• 한국학교수학회논문집
• /
• 제17권1호
• /
• pp.93-108
• /
• 2014

본 연구에서는 초, 중, 고등학교에 재직 중인 수학교사들을 대상으로 현행 방과후학교 수학교육 프로그램에 대한 만족도, 요구, 문제점 인식 등에 대한 설문 조사를 실시하였다. 설문결과에 대한 분석을 통해 몇 가지 시사점을 얻을 수 있었는데, 무엇보다 교사들이 만족할 수 있는 보다 다양하고 새로운 프로그램 특히, 교육과학기술부, 지역 교육청, 혹은 수학교육 관련 교육 및 연구 기관 등의 공공기관을 중심으로 보다 다양하고 새로운 프로그램의 개발 및 보급이 필요하고, 교사의 과중한 업무 부담을 경감시킬 필요가 있으며, 전문성을 갖춘 외부강사의 확충 방안 및 방과후학교 수학교육에 대한 체계적인 연구와 지원이 가능한 시스템 구축 방안에 대한 논의가 필요함을 알 수 있었다.

• 수산해양교육연구
• /
• 제21권1호
• /
• pp.151-160
• /
• 2009

The purpose of this study is to investigate the effect of Special Supplementary Mathematics Class on self-efficiency and fear of mathematics in middle school. For this study, the students involved in Special Supplementary Mathematics Classes in middle school took a pre-test and an post-test. According to the results, First, the students showed increased self-efficacy in mathematics after the Special Supplementary Mathematics Class. Second, the students showed a decreased fear of mathematics after the Special Supplementary Mathematics Class. Third, there were no significant differences between boys and girls in the effect of Special Supplementary Mathematics Classes on self-efficacy and fear of mathematics. Fourth, there were significant differences between Grade 2 and Grade 3, and between Grade 1 and Grade 2 in the effect of Special Supplementary Mathematics Classes on self-efficacy in Mathematics.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제45권4호
• /
• pp.381-406
• /
• 2006

This work aims to investigate mathematics teachers' knowledge and belief on the high school probability and statistics. For this aim, two research questions are estabilished as follows. (1) How is mathematics teachers' knowledge on the main contents of the high school probability and statistics in the 7th mathematics curriculum? (2) What is mathematics teachers' belief on the high school probability and statistics? Survey and interviews were carried out to answer the above research questions. Subjects of the survey were 2 7mathematics teachers who were answered to questionnaire. Among them, 3 volunteers were chosen by provinces for in-depth interview. Research findings in mathematics teacher's knowledge are as follows. Firstly, mathematics teachers do not have much of mathematical knowledge on the newly added and changed contents of the high school probability and statistics in the 7th mathematics curriculum. Secondly, mathematics teachers do not change their teaching-learning method for probability and statistics. Thirdly, many teachers think that the use of technology and reconstruction of the textbooks are required in teaching and learning of the high school probability and statistics. But, they stick on their own way. Research findings in mathematics teachers' belief are as follows. Firstly, many mathematics teachers view the nature of statistics as a branch of the applied mathematics and put the value of high school probability and statistics on the practical usefulness, Secondly, many mathematics teachers think that understanding concepts and improving problem solving ability are the best method of the teaching and learning. Thirdly, many mathematics teachers think that high school probability and statistics textbooks should cause motivations and interests in order not to give up studying probability and statistics. It is expected that the above findings can be used to change teachers' teaching and learning methods and to improve teachers training program.

• 아동학회지
• /
• 제28권6호
• /
• pp.1-16
• /
• 2007

In this study of mathematics anxiety, mathematical learning style, and grade in school, 1,264 elementary students completed the Mathematics Anxiety Scale(Lee, 2005) and the Mathematical Learning Style Scale(Yang & Whang, 2005) for elementary school students. Analysis of their responses showed that anxiety about mathematics increased with grade in school. Among sub-factors of mathematics anxiety, the subject itself, learners' attitude, and learning environment increased the anxiety of upper grade students. Motivation, initiative, and regulation styles of learning mathematics were found to be important factors in the mathematics anxiety of elementary school students.

• 한국수학교육학회지시리즈C:초등수학교육
• /
• 제9권1호
• /
• pp.11-29
• /
• 2005

Discrete mathematics is as important as it was reformed as an optional subject in the middle school and high school in the 7th national curriculum. There are a lot of studies about discrete mathematics in the middle course but studies about it in elementary course has little performed. Therefore, the purpose of this paper is to analyze the concept of discrete mathematics, which is hidden in the mathematics textbook of elementary school and to develop the learning materials of discrete mathematics. Through this, it would make the students to have the sharp insight in their daily lift and mathematical experience by learning: the mathematical inquiry and adaptation.

• International Journal of Contents
• /
• 제17권2호
• /
• pp.9-19
• /
• 2021

The purpose of this survey-based study was to investigate high school students' perceptions of mathematics teachers' implementation of Universal Design for Learning (UDL)-based practices and technology in their mathematics classes in 2017. A total of 303 high school students in South Korea participated in this online survey on teachers' use of technology for instructional practices, the frequency of technology tool use, and the meeting of UDL guidelines in mathematics instruction. According to frequency analysis, high school students generally perceived their teachers' mathematics teaching as somewhat positive in providing multiple means of representation, action and expression, and engagement. However, mathematics teachers' implementation of technology tools in their mathematics classes was generally limited. This study indicated significant and positive relationships between variables regarding the use of technology tools and teachers' efforts to follow the UDL guidelines. Applying the Chi-squared test, we further examined how each survey result differed according to high school students' academic achievements and grade levels.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제9권2호
• /
• pp.1-46
• /
• 1971

In this report. it is assumed in the first chapter. various motives for modernizing of school mathematics can be indicated as the development of modern mathematics the highly advanced technology. the emergence of computor, and the progress of symbol logic. It is also confirmed that its modernizing process contains the modernization of contents in school mathematics. the broad application of school mathematics. the intellectualization of school mathematics. and the variation of its educational process. And the following chapter of this report is composed of the comparative study on the modernizing tendency of school mathematics among the SMSG of U. S. A., the mathematical education in France. and the late tendancy of Japan. The most significant part of the report is the chapter which propose the new program for school mathematics. It establishes the direction of school mathematics and its purpose. And at the same time it divides its fundamental conceptions into six parts according to school grades; the number. the operation. the functional relation. the quality and measure, the geometry, and the statistics. For the perspective of school mathematics, it is probable that the program for education and training of teachers could be realized, if it were spported by the system of specializing teachers and of functional teachers with advanced technology of education. Particularly the education of teachers contains the training of teachers as well as educational administrators or parents. Finally, the report concludes that the necessity of research required for the development of school mathematics must be emphasized in regard to the established program of teacher training.

• 한국학교수학회논문집
• /
• 제1권1호
• /
• pp.81-88
• /
• 1998

This article is that we develop a learning materials using on the internet in middle school mathematics. We construct the learning database of middle school mathematics that can be used on the internet and develop the java program for understanding the conceps of mathematics. We service the hompage at internet address (http://math.kongju.ac.kr).

• 한국수학사학회지
• /
• 제32권4호
• /
• pp.195-213
• /
• 2019

This study sampled 6,535 grade 11 or 12 students in South Korea using a stratified random sampling method in order to identify the differences in the perception of students on what a good mathematics class is by school class and region. The results showed that four elements of a good mathematics class were significantly different among school classes and regions.

• 한국학교수학회논문집
• /
• 제5권2호
• /
• pp.59-70
• /
• 2002

In case of Korea, while discrete mathematics is included in the traditional school curriculum the 7th Educational Reform adds a new topic of Graph Theory making it an optional subject of highschool mathematics. However, a systematic research on the curriculum of discrete mathematics is still unsatisfactory. This study is focused on comparing the curriculum of discrete mathematics in Korea with that of other countries including the United States, Britain, Japan, and Canada. Consequently, it looks into problems concerning the school curriculum of discrete mathematics in Korea to devise a proper measure to improve.