• Communications of Mathematical Education
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• v.8
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• pp.107-119
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• 1999

본 연구의 목적은 문제중심 수업과 설명식 수업이 학생들의 학업 성취에 미치는 효과를 분석하는 것이다. 본 연구를 통하여 얻은 결과는 첫째, 문제중심 수업과 설명식 수업은 계산 문제의 학업 성취도에 있어서 유의미한 차이가 없었으며, 둘째, 문제중심 수업과 설명식 수업은 적용 문제의 학업 성취도에 있어서 유의미한 차이가 있었다. 본 연구의 결과를 통하여, 문제중심 수업은 계산력을 향상시킬 수는 없었지만, 교사에 의한 통상적인 지도 없이도 계산력은 유지될 수 있음을 보여주었다. 또한, 문제중심 수업은 설명식 수업보다 문제 해결력을 향상시킬 수 있는 교수법임을 시사한다.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.1-24
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• 2018

This study included eleven elementary pre-service teachers who participated in the first and second teaching practices held by J Education College in 2015. After the pre-service teachers were encouraged to self-reflect on their mathematics teaching using a reflective survey sheet of mathematics teaching expertise, their uses of mathematics teaching expertise were analyzed according to the times of their mathematics practice instructions. The results are as follows: First, as the frequency of their mathematics teaching increased, the pre-service teachers' uses of mathematics teaching expertise increased, especially greatly with seven of them. However, the number of subcategories where the teachers' uses of mathematics teaching expertise increased was different from at least two to seven depending on the teachers. Second, the pre-service teachers who performed mathematics teaching practices four times used more of mathematics teaching expertise than those who did two times or three times. Third, some pre-service teachers who taught two or three times never reached 90% of the total score of any subcategory, even in the subcategory where they showed increase in their uses of mathematics teaching expertise. Fourth, the subcategory of 'reflection before class - teaching perspective - understanding of mathematics subject knowledge' was analyzed as the most difficult one for the study participants, and the reason is, they think, that there are not enough materials on the historical back grounds of mathematical concepts.

• Communications of Mathematical Education
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• v.19 no.2 s.22
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• pp.417-434
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• 2005

본 연구에서 문제제기 수업이 수학학습에 미치는 효과를 알아보기 위하여 문제제기 수업과 기존의 교사 주도식 수업방식에서 문제해결력과 수학적 창의력에 대한 효과를 분석하였다. 중학교 3학년 학생을 대상으로 28주 동안 문제제기 수업을 실시하여 수업을 한 후, 문제해결력 검사지와 수학적 창의력 검사지를 평가한 결과는 다음과 같다. 첫째, 문제제기 수업을 활용한 수업방식이 기존의 교사 주도식 수업방식에 비해 문제해결력 신장에 효과가 있는 것으로 나타났다. 둘째, 문제제기 수업이 교사 주도식 수업에 비해 수학적 창의력 신장에 효과가 있는 것으로 나타났고, 특히 수학적 창의력 하위 요소 중 유창성과 융통성 신장에 효과가 있었다. 따라서 문제해결력 신장과 수학적 창의력 신장을 위해서 학교수업에서 문제제기 수업 활동의 도입을 제언한다.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2010.04a
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• pp.223-223
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• 2010

이 보고서는 수학교사가 교과교육자료를 수업에 적용할 때, 각 과제(task)의 cognitive demand의 수준이 어떻게 변화하는 지 분석하고 그 변화의 요인을 추정한 연구의 일부분이다. Mathematical Tasks Framework과 cognitive demand의 수준 (Stein & Henningsen, 1996)의 이론적 틀을 토대로, 미국 초등 수학교사의 수업을 관찰하고 인터뷰 자료를 수집, 분석하였다. 또한, 교사용 지도서와 교과서 등의 교과교육자료를 분석하였다. 연구 결과, 교사의 수업과제의 cognitive demand 수준이 교과교육자료에서 제시한 수준과 다르게 나타났다.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.317-323
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• 2004

본 연구의 목적은 예비 초등교사의 수학 수업에 대한 자기효능감을 조사함으로써 예비 교사를 위한 수학 교육프로그램 개선에 도움이 되고자 하는데 있다. 기존의 문헌 분석에 의하면 수업에 대한 교사들의 자기효능감은 수업 수행 능력과 학생들의 학습에 크게 영향을 미치는 것으로 알려졌다. 뿐만 아니라 최근 우리가 지향하고 있는 교사들에 대한 학습자 중심 수학 수업으로의 개선과 변화된 수업 방식의 지속성에 매우 유효한 요인이 된다. 예비 초등교사들을 대상으로 한 본 연구 결과에 의하면 이들의 수학 수업에 대한 자기효능감은 보통의 수준에 머물러 있으며, 특히 상당수의 예비 교사들은 자신의 수학 수업에 대한 자신감이 매우 부족한 것으로 들어났다. 이러한 결과는 아마도 현재 교육대학교에서 예비 교사들에게 제공하는 수학 교육과 관련된 과목을 수강할 수 있는 기회가 매우 제한적인 데서 그 원인을 찾을 수 있으며, 이는 또한 수학 교육 프로그램의 초점이 예비 교사들의 수학 수업 능력의 측면에 초점이 맞추어져야 한다는 것을 시사한다. 예비 교사들의 수학 수업에 대한 자기 효능감은 그들이 이해하고 있는 수학 교수법적 지식과 매우 관련이 깊은 것으로 나타났다.

• 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.

• Journal of the Korean School Mathematics Society
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• v.9 no.4
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• pp.425-457
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• 2006

The purpose of this paper was to analyze a teacher's questioning in the learner-centered mathematics lessons and investigate its effects on the construction of learner's knowledge. For this study, it is analysed that the teacher's questioning in the 3 observed learner-centered lessons concerning elementary division topic. The study results showed that the characteristics of the teacher's questioning were respecting of learner's informal mathematical thinking, open-ended questioning for divergent thinking, appropriate questioning at every group, and respecting classroom norm. Teacher's questioning affects the quality of learner's mathematical thinking and his or her attitude toward mathematics.

• The Mathematical Education
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• v.61 no.1
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• pp.83-108
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• 2022

This research is a case study in which teachers tried to improve classes through online class analysis and self-evaluation in elementary school mathematics classes using a checklist of class reflection based on fair access, autonomy, initiative, and evaluation areas in the TRU analysis framework of Schoenfeld (2016). As a result, it was confirmed that the teacher's fair participation, student autonomy, initiative, feedback, and evaluation areas improved teaching methods during the short time. Therefore, if you want to improve classes in relatively short period of time, you can see the effect of some improvement only by self-evaluation. However, continuous improvement of teaching methods require the help of a teacher communities including experts or critical colleagues, and a longer-term case study.

• Journal of the Korean School Mathematics Society
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• v.21 no.3
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• pp.227-245
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• 2018

Debates of calculators in mathematics lessons sometimes have happened in both countries that students rarely use calculators in math lessons including Republic of Korea and countries that students usually use calculators in math lessons. Korea has tried to activate usage of calculators in math lessons as the revision of national math curriculums and the development the strategies to support schools and math teachers. On the other hand, Singapore has the different educational strategies to use calculators in math lessons, but students have higher math achievements in TIMSS and interests in math lessons than Korea. This study intended to study the difference between Korea and Singapore on the usage of calculators in math lessons. To accomplish this, the study compared math curriculums of two countries on the usage of calculators and analysed TIMSS 2015 related with the survey items about calculators in math lessons. This study results in some suggestions that we should do in oder to use calculators in math lessons effectively.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.403-426
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• 2012

This paper analyzed 20 teaching practices of elementary mathematics lessons which were recognized as effective instruction by the local educational offices throughout Korea, using an analytic framework with 4 main domains (i.e., curriculum and content, teaching and learning, classroom environment and atmosphere, and assessment) and a total of 44 sub-elements. The results of this study showed that the lessons focused on the key mathematics concepts according to the national mathematics curriculum and learning objectives, managed students in terms of shared rules within each classroom, and evaluated students' understanding of the concepts at the end of the lesson. However, the lessons did not foster students' calculation skills and only partly used either technology or game. Building on the related studies, this paper included implications of implementing high-quality mathematics instruction.