well as verification. Through this review, “Mathematising teaching and learning methods” by Freudenthal is Presented as an alternative to geometry instruction. I investigated the capability of dynamic software for realization of this method. The result of this investigation is that dynamic software is a powerful tool in realizing this method. At last, I present one example of mathematic activity using dynamic software that can be used by school teachers.

• 대한수학교육학회지:학교수학
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• 제2권1호
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• pp.111-144
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• 2000

The purpose of this study is to develop instruction sequence and teaching units for secondary school geometry using dynamic computer software like CabriII, GSP, Wingeom, Poly. For this purpose, literature was reviewed on various issues of geometry education and geometry curriculum using dynamic software. By the literature review, instructional sequence for teaching geometry in middle schools was designed. And, based on the newly developed instructional sequence, one sample teaching unit was developed. The basic principles for the development were to connect intuition geometry and formal geometry, and to emphasize students' investigative experience. Finally, experiment to check out teachers' response to the newly developed material was conducted by using questionnaire.

• 대한수학교육학회지:학교수학
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• 제18권2호
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• pp.257-275
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• 2016

본 연구는 수학의 다양한 표상이 학습자의 분수, 소수 및 퍼센트에 대한 이해에 어떤 영향을 주는지 분석하는 것을 목적으로 하였다. 다양한 표상을 활용한 교수법을 전통적 알고리즘 교수법과 비교하고자 87명의 중학교 학생들을 대상으로 사전, 사후 검사를 실시하였다. 사전, 사후 검사는 각각 5개의 비슷한 문항으로 구성되었으며, 문항에 대한 학생들의 답안을 양적, 질적으로 분석하였다. 양적 분석 결과에 따르면, 전통적 알고리즘 교수법으로 지도 받은 학생들이 다양한 표상을 활용한 교수법에 의해 지도받은 학생들에 비하여 높은 점수를 나타내었다. 또한, 다양한 표상을 활용한 교수법이 학생들의 수학적 개념에 대한 이해를 보장해 주지는 못함이 드러났다. 질적 분석 결과에 따르면, 수학 교실에서 다양한 표상을 제한적으로 활용할 경우, 오히려 다양한 수학적 표상은 학생들이 문장제 문제를 푸는 과정에서 응용을 방해하는 것으로 나타났다. 본 연구결과에 따르면, 교사는 수학 교실에서 다양한 표상을 활용함에 있어서 반드시 여러 가지 예시와 연습을 통해 학습자들이 다양한 표상을 제대로 이해하고, 연습할 수 있도록 도와야 할 것이다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권3호
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• pp.229-250
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• 2011

The Mathematics Teaching Efficacy Beliefs Instrument is one of the most popular instruments used to measure elementary preservice teachers' efficacy beliefs in mathematics teaching. The instrument was, however, developed in the United States and is perhaps not appropriate for other cultures. In this study, the instrument was translated into Korean and carefully reviewed by Korean mathematics teacher education professors. Analysis of the review indicated that eight out of the 21 items were appropriate while the others needed to be revised. Items were identified as inappropriate due to awkwardness, multiple meanings, tense disagreements, and vagueness. These items were modified to better fit the Korean context. The instrument was revised with two versions: one for elementary and the other for secondary pre service teachers.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제23권3호
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• pp.135-147
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• 2020

What constitutes a good mathematics lesson plan? In their teacher education program, preservice teachers (PSTs) are trained for planning mathematics instruction but often have difficulty in evaluating existing lesson plans and creating their own lesson plans. The purpose of this narrative inquiry is to understand PSTs' experiences of evaluating or designing mathematics lessons that they perceive as being good. The narratives of three PSTs who pursue high school mathematics teaching certification will inform us not only of their perceptions of a good mathematics lesson and lesson plan but also their process of finding the one that exists or creating their own.