• Title/Summary/Keyword: 문화와 수학

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Mathematics Education Using Popular Culture (대중문화를 활용한 수학교육)

  • Oh, Youngyoul
    • Journal of Elementary Mathematics Education in Korea
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    • v.20 no.1
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    • pp.149-162
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    • 2016
  • The focus of the present study is to seek the ways of using popular culture for teaching mathematics. Thus, this study theoretically investigated concepts of popular culture and the meanings of using popular culture for mathematics teaching and learning. And the current study analyzed both the influence of popular culture of mathematics learning and how mathematics is represented through popular culture. Finally, this study suggested teaching models using popular culture and implications for further research in mathematics education about popular culture.

Investigation of the Teaching Practice in Mathematics Classroom with Immigrant Students (우리나라 초.중등학교 다문화수학교실의 수업실태 분석)

  • Song, Ryoon-Jin;Noh, Sun-Sook;Ju, Mi-Kyung
    • School Mathematics
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    • v.13 no.1
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    • pp.37-63
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    • 2011
  • This research had investigated the teaching practice in the mathematics classrooms with immigrant students to describe how effectively mathematics teachers create inclusive learning environment of mathematics. The analysis of the data from the elementary schools suggests that teaching practice in the class was consistent to the criteria for 'contextualization of students' lived experience' and 'mathematical conversation'. However, while the quantitative results suggested that the teachers showed high expectation to their students in their teaching, the qualitative analysis revealed the teacher's beliefs and attitudes against providing equitable educational opportunity for every student. In the middle school classrooms, it was found that the teaching practices were not compatible to the goals of multicultural mathematics education. The analysis of the survey data regarding teachers' multicultural competence suggests that the teachers possessed rather advan]ced understanding of multicultural mathematics education but they need materials and pedagogy for classroom teaching from multicultural perspectives.

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Changing the Culture of Elementary Mathematics Classroom : Sociomathematical Norms and Mathematical Practices (초등수학교실문화의 개선 : 사회수학적 규범과 수학적 관행)

  • 방정숙
    • Journal of Educational Research in Mathematics
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    • v.14 no.3
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    • pp.283-304
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    • 2004
  • This study is to make strides toward an enriched understanding of changing a prevailing teacher-centered mathematics classroom culture to a student-centered culture by analyzing six reform-oriented classrooms of three elementary school teachers throughout a year This study provided a detailed description of important classroom episodes to explore how the participants in each class established a reform-oriented mathematics microculture. Despite the exemplary form of student-centered instruction, the content and qualities of the teaching practices are somewhat different in the extent to which students' ideas become the center of mathematical discourse and activity. Given the similarities in terms of general social norms and the differences in terms of socio-mathematical norms and mathematical practice, this study addresses some crucial issues on understanding the culture of elementary mathematics classroom in transition.

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수학적인 의사소통을 위한 인터넷 활용 방안

  • Kim, Nam-Un;Lee, Jae-Hak
    • Communications of Mathematical Education
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    • v.9
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    • pp.273-282
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    • 1999
  • 본 연구는 Dr. Math사이트에 형성된 문화와 수학적인 언어의 사용이 어떻게 이루어지고 있는지 살펴보고 그 방안을 찾고자 함이다. 이는 수학교실에서 의사소통이 잘 이루어지기 위해서는 교사와 학생이 자신이 갖고 있는 수학적인 생각을 자유롭게 설명하고, 질문하고, 토의하는 교실문화가 형성되어야 하고, 수학적인 언어를 자연스럽게 사용할 수 있어야 하기 때문이다. 그런데, 문화라는 것은 오랜 기간에 걸쳐 형성되는 것이고 수학적인 언어의 사용이 익숙해지기 위해서는 반복과 시행착오가 있기 때문에 이를 위해 인터넷을 활용할 것을 제안하고 있는 것이다.

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Multicultural education shown in elementary school mathematics textbook based on 2015 revised curriculum (2015 개정 교육과정을 반영한 초등학교 1, 2학년 수학교과서에 나타난 다문화 교육)

  • Cho, SooYun
    • Education of Primary School Mathematics
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    • v.21 no.1
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    • pp.19-37
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    • 2018
  • The purpose of this study was to analyze the multicultural mathematics education factor shown in mathematics textbook. For this purpose, 2015 revised curriculum, mathematics textbook and teacher's guide book of first and second grade were analyzed using framework for multicultural mathematics education factor. The results of this study revealed that the general guideline of the national curriculum included 'culture identity', 'diversity of knowledge' and 'social problem solving' but the curriculum of mathematics excluded 'culture identity'. Nevertheless, mathematics textbook showed various multicultural mathematics education factor except 'social problem solving'. But there are several kinds of problem. Fist, application level of multicultural mathematics education factor was mostly low. Second, history of mathematics and culture aspects were Europocentric. Thirds, characters in mathematics text book were excessively standard. there weren't other ethnicity, the disabled, multicultural students. On the basis of these results, this paper includes several implications for the future multicultural mathematics education in elementary school.

Effects of Teaching Mathematics Focused on Establishing Mathematical Communication-Based Classroom Culture on Elementary Students' Cognitive and Affective Domain (수학적 의사소통 기반의 수학교실문화 형성 수업이 초등학생의 인지적·정의적 영역에 미치는 영향)

  • Oh, Mihee;Oh, Youngyoul
    • Journal of Elementary Mathematics Education in Korea
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    • v.22 no.1
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    • pp.25-46
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    • 2018
  • The purpose of this study is to investigate the effects of mathematics instruction for the formation of mathematics classroom culture on cognitive and affective domains of elementary school students. Two classes of 3rd grade elementary school in Seoul were chosen for the study. Twenty math classes were conducted, discussing the norms and using mathematical communication and journal writing activity was carried out. A mathematical achievement evaluation was performed for the inspection of the cognitive domains and a mathematical aptitude test was performed for the inspection of the affective domains. Research has shown that the mathematics classroom culture have a positive effect on the development of students' cognitive and affective domains. In particular, in the course of forming a mathematical classroom culture, students showed a change in the affective domain of a mathematics. Based on these findings, a change in teacher's perception of the importance of mathematics is needed and a variety of circumstances surrounding the students suggested the formation of a mathematical classroom culture.

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Sociocultural Factors Influencing Gender Differences in Mathematics Attitude and Achievement for Korean Students in TIMSS 2011 (사회문화적 요인들이 수학학습태도와 수학성취도의 성별차이에 미치는 영향: TIMSS 2011를 중심으로)

  • Yoo, Yang-Seok
    • The Mathematical Education
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    • v.53 no.4
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    • pp.463-478
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    • 2014
  • 우리나라 중학교 2학년 학생들은 TIMSS와 같은 국제적인 평가에서 높은 수학 성취도를 보이고 있다. 성별 성취도를 분석하면 TIMSS 1995부터 TIMSS 2011까지 남학생이 여학생보다 지속적으로 높은 평균점수를 받고 있다. TIMSS 1995와 TIMSS 2011의 성별 점수 차이는 유의한 것으로 나타났다. TIMSS 2011에 참가한 42개국 중 성차가 없거나 여학생이 더 높은 성취도를 보인 국가는 35개국이며 남학생이 더 높은 성취도를 보인 국가는 우리나라를 포함하여 7개국이다. 수학 성취도의 성차는 사회문화적 요인과 수학학습태도와 연관이 있다는 여러 연구 결과가 있다. 본 연구는 TIMSS 2011에 참가한 중2학년 5,165명 남녀학생들의 수학성취도 결과를 분석하여 사회문화적 요인이 수학학습태도와 수학성취도에 미치는 영향을 찾아보았다. 연구결과 남녀학생의 교사선호도는 유의한 성차가 없었는데 학부모의 교육 참여도에 유의한 성차가 있었다. 여학생의 수학에 관한 가치와 수학에 관한 자신감은 남학생보다 유의하게 낮았다. 학부모의 교육 참여도는 여학생의 수학학습태도와 수학성취도에 더 높은 영향력을 미치는 것으로 나타났다. 학부모들의 교육 참여도를 높이고 여학생들의 수학에 관한 가치와 자신감을 높이기 위해서는 여학생들의 롤 모델과 여성들의 과학 분야의 진출을 장려하는 사회적 요인의 조성이 함께 필요하다.

An Analysis of Korean Mathematics Teacher's Multicultural Competence: Implications for Multicultural Mathematics Teacher Education (우리나라 수학교사의 다문화역량 실태 연구 : 다문화수학교사교육 방안 탐색을 위한 제언)

  • Song, Ryoon-Jin;Noh, Sun-Sook;Ju, Mi-Kyung
    • Journal of Educational Research in Mathematics
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    • v.23 no.3
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    • pp.313-333
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    • 2013
  • In this research, the researchers constructed a survey questionnaire for measuring the multicultural competence of Korean mathematics teachers and administered the survey to 309 mathematics teachers. The analysis indicates that Korean mathematics teachers' level of multicultural competence is rather low (the mean is 2.636 and the standard deviation .290). In particular, the mean of the multicultural competence related to mathematics was lower than the mean of the multicultural competence in general. Moreover, there was no significant difference between the groups according to the length of teaching experience, the participation into the course in multicultural teacher education, and the experience of indirect exposure to people of different cultural background. On the contrary, the experience of direct exposure to people of different cultural background and teachers' major led to a significant difference in the within group comparison. Moreover, the analysis showed that mathematics teachers' level of competence in subject matter had significant impact on their teaching practice responsive to students' backgrounds. Based on the results, the researchers presented implications for the development of multicultural mathematics teacher education to enhance mathematics teachers' competence required for their teaching in culturally diverse school.

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Principles and Methods of Multicultural Mathematics Teacher Education (다문화수학교사교육의 원리와 방법)

  • Song, Ryoon-Jin;Moon, Jong-Eun;Ju, Mi-Kyung
    • School Mathematics
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    • v.12 no.4
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    • pp.639-665
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    • 2010
  • The purpose of this research is to seek for principles and methods of multicultural mathematics teacher education. It began with an overview of theories of multicultural education and of multicultural teacher education in order to address the questions of what is the goal of multicultural education and what constitutes the competence of multicultural teachers. Then, cases of multicultural mathematics teacher education were reviewed. Based on that, this research identified three domains of teacher competence: domains of affect, of cognition, and of behavior. This paper also presented what constitutes each domains of competence and how to promote the development of each type of teachers' multicultural competence. This paper discussed implications to multicultural teacher education in Korean society.

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A Direction of a Complement of the Elementary School Mathematics History Described in the Texts - Focusing on Mathematical Transculture (초등학교 수학 교과서가 다루는 수학사의 보완 방안 -수학문화의 전이를 중심으로-)

  • Park, Jeanam
    • Communications of Mathematical Education
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    • v.28 no.4
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    • pp.493-511
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    • 2014
  • In this paper, we study the major mathematical history appeared in the elementary school mathematics textbooks. School mathematical history described in the texts reflects the axial age, and deals with mathematical transculture from the ancient Greek into Europe without the Islamic mathematics. We discuss about them through out the elementary school textbooks and give some directions for the problems.