• 대한수학교육학회지:학교수학
• /
• 제1권2호
• /
• pp.617-636
• /
• 1999

This study was executed with the intention of guiding ‘open education’ toward a desirable school innovation. The basic two directions of curriculum reconstruction essential for implementing ‘open education’ are one toward intra-subject (within a subject) and inter-subject (among subjects). This study showed an example of intra-subject curriculum reconstruction with a problem solving area included in elementary mathematics curriculum. In the curriculum, diverse strategies to enhance ability to solve problems are included at each grade level. In every elementary math textbook, those strategies are suggested in two chapters called ‘diverse problem solving’, in which problems only dealing with several strategies are introduced. Through this method, students begin to learn problem solving strategies not as something related to mathematical knowledge or contents but only as a skill or method for solving problems. Therefore, problems of ‘diverse problem solving’ chapter should not be dealt with separatedly but while students are learning the mathematical contents connected to those problems. Namely, students must have a chance to solve those problems while learning the contents related to the problem content(subject). By this reasoning, in the name of curriculum reconstruction toward intra-subject, this study showed such case with two ‘diverse problem solving’ chapters of the 4th grade second semester's math textbook.

• 수산해양교육연구
• /
• 제24권1호
• /
• pp.123-135
• /
• 2012

The purpose of this study is to search for factor of obstructing curriculum reconstruction. we try to reconstruct curriculum for relevance and adequacy of educational content. There are many reasons for refusing mission of curriculum reconstruction. We searched the factor of obstructing curriculum reconstruction by survey and qualitative interview. According to the results of previous research, teachers are felt for strong demand of accountability and rigorous evaluation. In the future, the study of these themes will be approached by grounded theory and qualitative study because of nature of the reconstruction problem. Curriculum reconstruction is searched by teacher in real context of instruction and teaching.

• 대한수학교육학회지:수학교육학연구
• /
• 제18권3호
• /
• pp.309-333
• /
• 2008

본 연구에서는 비와 비율의 교수 학습과 관련된 선행 연구를 고찰하고, 현행 초등학교 교과서의 문제점을 분석하였다. 선행 연구 고찰과 현행 교과서의 문제점 분석을 토대로 교과서를 새롭게 재구성하였으며, 재구성된 교과서를 활용하여 실제 교수 학습을 실시하고 그 과정에서 나타난 재구성 교과서의 적절성과 한계, 학생들의 비와 비율 개념화 과정 등을 확인하였다. 현행 교과서와 다르게, 본 연구의 재구성 교과서에서는 비율, 백분율과 비의 값, 비로 지도 순서를 바꾸었으며, 이는 적절한 것으로 확인되었다. 또한 재구성 교과서에서는 상대 비교와 절대 비교, 가법적 사고와 승법적 사고 등을 다루었으며, 이는 학생들의 비와 비율 개념 이해에 도움을 주는 것으로 확인되었다. 한편, 재구성 교과서에 제시된 다양한 맥락들 중에서 일부 맥락은 학생들의 인지적 혼란을 야기하는 것으로 확인되었다.

• East Asian mathematical journal
• /
• 제30권4호
• /
• pp.385-404
• /
• 2014

There are some researches for international comparing of textbook and curriculum, so far. But These researches focused on comparing special region of textbook or curriculum. On the contrary, there are hardly papers how teacher's guide is consists and different with other country. In this paper, we have analyzed teacher's guide of Korea and Everyday Mathematics which is one of the teacher's guide in the many counties in the united states of America. Especially, teaching method, differentiated contents of curriculum, characteristics of consists of curriculum and so on. On the basis of this analysis, we search the improvement points of teaching of primary mathematics and also we make all the primary school teachers realize the diversity of teaching method through foreign cases and consequently they will make use of these results as a reference material such as reconstruction of textbook.

• East Asian mathematical journal
• /
• 제31권4호
• /
• pp.587-607
• /
• 2015

The 4th grade storytelling-based mathematics textbook according to the 2009 revised curriculum was introduced in 2013. This study analyzed and investigated their perceptions regarding the storytelling teaching and learning, the effects of the introduction of storytelling, the reconstruction of storytelling, the problems and improvements of the textbook and their feelings of the storytelling lessons. For this objective, we administered the open and multiple choice surveys to fifty 4th grade teachers who had taught storytelling mathematics in 2013~2014 school years, four of them gave in-depth interviews as well. The purpose of this study is to obtain implications for the effective and reliable settlement of the storytelling teaching and learning.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제57권4호
• /
• pp.433-452
• /
• 2018

The purpose of this study is to provide implications for improvement of mathematics textbook based on discursive approach to textbook analysis that complementarily combines a communicational approach to cognition and social semiotics. For this purpose, we reconstructed an analytic framework for discursive approach to written discourses of Korean textbook and CMP, and applied it to our analysis. Results show that several characteristics in meanings were developed by the use of words and visual mediators. First, in the case of ideational meaning, there were qualitative and quantitative differences between vocabularies used and between information addressed by visual mediators. Second, in the case of structural meaning, an offer and application of procedure was emphasized in a Korean textbook, whereas expectation and selection experiences of diverse possibilities for problem solving was underlined in CMP. In the case interpersonal meaning of student-author, imperative instructions were paid attentions in a Korean textbook. In contrast, students' interdependence and active participation were stressed in CMP. Therefore, this study addressed ideas about how to analyze mathematics textbooks based on integrated meanings developed by the use of words and visual mediators. In addition, it distributes implications for improvements of Korean mathematics textbooks through the analytic framework of both mathematical meanings and interpersonal meanings of student-author.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제26권3호
• /
• pp.253-270
• /
• 2023

This study aims to investigate the extent to which Korean high school textbooks incorporate opportunities for students to engage in the mathematical modeling process through tasks related to exponential and logarithmic functions. The tasks in three textbooks were analyzed based on the actions required for each stage in the mathematical modeling process, which includes identifying essential variables, formulating models, performing operations, interpreting results, and validating the outcomes. The study identified 324 units across the three textbooks, and the reliability coefficient was 0.869, indicating a high level of agreement in the coding process. The analysis revealed that the distribution of tasks requiring engagement in each of the five stages was similar in all three textbooks, reflecting the 2015 revised curriculum and national curriculum system. Among the 324 analyzed tasks, the highest proportion of the units required performing operations found in the mathematical modeling process. The findings suggest a need to include high-quality tasks that allow students to experience the entire process of mathematical modeling and to acknowledge the limitations of textbooks in providing appropriate opportunities for mathematical modeling with a heavy emphasis on performing operations. These results provide implications for the development of mathematical modeling activities and the reconstruction of textbook tasks in school mathematics, emphasizing the need to enhance opportunities for students to engage in mathematical modeling tasks and for teachers to provide support for students in the tasks.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제57권3호
• /
• pp.289-309
• /
• 2018

There has been a gradually increasing focus on adopting mathematical modeling techniques into school curricula and classrooms as a method to promote students' mathematical problem solving abilities. However, this approach is not commonly realized in today's classrooms due to the difficulty in developing appropriate mathematical modeling problems. This research focuses on developing reformulation strategies for those problems with regard to mathematical modeling. As the result of analyzing existing textbooks across three grade levels, the majority of problems related to the real-world focused on the Operating and Interpreting stage of the mathematical modeling process, while no real-world problem dealt with the Identifying variables stage. These results imply that the textbook problems cannot provide students with any chance to decide which variables are relevant and most important to know in the problem situation. Following from these results, reformulation strategies and reformulated problem examples were developed that would include the Identifying variables stage. These reformulated problem examples were then applied to a 7th grade classroom as a case study. From this case study, it is shown that: (1) the reformulated problems that included authentic events and questions would encourage students to better engage in understanding the situation and solving the problem, (2) the reformulated problems that included the Identifying variables stage would better foster the students' understanding of the situation and their ability to solve the problem, and (3) the reformulated problems that included the mathematical modeling process could be applied to lessons where new mathematical concepts are introduced, and the cooperative learning environment is required. This research can contribute to school classroom's incorporation of the mathematical modeling process with specific reformulating strategies and examples.

• 한국초등수학교육학회지
• /
• 제13권1호
• /
• pp.115-140
• /
• 2009

Freudenthal은 수학화를 핵심 개념으로 하는 현실주의 수학 교육론을 주창하였다. 수학화란 현실 안에 있는 여러 현상들을 수학적인 수단을 사용하여 조직함으로써 현실에 질서를 부여하는 활동을 말한다. 본 연구에서는 Freudenthal의 수학화 이론을 바탕으로 제 7차 초등 수학 교과서 5-가 단계의 넓이 단원을 재구성하여 실험적인 지도만을 작성한 다음, 이를 통하여 교수 실험을 실시함으로써, 수학화를 통한 넓이의 지도 방안의 효과와 더불어 학생들의 넓이 개념과 공식에 대한 이해 실태를 분석하였다. 그 결과, 넓이의 개념 이해 측면에서는 실험반 학생들이 우수하였으나, 넓이의 계산 측면에서는 유의미한 차이가 없는 것으로 나타났다.

• 한국초등수학교육학회지
• /
• 제12권1호
• /
• pp.79-100
• /
• 2008

Freudenthal은 수학적 개념을 가장 수학답게 가르치는 것, 그럼으로써 창의성을 기를 수 있게 하는 것은 어떤 수학적 개념이나 원리의 역사적인 수학화 과정을 재현하는 것이 되며, 이러한 역사적인 수학화를 교실에서 재현하는 방법을 '재발명 방법(reinvention method)'이라고 하였다. 이에 본 연구에서는 재발명 방법에 관한 이론들을 종합 분석하여, 효과적인 확률 개념 지도를 위해 제7차 초등 수학 교과서를 재구성해보고, 재구성한 내용을 직접 교수 실험함으로써 그 효과를 검증하고자 한다. 실험에 앞서 문헌 연구를 통해 재발명 방법에 대한 선행 연구를 종합 분석하면서 그와 대비되는 구상화 방법까지 고찰하였다. 현행 제7차 초등 수학 교과서를 면밀히 분석한 결과 현재 수학교과서의 확률 단원은 형식화를 강조하고 있고, 다루고 있는 확률 개념이 한정되어 있으며, 확률을 표현하는 방법 또한 분수로 제한하고 있음을 확인하였다. 이에 다양성과 현실 맥락을 주요 방향으로 하여 확률 단원 전체를 재구성하여 실험반에 적용하였다. 수업 결과 재발명 방법을 통해 학습을 진행하는 것이 학습자의 확률 개념을 형성하는 데 효과적이었으며, 다양한 표현 양식은 학습자의 확률에 대한 이해도를 높일 수 있는 것으로 나타났다.