• 대한수학교육학회지:학교수학
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• 제13권3호
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• pp.525-542
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• 2011

이 논문에서는 우리나라 학교수학의 교수 학습에서 가장 많이 사용되고 있는 공학적 도구들로 스프레드시트인 엑셀, 역동적 기하 소프트웨어인 GSP, Cabri, 그리고 CAS를 중심으로 이것들이 수학교육에서 활용되어온 역사와 특징 그리고 그것이 미친 영향을 살펴본다. 그리고 우리나라 수학교육에서 공학적 도구의 활용을 교육과정상의 변화, 교과서에서의 변화, 현직교사의 연수와 예비교사의 교육과정, 그리고 교실 등의 물리적 환경 등을 통하여 그 현황을 파악하고 미래의 수학교육에서 공학활용에 대한 방향을 제시한다.

• 대한수학교육학회지:수학교육학연구
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• 제10권1호
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• pp.103-113
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• 2000

A case study was conducted to investigate the understandings of the subject matter knowledge and pedagogical content knowledge held by 63 elementary preservice teachers in dealing with the division by a fraction. The study results showed that, in terms of the subject matter knowledge, the preservice teachers did not have a conceptual understanding of the division by a fraction and, in terms of the pedagogical content knowledge, they depended heavily on algorithms without a conceptual understanding of the meaning of the division by a fraction.

• East Asian mathematical journal
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• 제31권4호
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• pp.547-568
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• 2015

The purpose of this study is to analyze whether statistics and statistical education of intensive courses at the teachers college can improve elementary pre-service teacher' statistical attitudes. Findings on this study are as follows: First, there was meaningful difference in the elementary pre-service teacher' attitudes with significant level of 0.05. This proved that statistics and statistical education of intensive courses at the teachers college was effective on improving elementary pre-service teacher' attitudes. Second, there was meaningful difference in the pre-service math teacher' conception in the 2009 reformed curriculum for elementary mathematics.

• 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.

• 한국수학사학회지
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• 제18권2호
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• pp.43-54
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• 2005

수학사의 교수학적 의미를 살펴보고 수학 교육과정상 수학사의 연계 가능성을 분석하면서 초등학교 교수학적 현상에 적용해 본 사례들을 통해 그 가능성을 논하고자 한다. 이를 통하여 수학 교육학적 입장에서 교실 현장에 나가기 전 예비교사들의 수학사적 연계에 대한 교수경험의 중요성과 교실현장 학생들의 학습경험의 중요성을 수학 교수학적 입장에서 입증할 수 있는 기초 자료를 제공할 것이다.

• 한국수학교육학회지시리즈A:수학교육
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• 제60권3호
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• pp.281-295
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• 2021

본 연구는 수학과 중등학교 교사 임용후보자 선정경쟁시험이 예비 교사의 지식을 어떻게 평가하고 있는지 최근 8년간 시행된 임용시험 1차 180개의 문항을 지식의 영역과 수준의 차원에서 분석한 결과, 분야에 따라 특정 영역과 수준에의 편중성과 평가 외적 내용 요소의 출현 등이 나타나 이로부터 임용시험의 질 개선에의 시사점을 논하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권2호
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• pp.179-196
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• 2018

The purpose of this study was to investigate the measurement equivalence and to suggest application ways in teaching aptitude and personality test results for pre-service mathematics teachers between a graduate school of education and a college of education. This study analyzed the scores of the teaching aptitude and personality test of 36 pre-service mathematics teachers enrolled in a graduate school of education and 111 pre-service mathematics teachers in a college of education by performing a multivariate generalizability analysis. The main results were as follows. First, graduate's pre-service mathematics teachers had a higher level of teaching aptitude and personality than that of college's pre-service mathematics teachers based on the total scores. In addition, graduate's pre-service mathematics teachers had higher levels of teaching aptitude and personality than those of college's pre-service mathematics teachers except for a creativity application domain based on the sub-domain scores. Second, cognitive domains were measured more precisely but affective domains were measured less precisely for graduate's pre-service mathematics teachers than for college's pre-service mathematics teachers. Third, regardless of school levels, Cronbach's ${\alpha}$ values, which might be overestimated by applying the classical test theory, were higher than dependability coefficients. Fourth, this study showed a somewhat negative result in ensuring the measurement equivalence for a problem solving exploration domain. However, regardless of school levels, this study indicated that the overall measurement was generally reliable on composite scores. Based on these results, it was confirmed that multivariate generalizability methodologies' approach can be useful for exploring the measurement equivalence issues. Finally, this study suggests how to utilize the results of the test, how to apply a multivariate generalizability analysis for detecting the measurement equivalence, and how to develop future research based on limitations.

• 한국수학교육학회지시리즈A:수학교육
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• 제55권4호
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• pp.397-416
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• 2016

This study analyzed the quality of mathematics classes with observations using the instrument, MQI(Mathematical Quality of Instruction). Class recordings and interviews were conducted on 2 pre-service teachers and 4 in-service teachers. This study recorded and analyzed 3 or 4 classes for each mathematics teacher by using revised MQI. There were a total of 8 raters: 2 or 3 raters analyzed each class. MQI has four dimensions: Richness of the Mathematics, Working with Students and Mathematic, Errors and Imprecision, Student Participation in Meaning-Making and Reasoning. In the dimension of 'Richness of Mathematics', all teachers had good scores of 'explanations of teacher' but had lower scores of 'linking and connections', 'multiple procedures or solution methods' and 'developing mathematical generalizations.' In the dimension of 'Working with Students and Mathematics', two in-service teachers who have worked and having more experience had higher scores than others. In the dimension of 'Errors and Imprecision', all teachers had high scores. In the dimension of 'Student Participation in Meaning-Making and Reasoning', two pre-service teachers had contrast and also two in-service teachers who hadn't worked not long had contrast. Implications were deducted from finding to improving quality of mathematics classes.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제24권2호
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• pp.365-384
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• 2010

본 연구는 교육대학 학생들의 초등수학 개념 이해 정도를 조사 분석한 연구로서 두 가지 문제에 관심을 두었다. 첫째, 교육대학 학생들은 등호 기호와 변수에 대하여 어떻게 이해하고 있는가?, 둘째, 초등수학에서 다루는 수학 개념을 얼마 정확하게 이해하고 있는가? 이 연구는 J 대학교 교육대학 학생들을 대상으로 수행되었으며, 앞으로 교육대학에서의 초등수학교육 개선에 활용되어지기를 희망한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제43권4호
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• pp.405-417
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• 2004

This study is on the use of mathematics program for School Mathematics Education. According to the ‘technology principle’ by NCTM and teaching-learning methods by the 7th curriculum, we developed mathematics learning activities with mathematics program. This activity is to construct designs with graphs by using mathematics program(GrafEq.). In this study, we practiced these learning activities with pre-service mathematics teachers. The mathematics educational effects of these learning activities in this study are analyzed as follows; active & spontaneous search for mathematical knowledge, the experience of problem solving, affirmative view-point of mathematics, understanding of practical use of mathematics, acquisition an interest & motivation of learning mathematics etc. When students learn graphs of function, the concept of inequality in secondary school mathematics class., mathematics teachers can make a good use of constructing designs by mathematics program(GrafEq.). This will help to practice of teaching-learning methods by the 7th curriculum.