• East Asian mathematical journal
• /
• 제29권2호
• /
• pp.169-187
• /
• 2013

The purpose of this study is to analyze whether mathematics education course can improve secondary pre-service math teacher' belief and correlation on pre-service math teacher' belief and mathematics education achievement. In order to achieve this purpose, the test was conducted to the subject of 34 pre-service secondary math teachers of the grade 2 and grade 4 who were chosen from H university in D city and we analyzed the results. Findings on this study are as follows. First, there was meaningful difference in the pre-service math teacher' belief with significant level of 0.05. This proved that mathematics education course was effective on improving pre-service math teacher' belief. Second, there was not meaningful correlation in the pre-service math teacher' belief and mathematics education achievement.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제9권2호
• /
• pp.135-151
• /
• 2005

Further education for teachers is required for reforms of elementary education curricula and their career development. Principles of relevance, selectivity and hierarchy should be followed in the construction of further education curricula system for math teachers of senior high school. The following curricula should be included in the system: A. moral elevation and idea renewal curricula; B. theoretic curricula on math education; C. curricula on math education design; D. curricula on math education research; E. curricula on modern educational technology; F. curricula on knowledge renewal and extension.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제9권2호
• /
• pp.153-173
• /
• 2005

Recently Bianshi problems, math isomorphic problems by changing the conditions, conclusions or deduction process of the three components of the example problem, are consistently identified as an important element in Chinese math education, characteristics in Chinese math education culture and form a hot point in China, 5 main factors related to reasons why is regarded as CULTURE characteristics in Chinese math education are discussed: (a) Exam goal (b) the curriculum objectives (c) traditional mode and conception, (d) Chinese situation, (e) Chinese math tradition.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제54권1호
• /
• pp.49-63
• /
• 2015

PISA 2012 showed that while Korean students achieved high-level math achievement in mathematics their levels are relatively lower in math self-efficacy. Students from Singapore, on the other hand, achieved high scores both in math achievement and in math self-efficacy. The results of the two countries differed although both countries has been sharing the same East Asian cultural sphere. This study analyzed the input and the process variables on the student- and school-level concerning math self-efficacy. The results were as follows. In Korea, math interest, instrumental motivation, elaboration strategies, applied and pure math tasks were the student-level variables that affected math self-efficacy. In Singapore, math interest, control strategies, elaboration strategies, applied and pure math tasks were the student-level variables that affected mathematics self-efficacy. Math club, teachers' low expectations were the school-level variables that affected math self-efficacy. For a higher-level of math self-efficacy in Korea, it is important to encourage students not only to use control strategies, but to participate in math clubs. It is equally important for teachers to have higher expectations towards students.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제50권1호
• /
• pp.119-128
• /
• 2011

In this paper, we studied into a qualitative research to see mathematical understanding of preschool and kindergarten's teachers such as feeling attitude, parents' concern, difficulty of math teaching in kindergarten field, teacher's role, type of feed back, beauty of math, relationship of real life, and self philosophy of math education. We selected 10 teachers whose career was 7~10 years. Because this research way is qualitative, we can new aspect that teacher want to break their ignorance for math. Moreover, they would like to learn about math practicality, application, and beauty from art in professional training. Therefore we assert that fusion math lecture would support in the professional training for teacher, preschool or kindergarten's president training, and remuneration training.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제44권2호
• /
• pp.229-264
• /
• 2005

This thesis is about a comparative study how they use technology in math education in both Korea and U.S.A. The subjects of investigation are the representative math education journals in Korea and America-Mathlove of Korea and Mathematics Teacher of U.S.A. I have chosen and studied contents that is related to technology in the two journals which were published for 10 years from 1995 to 2004. The followings are the theme of the study. Theme 1 (The situation of environment) : I have examined the usage situation of technology in Korea and America, by studying and analysing the rates and types of sentences contained technology in the two journals. Theme 2 (The situation of substances) : By studying and analysing substances and materials of two journals, I have made a study what changes technology of math education in U.S.A and Korea made for math learning contents and materials. Theme 3 (the situation of methods) : I made a study about how technology has affected the methods of teaching and learning math in both Korea and U.S.A by analysing and studying the methods which they have applied to math education.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제55권4호
• /
• pp.417-445
• /
• 2016

The purpose of this research is to discover and analyze the stages of concern, level of use, innovation configurations and the analysis of their relationship to each other of storytelling-based math education among elementary teachers based on the concerns-based adoption model (CBAM). And then the researcher derives support strategies for the education by empirically examining at which levels and how actual elementary teachers perceive storytelling-based math education and also how they adopt it. In addition, the researcher lays the purpose of this study on seeking proper supporting strategies for helping elementary teachers implement storytelling-based math education and providing basic material for teaching activities by examining the correlation between stages of concern, levels of use and the innovation configuration, and grasping the relation between teachers concern and their educational practice regarding storytelling-based math education.

• 대한수학교육학회지:수학교육학연구
• /
• 제17권4호
• /
• pp.381-393
• /
• 2007

본 연구는 수학 교사양성 교육과정 전후 학생을 비교.분석함으로서 사범대학 수학교육과 학생의 수학 및 수학교육에 대한 신념의 변화 또는 차이를 살펴보고, 수학교육의 발전을 위한 시사점을 찾아보는데 목적을 두고 있다. 이를 위해 수학교육과 1, 4학년 학생들을 각각 수학이란 학문에 대한 인식, 학습방법, 교과지도방법, 교사의 역할과 자격의 네 가지 신념 영역에 대해 비교.분석하였다. 그 결과, 1학년 집단보다는 4학년 집단이 수학 및 수학교육에 관한 신념에 대해 보다 긍정적으로 생각하고 있음을 알 수 있었다. 특히, 수학이란 학문에 대한 영역보다 수학교육적 측면에서의 두 집단 간 신념의 차이가 두드러져, 교사양성 교육과정에서의 '수학교육'이 학생에게 미치는 신념의 변화가 얼마나 중대한지를 이해하게 되었다. 두 집단간 차이의 원인은 문제해결학습, 현실에 근거한 교육, 교재연구 및 실습, 수학원리 체득 등의 다양한 교육활동을 4년간 수행한 결과에 기인된 것으로 간주된다.

• 공학교육연구
• /
• 제24권3호
• /
• pp.50-57
• /
• 2021

Although the mathematics education process in AI education is a very important issue, little cases are reported in developing effective methods on AI and mathematics education at the university level. The universities cover all fields of mathematics in their curriculums, but they lack in connecting and applying the math knowledge to AI in an efficient manner. Students are hardly interested in taking many math courses and it gets worse for the students in humanities, social sciences and arts. But university education is very slow in adapting to rapidly changing new technologies in the real world. AI is a technology that is changing the paradigm of the century, so every one should be familiar with this technology but it requires fundamental math knowledge. It is not fair for the students to study all math subjects and ride on the AI train. We recognize that three key elements, SW knowledge, mathematical knowledge, and domain knowledge, are required in applying AI technology to the real world problems. This study proposes a modular approach of studying mathematics knowledge while connecting the math to different domain problems using AI techniques. We also show a modular curriculum that is developed for using math for AI-driven autonomous driving.

• 한국수학교육학회지시리즈C:초등수학교육
• /
• 제14권1호
• /
• pp.57-67
• /
• 2011

이 연구에서는 진정한 '수학수업'의 맥락에서 수학퍼즐을 어떤 방법으로, 어떤 관점에서 제시할 것인지 논의하였다. 우선, 수학퍼즐의 일반적인 특징을 추출하고 수업 안팎에서의 다양한 활용을 조사하였다. 둘째로, 수학퍼즐을 의미 있게 전달하기 위한 수업방법을 논의하였다. 셋째로, 수학퍼즐을 어떠한 관점에서 다룰 것인지를 논의하였다. 마지막으로, 수학 퍼즐을 통한 수업은 학생들에게뿐 아니라 교사들에게도 '수학에 있어서의 여유'를 경험하게 해 준다는 점에 그 중요한 가치가 있음을 지적하였다.