• Communications of Mathematical Education
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• 제18권2호
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• pp.163-186
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• 2004

구성주의에 기반한 7차 교육과정에서 교사 중심의 수업에서 학생 중심의 수업으로 전환을 강조하고 있다. 또한 지식을 객관적인 존재라는 의식에서 벗어나 학생들 스스로에 의해 구성되어진다는 것을 강조하고 있다. 이러한 시점에서 교실 수업의 개선은 당연한 흐름이며 교사들의 의식 전환 또한 당연한 것이다. 7차 교육과정에서 문제해결력을 바탕으로 한 수학적 힘의 신장을 강조하고 있다. 이러한 시대적 요청에 부응하는 교수법의 개발에 있어서 문제해결력과 창의적 사고력 학습법에 대한 연구는 필연적이다. 따라서 본 연구의 목적은 어떤 문제설정 방법이 문제해결력과 창의력을 향상시키는데 보다 더 효과가 있는지 알아보는데 그 목적이 있다.

• 한국정보교육학회:학술대회논문집
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• 한국정보교육학회 2004년도 동계학술대회
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• pp.468-477
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• 2004

본 연구에서는 예비 교사들의 ICT활용 교수 학습과정안 개발 능력 및 ICT활용 교육의 전문성을 제고하고, 교원양성기관의 교육과정에 ICT활용 교육방법의 도입을 촉진시키며 ICT를 활용하여 교수 학습 방법의 개선 및 교육의 질을 제고하기 위하여 초등학교 수학 교과 3,4학년에 대한 ICT활용 교수 학습과정안을 개발하였다.

• The Mathematical Education
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• 제61권2호
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• pp.287-303
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• 2022

The purpose of this study is to draw implications for the improvement in the CSAT by analyzing structures and tasks in the Abitur. To this end, it analyzes the mathematics test system with a focus on the basic and advanced level examination systems, the operator, the using technology, and mathematical formulas. And the characteristics of tasks in the 2021 Abitur were analyzed. As a result of the analysis, first, Germany evaluates whether students have the competency emphasized in the curriculum at Abitur. Second, Germany, which emphasizes the proper use of technology, utilizes both tasks that use technology and those that do not in the Abitur. Third, the Abitur consists of most of the tasks using promised operators and uses various types of operators to present various types of questions to evaluate competence. Fourth, the Abitur includes not only simple structured items consisting of 2-3 subtasks but also tasks dealing in depth with a single situation centered on a big idea. Finally, mathematical justification and proof play an important role in the Abitur. Based on this, some specific measures for improving the CSAT were suggested.

• Journal of Educational Research in Mathematics
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• 제26권1호
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• pp.47-62
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• 2016

Cultivating mathematical creativity is one of the aims in the recently revised mathematics curricular. However, there have been lack of researches on how to nurture mathematical creativity for ordinary students. Perspective of Realistic Mathematics Education(RME), which pursues education of creative person as the ultimate goal of mathematics education, could be useful for developing principles and methods for cultivating mathematical creativity. This study reanalyzes RME from the points of view in mathematical creativity education. Major findings are followed. First, students should have opportunities for mathematical creation through mathematization, while seeking and creating certainty. Second, it is vital to begin with realistic contexts to guarantee mathematical creation by students, in which students can imagine or think. Third, students can create mathematics in realistic contexts by modelling. Fourth, students create the meaning of 'model of(MO)', which models the given context, the meaning of 'model for(MF)', which models formal mathematics. Then, students create MOs and MFs that are equivalent to the intial MO and MF given by textbook or teacher. Flexibility, fluency, and novelty could be employed to evaluate the MOs and the MFs created by students. Fifth, cultivation of mathematical creativity can be supported from development of local instructional theories by thought experiment, its application, and reflection. In conclusion, to employ the education model of cultivating mathematical creativity by RME drawn in this study could be reasonable when design mathematics lessons as well as mathematics curriculum to include mathematical creativity as one of goals.

• Communications of Mathematical Education
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• 제34권2호
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• pp.135-160
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• 2020

The purpose of this study is to draw implications for improving the method of reflecting the competencies in Korea mathematics curriculum, by analyzing what competencies are reflected in foreign mathematics and curriculum. As a result of the study, foreign countries were reflecting their competencies in mathematics curriculum in various ways. In France mathematics curriculum, the achievement standards of learning competencies(compétences travaillées) that students should reach by cycle were presented, and the related common competencies(socle commun) were indicated. In Australia's mathematics curriculum, the general capabilities for achievement standards were identified, and the achievement criteria for proficiency strands to be reached by grade level were presented. British Columbia's mathematics curriculum actively reflected its competencies. In the mathematics curriculum, domains were reorganized based on the competencies, and achievement standards of the competencies were proposed. The results of this study will help in improving the ways in which were reflected competencies in mathematics curriculum.

• Journal of Educational Research in Mathematics
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• 제25권4호
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• pp.599-615
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• 2015

Teachers' philosophies have not been emphasized enough in the current teacher education curriculum even though teacher's philosophy palys a critical role in schools and classrooms. The examination on pre-service teachers' teaching philosophies is necessary to improve teacher education curriculum so that teaching philosophies are often discussed in the courses of 'pedagogical content knowledge' as well as 'general education.' Therefore, the current study investigated 44 pre-service teachers' teaching philosophies, their sub domains, and relationships among the sub domains. The previous studies regarding mathematics teacher's teaching philosophy were more about 'teacher's belief' and employed deductive inference approach using surveys or questionnaires. These studies commonly pointed out that there were three major domains of 'belief on mathematics itself,' 'belief on teaching mathematics,' and 'belief on learning mathematics.' As these three domains of teacher's philosophy has been strengthened, there were very few studies examining the other potential domains of teacher's teaching philosophy. According to the findings of the present study, which employed inductive inference approach and pre-service teachers' free essay writing assignment, 'belief on teacher's role in mathematics classroom,' 'belief on the purpose of mathematics education,' and 'motivation to be a mathematics teacher' were additionally illuminated as sub domains of teacher's teaching philosophy. Moreover, the interrelationship among the sub-areas of teacher's teaching philosophy was disclosed. Specifically, 'belief on the purpose of mathematics education' and 'motivation to be a mathematics teacher' influenced the other sub domains. This implies that the relationships among the sub domains of teacher's teaching philosophy were more likely to be causal and vertical relationships rather than independent and parallel relationships. Finally, the findings from the current study provide implications indicating how pre-service teachers' teaching philosophies might be established in mathematics education courses for future research and education.

• Education of Primary School Mathematics
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• 제18권2호
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• pp.123-139
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• 2015

The purpose of this study was to investigate the effects of the experiences of productive failures on students' mathematical problem solving abilities and mathematical dispositions. The experiment was conducted with two groups. The treatment group was applied with the productive mathematics failure program, and the comparative group was taught with traditional mathematics lessons. In this study, for quantitative analysis, the students were tested their understanding of mathematical concepts, mathematical reasoning abilities, students' various strategies and mathematical dispositions before and after using the program. For qualitative analysis, the researchers analyzed the discussion processes of the students, students's activity worksheets, and conducted interviews with selected students. The results showed the followings. First, use of productive failures showed students' enhancement in problem solving abilities. Second, the students who experienced productive failures positively affected the changes in students' mathematical dispositions. Along with the more detailed research on productive mathematical failures, the research results should be included in the development of mathematics textbooks and teaching and learning mathematics.

• Journal for History of Mathematics
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• 제19권3호
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• pp.147-156
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• 2006

The purposes of this study are that understand vocational high school student's scholastic ability, dream and conception about mathematics exactly and that we find a educational mathematics program suitable to vocational high school student. Through this improvement of the curriculum in vocational high school, we will find the way that increase efficiency.

• The Mathematical Education
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• 제62권1호
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• pp.151-173
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• 2023

In this study, we explored factors that affect high school student's affective attitude on mathematics with respect to the school mathematics instructoin, school mathematics assessment, mathematics textbook, private mathematics education, college entrance and career, and social atmosphere. Considering students' grade, major, academic level, gender, and school location, 1,029 high school students participated in the survey. To analyze the survey results, descriptive statistics, t-test, ANOVA, and chi-square test were conducted using SPSS ver 29.0. Results are as follows. First, generally, college entrance and career and school mathematics instruction affected students' affective attitude on mathematics. Second, according to student's academic level and gender, there was a statistically significant difference in the factors affecting the affective attitude on mathematics. Third, according to students' background, there was a statistically significant difference in students' responses to sub-categories of each factor. We suggested that to improve student's affective attitude on mathematics, diversity of the school mathematics instruction, improvement of the mathematics textbook, student's appropriate participation in the private mathematics education, improvement of student's perception of the utilization of the mathematics in the future and the importance of the mathemaitcs in the society, and parents' emotional support are needed.

• School Mathematics
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• 제8권1호
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• pp.69-88
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• 2006

It is well known that the low achievement students are easily affected by the ways how the materials are organized and presented. So the studies on trying to find how those students' responses are differed according to the organization or presentation of the materials are necessary. This paper was based on the results of Korean Elementary 3 Grade Students National Diagnosis Assessment on Basic Scholastic Ability in area of mathematics. We analyzed students responses through combining the percents of correct answers with the assessment items. After that, we identified the properties of low achievement students in mathematics and presented some guides which, we thought, are helpful for improvements of mathematics textbooks and teacher guide books.