• 한국수학교육학회지시리즈A:수학교육
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• 제57권1호
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• pp.1-36
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• 2018

The purpose of this study is to examine the relationship between utilization of technology and TPACK in mathematics teachers, and to analyze needs and retentions, difference between needs and retentions, and educational needs of TPACK in mathematics teachers. Furthermore, we will prioritize TPACK items that mathematics teachers want to change, and provide implications for teacher education related to TPACK in the future. To do this, we analyzed 328 mathematics teachers nationwide by using survey on the utilization of technology, averages of TPACK's needs and retentions, t-test of two averages, Borich's educational needs analysis, and the Locus for Focus model. The results are as follows. Firstly, the actual utilization rate was lower than the positive recognition of utilization of technology by mathematics teachers, and many mathematics teachers mentioned the lack of knowledge related to TPACK. Secondly, the characteristics of in-service mathematics teacher's needs and retentions for TPACK were clear, and TPACK's starting line of in-service mathematics teacher can be different from pre-mathematics teacher's. The retentions was high in the order of CK, PCK and PK, and the needs was higher in the order of TPACK, TCK, TK and TPK. All of the higher retentions were knowledge related to PCK, and the value of CK was extremely high among them. In addition, mathematics teachers recognized needs for integrated knowledge related to technology, and they needed more TCK than TPK. The difference between needs and retentions showed that all items except two items in the PK were significant. Retentions of all items in CK was higher than needs, needs of all items in TK, TCK, TPK and TPACK was higher than retentions, PK and PCK were mixed. Thirdly, based on the analysis of Borich's educational needs and the Locus for Focus model, teacher education on TPACK for mathematics teachers needs to focus on TPACK, TK, TCK, and TPK. Specifically, TPACK needs to combine technology in terms of creativity-convergence, mathematical connections, communication, improvement of evaluation quality, and TK needs to new technology acquisition, function of utilizing technology, troubleshoot problems with technology, TCK needs to mathematical value(esthetic, practical) with technology, and TPK needs to consider technology in terms of evaluation methods, teaching and learning methods, improvement of pedagogy. Therefore, when determining the direction of teacher education related to TPACK in the future, if they try to reflect these items in detail, the teachers could participate more actively and receive practical help.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권2호
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• pp.217-239
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• 2001

To lessen the ratio of under achievers is one of the most urgent task which recent school mathematics education is confronted with. To cope with this problem efficiently, math. teachers should know more specifically and concretely the causes that make the students dislike mathematics. But actually, there are too many reasons for these situations. So, in this paper, we tried to devise a tool to analyze and measure each student's math. disliking status. We proceeded this research via the following procedures. 1. Grasping the causes which make the students dislike mathematics as specifically as possible. To obtain this, we asked more than 300 of secondary school students to write down their thoughts about school mathematics. 2. Analyzing the responses, we abstracted 74 numbers of items which were supposed to be the causes for secondary school students'mathematics disliking. 3. With these items we made a test to measure students'aptitude for each item. 4. With this test paper, we tested over 800 of secondary school students. Through factor analysis and theoretical argument, we categorized the 74 items into 11 groups whose names were defined as factors of mathematics disliking. 5. For each of these 11 factors, we developed a norm which could serve as standard of comparison in measuring each student's mathematics disliking status. Using this tool teachers were able to describe each student's traits of mathematics disliking more specifically.

• 대한수학교육학회지:학교수학
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• 제2권1호
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• pp.73-95
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• 2000

In this study, on the basis of the seventh national mathematics curriculum, the achievement standards were developed to specify the objectives and contents of teaching-learning at the first and second elementary school mathematics. The assessment standards were also developed to differentiate students’ levels of achievement with ‘high’, ‘mid’ and ‘low’ categories. Furthermore, this stuffy suggested the exemplary test items including short-answer and open-ended questions while putting emphasis on students' real performance to increase their ability in solving problems rather than in calculating. In addition to the test items, it introduced the grading system developed to grade the items with concrete guidelines and to report students' achievement on doing mathematics.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제21권4호
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• pp.431-444
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• 2018

본 연구에서는 문헌연구와 초등학교 3-6학년 학생들을 대상으로 한 설문의 통계적 검증을 토대로 초등학교 학생을 대상으로 하는 수학 불안 측정 도구를 개발하였다. 측정 도구는 수학 사교육 여부와 상관없이 수학 불안을 측정할 수 있는 도구와 수학 사교육에 참여하는 학생들에게 추가적으로 적용할 수 있는 도구, 총 2종으로 개발되었다. 문헌 연구 결과를 바탕으로 수학 불안 측정 도구는 수학 시험, 수학 수업, 수학 교사, 수학 수업과 관련한 부모님의 태도, 수학 상황에 대한 걱정이라는 다섯 가지 요인을 기반으로 설계되었다. 수학 사교육 관련 수학 불안 측정 도구는 사교육 수학 시험, 사교육 수학 수업, 사교육 교사라는 세 가지 요인을 기반으로 제작되었다. 본 연구에서는 신뢰도 검증을 위해 두 측정 도구에 대해 주성분분석(Principal Component Analysis)을 실시하였다. 또한 연구 참여자에게 수학 불안과 음의 상관관계가 있는 것으로 알려져 있는 수학 자기 효능감 측정 도구를 적용, 본 연구에서 개발한 측정도구와의 상관관계를 통계적으로 분석하여 타당도 검증을 실시하였다. 문헌연구, 통계적 분석을 기반으로 한 신뢰도 타당도 검증을 통해 본 연구에서는 21개의 수학 불안 측정도구 문항과 7개의 수학 사교육 관련 수학 불안 측정 도구 문항을 확정하였다.

• 대한수학교육학회지:학교수학
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• 제9권2호
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• pp.223-240
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• 2007

본 연구는 중학생들의 수학 성취를 국가수준에서 평가한 경험적 자료를 활용하여 우리나라 중학교 수학과 교육과정의 내용과 수학에서의 인지행동이 위계적으로 구성되어 있는지를 조사하였다. 전반적으로 교육과정의 내용 제시 순서는 난이도 순위와 통계적으로 유의한 상관관계가 나타나지 않은 반면, 인지행동의 위계는 난이도 순위와 통계적으로 유의한 상관관계가 있었다. 이러한 결과에서 검사 문항의 난이도 순위가 학교에서 배운 수학 교과 내용의 순서보다는 문항에서 요구하는 인지행동의 수준과 더 관련이 있음을 알 수 있었다. 그리고 내용 위계와 인지행동의 위계 간 상관관계가 유의하게 나타나, 교육과정에서 늦게 등장하는 내용일수록 요구되는 인지 행동도 높은 수준임을 발견할 수 있었다. 내용 및 인지행동의 위계와 난이도 순위 간 상관분석에서 특이한 양상을 나타낸 문항에 대해서는 그 특성을 분석하였다.

• 대한수학교육학회지:수학교육학연구
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• 제24권4호
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• pp.573-594
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• 2014

교사의 평가 전문성의 영역 중에서도 평가 문항 제작 능력은 평가의 타당도, 신뢰도에 있어 필수적인 요소이다. 다시 말해, 평가문항의 내용적인 측면과 형식적인 측면에서의 오류는 올바른 평가를 저해하는 요소이며 이러한 평가를 통하여 긍정적 피드백이 이루어질 수 없다. 본 연구는 서울 경기 인천 일반고등학교 45개교 수학과 중간고사와 기말고사 기하와 벡터 60개 시험지의 문항 분석을 통하여 지필평가의 내용적인 측면과 형식적인 측면에서의 문항 오류와 개선점에 대하여 논하고, 이를 통하여 교사들의 평가 문항 제작에 대한 능력 제고를 그 목적으로 하고 있다.

• 대한수학교육학회지:학교수학
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• 제12권2호
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• pp.113-136
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• 2010

교사의 학생평가 전문성에 대한 자기 진단 결과를 살펴보면, 교사들은 평가도구의 개발에 대해 상당한 어려움을 갖고 있는 것으로 나타났다. 본 연구에서는 지난 2006년부터 2008년까지 실시된 국가수준 학업성취도 평가 문항을 대상으로 문항 초안으로부터 문항 완성까지의 여러 단계에 걸쳐 수정 보완된 다양한 내용적, 형식적 측면을 분석하여 유목화하고, 각 항목에 대한 구체적인 예를 제시하고자 한다. 본 연구의 분석대상인 국가수준 학업성취도 평가는 교육과정에 근거한 준거참조평가이다. 따라서 현장에서 교육과정을 실현하는 교사들에게 수학 문항 제작에 관한 구체적인 시사점을 제공함으로써, 교사의 고유한 업무 중 하나인 평가의 전문성을 향상시키는 데 기여할 수 있을 것으로 기대된다.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권2호
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• pp.111-136
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• 2018

This study suggests a framework for analyzing items based on the characteristics, and shows the relationship among the characteristics, difficulty, percentage of correct answers, academic achievement and the actual mathematical problem solving competency. Three mathematics educators' classification of 30 items of Mathematics 'Ga' type, on 2017 College Scholastic Ability Test, and the responses given by 148 high school students on the survey examining mathematical problem solving competency were statistically analyzed. The results show that there are only few items satisfying the characteristics for mathematical problem solving competency, and students feel ill-defined and non-routine items difficult, but in actual percentage of correct answers, routineness alone has an effect. For the items satisfying the characteristics, low-achieving group has difficulty in understanding problem, and low and intermediate-achieving group have difficulty in mathematical modelling. The findings can suggest criteria for mathematics teachers to use when developing mathematics questions evaluating problem solving competency.

• Journal of applied mathematics & informatics
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• 제6권2호
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• pp.539-552
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• 1999

An order-level inventory model for a perishable product with a time-dependent demand is developed for a fixed planning pe-riod allowing backlogging in all cycles within the said period. The market demand is assumed to decrease exponentially as time elapses. The average system cost is derived and its optimization procedure is illustrated with a numerical example. Sensitivity of the optimal so-lution to changes in the values of different parameters of the system is also analysed.

• 한국수학교육학회지시리즈A:수학교육
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• 제54권3호
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• pp.207-222
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• 2015

Mathematics preservice teachers' Mathematical Content Knowledge ("MCK") includes not only knowledge for mathematics, but also academic knowledge for school mathematics and mathematical process knowledge. We can consider the items in PISA 2012 as suitable tools to assess process knowledge as well as mathematical content knowledge because these items are developed by competent international educational experts. Therefore, the responses to items with the low percentage of correct answers in conjunction with the mathematical contents were analyzed with focus on FMC. The results showed the reasoning competency in responses using the conditions of the problem and of understanding the conditions after reading the complex problems within the context (i.e. the reasoning and argumentation competency, and communication competency) requires improvements. Furthermore the results indicated the errors due to a lack of ability of devising strategies for problem solving. Based on the foregoing results, the implications towards the directions of the education for the preservice mathematics teachers have been derived.