• Title/Summary/Keyword: 2009 개정 수학 교육과정

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The Research on Pedagogical Content Knowledge(PCK) Focused on Instructional Consulting for Secondary Beginning Teachers (학습자 이해에 관한 초임교사의 수학 수업사례 분석)

  • Choe, Seung-Hyun;Hwang, Hye-Jeang
    • Journal of the Korean School Mathematics Society
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    • v.12 no.4
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    • pp.473-492
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    • 2009
  • Recently there has been a high request for support for teachers' professional development and quality control to meet the demand of educational policy to introduce teacher evaluation, master teacher status, incentives for teacher competency, etc. It has been suggested that reeducation and support for professional development would be more effective to beginning teachers with a high developmental potential than to experienced teachers with routinized instruction. Since 2005, KICE-TLC has conducted research on the development of teacher supporting programs such as teaching consultation and pedagogical content knowledge(PCK) in school subjects. In line with the current education policy and previous research by KICE, this research has been conducted to meet the need for novice teacher induction by developing consulting program focused on PCK. The goal of this research was to (1) explore the in-depth meaning of PCK in light of teaching consultation, (2) conduct a preliminary study on how to develop teaching consulting programs for secondary beginning teachers, (3) develop teaching consulting programs focused on pedagogical content knowledge(PCK), and (4) suggest implications for educational policy regarding pre-service and in-service teachers' continuing professional development and support.

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Experimental Analysis of Korean and CPMP Textbooks: A Comparative Study (한국과 미국의 교과서 체제 비교분석)

  • Shin, Hyun-Sung;Han, Hye-Sook
    • Journal of the Korean School Mathematics Society
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    • v.12 no.2
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    • pp.309-325
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    • 2009
  • The purpose of the study was to investigate the differences between Korean mathematics textbooks and CPMP textbooks in the view of conceptual network, structure of mathematical contents, instructional design, and teaching and learning environment to explore the implications for mathematics education in Korea. According to the results, Korean textbooks emphasized the mathematical structures and conceptual network, on the other hand, CPMP textbooks focused on making connections between mathematical concepts and corresponding real life situations as well as mathematical structures. And generalizing mathematical concepts at the symbolic level was very important objective in Korean textbooks, but in the CPMP textbooks, investigating mathematical ideas and solving problems in diverse contexts including real- life situations were considered very important. Teachers using Korean textbooks preferred an explanatory teaching method with the use of concrete manipulatives and student worksheet, however, teachers using CPMP textbooks emphasized collaborative group activities to communicate mathematical ideas and encouraged students to use graphing calculators when they explore mathematical concepts and solve problems.

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The Research on Pedagogical Content Knowledge in Mathematics Teaching (수학과 내용 교수 지식(PCK)의 의미 및 분석틀 개발에 관한 연구)

  • Choe, Seung-Hyun;Hwang, Hye-Jeang
    • Journal of the Korean School Mathematics Society
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    • v.11 no.4
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    • pp.569-593
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    • 2008
  • Since 2005 KICE-TLC has focused on the development of supporting programs for teaching consultation and pedagogical content knowledge(PCK). The purpose of this year's research was to explore types of pedagogical content knowledge(PCK, hereafter) for effective teaching mathematics topics drawn from the amended national mathematics curriculum announced in February, 2007. Based on this year's PCK research, we will develop mathematics teaching consulting program from 2009 research by field testing of developed mathematics PCK. The major source of data for this study was transcripts of audiotapes of the group discussions that took place during the regular weekly meetings where we compared and analyzed three teachers' classes. We also conducted open-ended interviews with the three teachers and collected reflective notes written by participants. This research provided teachers with an opportunity to think about what is important in the teaching of a topic and why, and to consider possibilities for future development. This research highlights the importance of teacher meetings where teachers share their expertises and insights through reflection and dialogue. By introducing the concept of PCK, examining, analyzing and modelling it in pre-service and in-service teacher education practice, we can contribute to extend teachers' professional learning. Finally, just like quality student learning, quality teaching and teacher education practices require critical reflection and careful scaffolding.

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A Study about the Practices of Teachers Who Changed the Subject to Mathematics Based on Their Belief (과목변경수학교사의 신념에 따른 교수 실제에 관한 연구)

  • Kim, Soo Sun;Choi-Koh, Sang Sook
    • Communications of Mathematical Education
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    • v.29 no.3
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    • pp.373-389
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    • 2015
  • This study was to investigate the practice of the teachers who changed their teaching subject to Mathematics from other subjects. Teacher, A who had traditional belief and Teacher, B, non-traditional belief were chosen for the study through the questionnaire in Sep. 2014. The result indicated that Teacher, A in traditional belief showed teacher-centered teaching but Teacher, B in nontraditional belief showed inconsistent way of teaching in comparison to the original perspective. The later said she could not teach students as she wanted to teach because of the lack of knowledge of teaching as a math teacher. The difficulties Teacher, A encountered were: to handle too many works beyond teaching and to teach too many contents to cover without having enough time to prepare. Teacher, B didn't know how to teach students math in a constructivism way. They asked to offer them more in-service training program to develop their expertise for teaching mathematics.

A Comparative Analysis of the Instructional Methods of Mixed Calculation of Natural Numbers in the Korean, Singaporean, and Japanese Textbooks (한국, 싱가포르, 일본 교과서에 제시된 자연수의 혼합 계산에 대한 지도 방안의 비교 분석)

  • Kim, SukJin;Yoon, HyeRin;Pang, JeongSuk
    • Education of Primary School Mathematics
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    • v.21 no.3
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    • pp.289-307
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    • 2018
  • Although mixed calculation of natural numbers is important in that it completes arithmetic calculation of natural numbers in elementary school, few studies have been conducted regarding its instruction methods. Given this, this study analyzed Korean mathematics textbooks (from the fifth textbooks to the 2009 revised textbooks) along with Japanese and Singaporean textbooks in terms of the parentheses and the order of operations regarding mixed calculation of natural numbers. The results of this study showed that there were differences in introducing the parentheses and representing them in an explicit way per textbooks. In the Korean textbooks, the order of operations was presented mostly with the real-life contexts but it was not always in a diagrammatic representation. In contrast, in the Singaporean textbooks, the order of operations was presented without the real-life contexts and the use of calculators was emphasized. In the Japanese textbooks, the order of operations was presented with the real-life contexts and a hierarchy of operations was emphasized. Based on these results, this study suggested several implications of textbook development and instructional methods regarding mixed calculations of natural numbers.

An Analysis on the Examples of Polygons in the 1st Grade Middle School Mathematics Textbooks (중학교 1학년 교과서에서 다각형에 관한 예 분석)

  • Lee, JiHye;Son, HuiRim;Kim, SeongKyeong
    • School Mathematics
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    • v.15 no.4
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    • pp.743-758
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    • 2013
  • This paper analyses the examples of polygons taken in the 1st grade middle school mathematics textbooks. We analysed generic examples, non-examples and counter-examples represented in these textbooks. And also we classified and analysed with examples of the concept and the application of a procedure. We analysed the differences of methods among these textbooks representing the same concepts or procedures. The findings from the analysis showed that these textbooks mostly make use of generic examples. The examples of concept and procedure vary depending upon the textbooks. Also, many textbooks haven't properly represented various positions and figures of polygons. Textbooks need to represent various and appropriate examples in order to expand the example space of the students.

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A Study on Development of Program connecting with math-story books and web 2.0map(Google map) (수학교양도서와 웹 2.0지도(구글맵) 매쉬업을 통한 수학 이야기 지도 만들기 프로그램 개발)

  • Kim, Sang-Mi;Kwon, Oh-Nam
    • Journal of the Korean School Mathematics Society
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    • v.14 no.4
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    • pp.443-458
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    • 2011
  • There has been a lively discussion on improving Korean students' academic achievement and the imbalance in their recognition of the value of mathematics. In this context, there is a need for a program that enables the majority students who regards mathematics as a subject for the entrance examination to recognize the practicality and historicity of mathematics. Educational books on mathematics in everyday life or the history of mathematics are also expected to serve as an effective tool. In addition, Web 2.0 Map is another means of representing mathematics in everyday life and the history of mathematics in connection with the practical context. The active storytelling process in which mathematics in the practical context in mathematical educational books is represented in Web 2.0 Map is expected to help to understand in depth the practicality and historicity of mathematics. Nevertheless, mathematical educational books and Web 2.0 Map may lead to a considerable variety of outcomes and speeds if carrying out tasks depending on the student's competence and may have practical difficulties in being operated in class. These concerns, however, can be resolved through the creative activity programs adopted in conformance with the 2009 revised curriculum. Therefore, this study intends to develop a program for creating mathematical story maps through mathematical educational books and the Mashup of Web 2.0 Map in accordance with the process of developing activity programs. This study also intends to determine its effectiveness in enabling students to recognize the practical and historical values of mathematics.

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An Analysis on Problem Solving Ability of 3rd Grade Types of Multiplication and Division Word Problem (곱셈과 나눗셈 문장제 유형에 따른 문제해결능력)

  • Lim, Ja Sun;Kim, Sung Joon
    • Journal of Elementary Mathematics Education in Korea
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    • v.19 no.4
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    • pp.501-525
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    • 2015
  • This study analyzes arithmetic word problem of multiplication and division in the mathematics textbooks and workbooks of 3rd grade in elementary school according to 2009 revised curriculum. And we analyzes type of the problem solving ability which 4th graders prefer in the course of arithmetic word problem solving and the problem solving ability as per the type in order to seek efficient teaching methods on arithmetic word problem solving of students. First, in the mathematics textbook and workbook of 3rd grade, arithmetic word problem of multiplication and division suggested various things such as thought opening, activities, finish, and let's check. As per the semantic element, multiplication was classified into 5 types of cumulated addition of same number, rate, comparison, arrayal and combination while division was classified into 2 types of division into equal parts and division by equal part. According to result of analysis, the type of cumulated addition of same number was the most one for multiplication while 2 types of division into equal parts and division by equal part were evenly spread in division. Second, according to 1st test result of arithmetic word problem solving ability in the element of arithmetic operation meaning, 4th grade showed type of cumulated addition of same number as the highest correct answer ratio for multiplication. As for division, 4th grade showed 90% correct answer ratio in 4 questionnaires out of 5 questionnaires. And 2nd test showed arithmetic word problem solving ability in the element of arithmetic operation construction, as for multiplication and division, correct answer ratio was higher in the case that 4th grade students did not know the result than the case they did not know changed amount or initial amount. This was because the case of asking the result was suggested in the mathematics textbook and workbook and therefore, it was difficult for students to understand such questions as changed amount or initial amount which they did not see frequently. Therefore, it is required for students to experience more varied types of problems so that they can more easily recognize problems seen from a textbook and then, improve their understanding of problems and problem solving ability.