• 한국수학사학회지
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• 제32권4호
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• pp.195-213
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• 2019

This study sampled 6,535 grade 11 or 12 students in South Korea using a stratified random sampling method in order to identify the differences in the perception of students on what a good mathematics class is by school class and region. The results showed that four elements of a good mathematics class were significantly different among school classes and regions.

• 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.

• 한국수학교육학회지시리즈A:수학교육
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• 제63권3호
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• pp.411-436
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• 2024

본 연구는 현재 학교에서 제공하는 수학 수업이 수준 높은 교육 경험의 기준을 충족하는지 알아보기 위해, 한국의 초, 중, 고등학교 학생들이 수학 학습 상황을 어떻게 인식하는지 조사하였다. 수학 수업의 형식적 측면과 수행적 측면을 모두 고려한 포괄적인 설문 조사를 활용하여 15,418명의 학생의 응답을 분석함으로써, 수학 교실 환경, 교육 방법 및 전반적인 학습 경험에 대한 그들의 견해에 대한 통찰력을 얻었다. 조사 결과, 학년이 높아질수록 수학 수업 상황에 대한 부정적인 인식이 강해졌으며, 수학 수업은 여전히 교사 중심으로 인식되고 있었다. 또한 수학 교구나 공학도구를 효과적으로 활용하지 못하고 있으며, 학급 규모와 수학 교과 전담 교실의 유무에 따라 학생들의 수학 학습 경험이 영향을 미치는 것으로 나타났다. 따라서 연구 결과를 바탕으로, 수학 수업의 질을 향상시키고 학생들의 인식을 개선하기 위한 제언은 다음과 같다. 효과적인 수학교육을 위해서는 학습자 중심 수업을 위해 학생들의 참여를 증진시킬 수 있는 교수학습 방법을 적용하거나, 교구나 공학도구 같은 교수학습 도구를 주체적으로 적극 활용할 수 있는 기회가 필요하다. 특히 공학도구를 단순 계산을 넘어 다양한 목적과 방식으로 활용할 수 있는 기회를 제공할 필요가 있다. 또한, 적절한 학급 규모를 유지하고 수학 교과 전담 교실의 확대를 추진해야 한다. 이러한 고려사항은 발전하는 교육 표준에 부합하고 학생들의 요구를 충족하는 보다 매력적이고 효과적인 수학 학습 환경을 조성하는 데 중요하다. 본 연구결과는 한국 수학 교육의 질 향상을 목표로 하는 교육자와 정책 입안자에게 실행 가능한 통찰력을 제공할 수 있다.

• 한국학교수학회논문집
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• 제2권1호
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• pp.79-91
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• 1999

The aim of this study focused on student-centered learning not teacher-centered teaching in middle school math classes. This study was performed to check the growth of students' problem-solving abilities, learning attitudes and changes in learning motivation among affective characteristics. The results of this study is as followings: 1) The controlled group a heterogeneous group which had classes in a math room, had more meaningful growth than the uncontrolled group. The results of the study show that the problem-solving abilities of the high-leveled group were better than those of the low-leveled group. 2) The controlled group has shown meaningful difference in their mean in learning aptitude test and attitude test converted their score into 100 points than uncontrolled group, and various kinds of learning materials suitable for problem solving are proved as a good learning factor to induce students' motivation and interest. 3) Students prefer to have classes in a math room to the small-sized and large-numbered classrooms. The atmosphere in a math room is more suitable to improving their problem-solving abilities. In this context, the classes performed in a math room are fairly positive. Consequently, students' leveled learning activities performed in a math room can get their learning motivation and attention from those who are lack of interest and think math is difficult and be effective to increase their problem-solving abilities as a learning method for acquiring the whole course of solving the problems.

• 한국수학교육학회지시리즈A:수학교육
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• 제42권3호
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• pp.337-352
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• 2003

In this paper, we have studied the ways to enhance students' interest in infant math education. Firstly, we explain to the students the relation between the infant math skills and the college math contents. Next, the students practiced the subject about the infant education and the infant math education in real environment. Finally, the results of the practice are analyzed. From this study, we could find that the students got good experiences in infant math education activities and had the chance to change their mind in affirmative way for the infant math education and mathematics itself through performing given projects and investigations.

• 한국수학사학회지
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• 제29권2호
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• pp.73-88
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• 2016

To introduce materials related to our traditional mathematics and to reinterpret modernly them could be a good tool to find the cultural values of them. We analyzed the degree for utilization of the history of mathematics in the middle school textbooks developed depending on the 2009 revised mathematics curriculum. Through this, we suggest the need for research on concrete and practical teaching and learning materials development utilizing the history of mathematics. We reinterpret, in modern style based on the curriculum, two subjects dealt with in 'GakDeungByeonHyeongSeupYu', the first theme of 'SanSulGwanGyeon' written by Lee Sang Hyuk. We expansively reconstruct the original samples up to regular decagon so that students might figure out the situation of all regular polygon using a kind of mathematics software GeoGebra. Also this process is constructed on the basis of the curriculum for an implementation the secondary school classes.

• 한국학교수학회논문집
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• 제6권1호
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• pp.87-100
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• 2003

In this paper we have studied the efficiency of GSP which is widely used in the school. In order to study the efficiency of the computer aided education we divided the students into two groups in the Namwon Middle School : One group called "A" is the classes using GSP, the other called "B" is the classes not using GSP. In the three times examination group A got good marks better than group B. In the questionnaires about the interest in geometry group A is higher than group B. By the results of this study the effort on education with using various multi media can come into the utmost educational effect. Therefore it is necessary for the teachers at school to have self training continuously in order to carry a higher educational quality.

• 대한수학교육학회지:수학교육학연구
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• 제8권1호
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• pp.279-289
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• 1998

Main stream of ’90s mathematics education in the U.S must be the NCTM Standards. Since it was published in 1989, much focus has put on it and numerous research has been tried to apply it to real mathematics classes. But there hasn't always good fame. Some schools have already mathematics. NCTM(1998), Standards and Principles for School Mathematics: Discussion Draft taken the curriculum based on it and recently the negative results have been exposed. Not a few parents, teachers and experts became to be worry about that. In this situation, I suppose it is worth to review the original purpose of Standards, look into the recent problems related to it's application and think of improvement or alternatives. This article mainly includes first two issues and particularily considers what problems are to have to be reconsidered in Korea. The following four are what I draw as problem: Basic operations; constructivism;texts and work books;trial and error strategy and group activity.

• 대한지구과학교육학회지
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• 제7권1호
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• pp.119-132
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• 2014

In recent years, Korea encourages teachers to do STEAM education(Science, Technology, Engineering, Arts & Mathematics), which includes Arts to STEM education to train creative science technology talent. Related to this, we developed a subject substitute STEAM program for the 6th grade students in elementary school and applied it in a field. The STEAM program which substitutes contents in curriculum related to Energy unit was developed and it was taught to twenty four sixth grade students during regular classes. During the classes, all activities of students were observed and they were written in recording notes during the observation. After all STEAM program ended, how students recognize the subject substitute STEAM program compared to general class, understand learning contents and think about the program before and after the STEAM classes were analyzed through questionnaire and interviews. The results were as follows. First, some students had difficulty in reconciling different ideas in group, creative thinking and crafts but most students liked the STEAM classes because many activities are fun and it is easy to understand. Second, learners regarded practical use of knowledge, learning different subjects together and interests as the reasons they can understand learning contents easily during STEAM program. Third, learners recognized STEAM classes are good to understand knowledge, think creative ideas and improve social skills after the STEAM classes while they showed anticipation, worry and fear before taking the classes. It is found that a subjective substitute STEAM program is helpful to increase learners' interests in learning, understand learning contents, increase creativity and have a good personality through a qualitative research.

• 한국학교수학회논문집
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• 제4권2호
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• pp.61-74
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• 2001

The purposes of this study are to develop the mathematical performance assessment tasks and to apply them to the middle school students. And I also intend to know the students' inclination and learning attitude to mathematics. In order to satisfy this study, I developed the performance assessment tasks and the standard program of marking about the mathematical function and statistics for the first grade students at middle school. After examining the students' basic investigation, their inclination and learning attitude to mathematics, I applied these developed tasks to them After that I put both classes and performance assessment into operation in all 15 periods. I set up two classes of the first grade students (49 students) at J middle school in Kongju, Chungcheongnam-do as a model group. The results of this study are as follows: First, owing to the developed performance assessment tasks of function and statistics, the teachers can operate the assessment system as a process of teaching and learning. Second, because of the application of mathematical performance assessment tasks, we can change the students' inclination and learning attitude to mathematics affirmatively. And by using these tasks, we can help the students to think mathematically. In this way, the students will be able to realize the real value of mathematics and have a growing interest in mathematics through all these meaningful processes. Judging from this study, we can elevate the students' abilities of problem solving and reasoning and improve teaching-learning method by applying the performance assessment tasks to them. Thanks to these tasks, the students will be changed affirmatively in their inclination and learning attitude to mathematics. I think that these tasks are very good assessment method which can call forth curiosity and interest. Besides, they can also help the students realize the real value of mathematics.