• Education of Primary School Mathematics
• /
• v.10 no.2
• /
• pp.151-161
• /
• 2007

There were a lot of attempt to reform mathematics education. These may include reforms of teaching and learning methods, development of mathematics curriculum and textbooks, materials and resources for teaching. But the most important thing is reform of teaching and learning method. The teaching and learning in mathematics is related with culture of mathematics classroom. Thus the culture of mathematics classroom plays a critical role in the learning of mathematics. Although there is consensus what desirable culture of mathematics classroom is, the role of teachers is important to make desirable culture of mathematics classroom. So, this paper suggested the role of teachers in reforming the culture of mathematics classroom. Avoiding from routine and technical teaching, the teachers should play active role in constructing mathematical understanding of students.

• Education of Primary School Mathematics
• /
• v.2 no.1
• /
• pp.27-35
• /
• 1998

The purpose of this research is to analyze the problem of mathematic education of Korean Kindergarten, to search for the solution of the problem in korean Kindergarten. In particular, materials are mostly made and used by the teachers themselves, consuming too much time. Mathematics education materials available in Kindergartens were found to be insufficient. The reasons were the lack of effort by teachers to develop new materials as well as the lack of marketed materials.

• Journal of Educational Research in Mathematics
• /
• v.14 no.3
• /
• pp.283-304
• /
• 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.

• Communications of Mathematical Education
• /
• v.8
• /
• pp.247-255
• /
• 1999

대부분의 수학 교사들은 국내외에서 개최되는 많은 학술 행사에 참여하기를 꺼려하고 있으며 수학 교육의 새로운 정보에 접촉하려는 의지가 부족한 실정이다. 이 때문에 세계의 수학 교육의 흐름이 어떤지, 우리 나라의 수학 교육과정이나 교수 ${\cdot}$ 학습법이 외국의 것과는 어떻게 다른지 또는 수준에 차이가 있다면 얼마나 차이가 있는지 별 관심을 갖지 않고 있으며 구태여 많은 노력을 들여 이러한 것을 알려고 하지도 않는다. 필자의 판단으로는 우리 나라의 수학 교육이 당면하고 있는 가장 큰 문제는 수학 교사들은 많으나 우수한 자질을 가진 수학 교사들이 많지 않기 때문에 창의성 교육이 제대로 이루어지지 않는 것과 학교 수학 교육에서 능력별 반 편성이 무엇보다도 필요한 줄 알면서도 수십년 동안 제대로 실행되지 않아 학생들의 수준에 맞도록 효율적으로 수학을 지도할 수 없는 것이라 생각한다. 이 두 문제는 모두 몇몇 수학 교사들의 의지와 노력만으로는 해결할 수 없는 문제들이다. 그러나 많은 교사들이 모여 이러한 문제점들을 공동으로 인식하고 함께 해결하기를 노력한다면 시일이 좀 걸리더라도 언젠가는 해결되리라고 믿는다. 장기적으로 수학 교사의 자질을 향상시키기 위해서는 교사 양성 기관(사범대학과 교육대학교)의 개선이 필요하며, 능력별 반 편성은 교육정책자들이나 교육행정가들이 마음만 먹으면 1${\sim}$2년내에 이룰 수 있다. 이제 전국수학교육연구대회와 같은 행사는 단순한 수학교육이론의 전달이나 현장연구에서 발견한 새로운 사실들만은 발표하는 곳이 아니라, 될 수 있는 데로 많은 수학 교육자들이 모여 수학 교육의 문제점을 찾고, 함께 풀어 나가기 위한 토론의 장(場)이 되어야한다. 또 필요에 따라서는 수학 교육에 관련한 어떤 결의도 하고 교육부 또는 각 교육청이나 교육연구기관에 보내는 건의문도 만들어야 할 것이다. 어떻든 이와 같이 전국 수학교육자들이 모일 때는 꼭 참여하여 우리의 문제를 적극적으로 해결하도록 힘을 합치는 것이 수학교육자의 올바른 태도라고 생각한다.

• Communications of Mathematical Education
• /
• v.15
• /
• pp.141-146
• /
• 2003

중학교 기하교육의 목적은 학생들의 수학적인 상황을 보는 기하학적인 직관과 논리적 추론능력의 향상이다. 그러나 이 두 가지 모두 만족스럽지 못한 실정이다. 본 고에서는 중학교 기하교육의 문제를 직관기하와 형식기하의 단절이라는 보고, 직관기하에서 증명의 학습요소를 미리 학습하여 직관기하와 형식기하를 연결하자는 대안을 제시한다. 이를 위해 7-나 교과서의 증명요소를 분석하고자 하였다. 관련문헌을 검토하여 7가지 증명의 학습요소를 선정한 후, 교과서를 분석하였다. 분석 결과, 기호화를 제외한 다른 증명의 학습요소는 매우 빈약한 것으로 나타났다. 직관기하 영역에 대한 교과서 구성이 개선될 필요가 있음을 알 수 있다.

• Communications of Mathematical Education
• /
• v.18 no.2 s.19
• /
• pp.383-410
• /
• 2004

DGS(dynamic Geometry System)와 WBI(Web Based Instruction)를 고찰해보고, 동적 기하 프로그램의 대표적인 프로그램인 GSP, Cabri, Cinderella를 이용하여 WBI를 제작해 보고 웹 환경 하에서 세 프로그램의 효율성을 비교 ${\cdot}$ 분석하였으며, 이들 세 프로그램의 장점을 정리하여 웹 환경에서 동적 기하 프로그램의 개선 방향을 제시하였다.

• Communications of Mathematical Education
• /
• v.25 no.2
• /
• pp.289-308
• /
• 2011

The purpose of this research is to compare high school mathematics textbooks published by India with those published by Korea so that we apply merits of India's high school mathematics education to our educational problems. We first study India's educational systems, and analyze the mathematics textbooks from both countries by considering their external appearance, units, contents. Finally we give meaningful results and propose what we can do for our mathematics education based on our analysis performed in this paper.

• The Mathematical Education
• /
• v.58 no.3
• /
• pp.423-442
• /
• 2019

Stepping into the beginning of the fourth industrial revolution, we need new mathematics education plans and policies to foster talent in people for future. Investigating the present condition and teachers' perceptions of mathematics education in schools is an essential process in making mathematics education plans and policies that reflect the periodical changes and social needs. Thus, we developed a survey to investigate teachers' perceptions and present condition of mathematics education, conducted the survey for teachers in elementary, middle, and high schools, and analyzed the results of the survey. In this study, focusing on the results of the survey, we interpreted the results and provided implications for mathematics educational policies. Through frequency analysis of individual questionnaires and crosstabulation analysis between questionnaires, we could provide mathematics teachers' overall perceptions of mathematics education and basic information on the conditions of mathematics education in the schools. In addition, the findings of this study suggest that policymakers should consider the followings when developing new mathematics education plans and policies: having the proper number of students per class, reducing non-teaching work, supporting teachers' expertise in evaluation, improving Internet access and technology equipment, supporting the school administrators' change of perceptions of mathematics education, retraining teachers in the active use of ICT or technological tools, and supporting students having difficulty learning mathematics.

• The Mathematical Education
• /
• v.59 no.4
• /
• pp.357-371
• /
• 2020

In the 2015 revised math curriculum, core competencies have been embodied and presented as skills and achievement standards. In this study, I analyzed aspects of the link between competencies, skills and achievement standards in the 2015 revised mathematics curriculum for elementary schools. According to the study, six mathematics curriculum competencies were presented evenly as 'skills' in each content area of elementary school, but reflected some of the sub-components of the curriculum, and some of them were presented as 'skills' but not as 'achievement standards'. In addition, the types of skills reflected in the achievement standards varied greatly by content area, but a few of specific skills such as 'understand' were found to be highly emphasized. Based on this, several implications were derived to further improve the implementation of competencies. First, 'skill' should be presented in a more systematic way and with more validity of extraction. Second, the extent to which competencies are presented in the achievement standards should be discussed. Third, Mathematics skills should be presented differently by grade(cluster) in achievement standards, 'Guidelines for Teaching and Learning' and 'Guidelines for Assesment'. Fourth, competencies related to content shall be presented separately and in detail.

• Journal of Educational Research in Mathematics
• /
• v.27 no.1
• /
• pp.137-156
• /
• 2017

This study was designed to gain insights into investigating pre-service secondary mathematics teacher education for technology integrated curriculum. The progressive expansion of supporting system for those education in US, TPACK, teacher belief, and analysis frameworks for teacher education program were explored. A survey on the technology courses in 42 mathematics education departments was analysed. Technology courses were not opened in 1/3 of the departments because of the lack of lecturers or objection of the faculty members. Common visions as well as curriculum realignment, financial supports are required for implementing technology integrated mathematics education