• 한국수학교육학회지시리즈E:수학교육논문집
• /
• 제30권1호
• /
• pp.67-83
• /
• 2016

우리나라 수학교육에서 당면한 가장 큰 문제 중 하나가 수학 학습에서의 학생들의 인지적 영역과 정의적 영역의 심각한 불균형으로 인식되면서 이를 해소하기 위한 정의적 영역 요인 분석, 정의적 영역 측정 도구 개발, 정의적 영역 개선 방안 등에 대한 연구가 이루어지고 있다. 이 논문에서는 최근 11년간(2005~2015년) 한국학술지인용색인(KCI: Korea Citation Index) 등재(후보) 학술지에 실린 수학 학습에서의 정의적 영역 관련 논문 103편을 분석하고 관련된 논의와 이슈 동향을 파악하고, 연구 방향 설정 및 시사점을 모색하고자 하였다. 분석 결과, 수학 학습에서의 정의적 영역 관련 연구 편수가 특별히 증가하고 있지 않은 것으로 보아 사회적 관심도에 비해 학계의 관심이 다소 부족한 것으로 보인다. 연구 방법은 통계를 이용한 양적 연구가 가장 많이 활용되었으며, 연구 대상으로는 중학생을 대상으로 한 연구가 가장 많았고 초등학생 대상이 그 뒤를 이었다. 연구 주제는 수학 학습에서의 정의적 영역 요인 분석, 정의적 영역 인식 변화, 정의적 영역 측정 및 분석이 고르게 이루어졌으며, 특히 프로그램(활동, 문제해결 등) 적용에 따른 정의적 영역 변화(효과)에 대한 분석이 가장 많은 것으로 나타났다. 문화적 배경 요인들이 함께 고려된 수학 학습에서의 정의적 영역 인식 변화를 위한 집중적인 연구가 필요하다. 장기적인 안목에서 실효성 있는 방안 마련을 위해 교사, 학생, 학부모 등의 소통 공간이 필요할 것으로 보인다.

• East Asian mathematical journal
• /
• 제29권4호
• /
• pp.449-466
• /
• 2013

This paper started from a question: Can it help a student solve the problem to give supports in point of view of a teacher knowing the solution. We performed a case study to get an answer for the question. We analysed a case which students do not make full use of data in the mathematical problem from this point of view of the mental representation. We examined closely the cause for not making full use of data. We got that the wrong mental representation which the students get from data in the problem lead to not making full use of data. We knew that it is insufficient to present the data not making use of. To help a student truly, it is necessary to give a aid based on a student's mental representation. From the conclusion of study, We got that figuring out student's mental representation is important and hope that many investigation about student's mental representation for various problem occur with frequency.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제47권1호
• /
• pp.11-25
• /
• 2008

The characteristics of the pseudo-conceptual or the pseudo-analytical behaviors according to the achievement level(i.e. advanced group, proficient group, basic group, and below-basic group) in grade 9 are as follows. The pseudo-conceptual or pseudo-analytical behaviors to get credit from teachers become conspicuous in lower achievement level. The high achieving students showed more pseudo-conceptual or pseudo-analytical behaviors without undergoing the process of reflection or control. The proficient group was short of control in computation, and the advanced group didn't control well in representation. The proficient group tended to depend on a past successful algorithm and behave habitually. Therefore, it is needed to teach mathematics according to the characteristic of pseudo-conceptual or pseudo-analytic behaviors shown in each achievement level.

• 한국수학교육학회지시리즈E:수학교육논문집
• /
• 제20권3호
• /
• pp.483-502
• /
• 2006

이 연구에서는 학습결손이 심한 학생들에게 학교수업 정규시간에 이해하지 못한 내용을 별도로 보충할 수 있는 기회를 마련해 주고자 제7차 교육과정에서 도입한 중학교 수학교과 특별보충과정을 동료친구에 의한 멘토링 수업방법으로 운영하여 성과를 얻고 있는 사례를 질적으로 분석하여 멘토링 수업을 특별보충과정 운영에 적용할 수 있는 가능성을 탐색하고 이 방법의 효율적인 운영방안에 대해 알아보고자 한다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제44권4호
• /
• pp.525-534
• /
• 2005

The purpose of this study is to analyze difficulties in the density word problem solving process of seventh graders and to search for the way to increase their problem solving ability in the density word problem. The results of this study could help teachers diagnose students' difficulties involved in density word problem and remedy the understanding of the concept of density, algebraic expressions, and algebraic symbols.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제46권4호
• /
• pp.423-443
• /
• 2007

Based on the framework of Huffered-Ackles, Fuson and Sherin(2004), data were analyzed in terms of 3 components: explaining(E), questioning(Q) and justifying(J) of students' mathematical concepts and problem solving in a math classroom. The students used varied presentations to explain and justify their mathematical concepts and ideas. They corrected their mathematical errors or misconceptions through discourses. In addition, they constructed and clarified their concepts and thinking while they were interacted. We were able to recognize there was a special feature in discourses that encouraged the students to construct and develop their mathematical concepts. As they participated in math class and received feedback on their learning, the whole class worked cooperatively in a positive way. Their discourse was improved from the level of the actual development to the level of the potential development and the pattern of interaction moved from ERE(Elicitaion-Response-Elaboration to PD(Proposition Discussion).

• International Journal of Fuzzy Logic and Intelligent Systems
• /
• 제6권1호
• /
• pp.85-93
• /
• 2006

We study the conditions under which a given intuitionistic fuzzy subgroup of a given group can or can not be realized as a union of two proper intuitionistic fuzzy subgroups. Moreover, we provide a simple necessary and sufficient condition for the union of an arbitrary family of intuitionistic fuzzy subgroups to be an intuitionistic fuzzy subgroup. Also we formulate the concept of intuitionistic fuzzy subgroup generated by a given intuitionistic fuzzy set by level subgroups. Furthermore we give characterizations of intuitionistic fuzzy conjugate subgroups and intuitionistic fuzzy characteristic subgroups by their level subgroups. Also we investigate the level subgroups of the homomorphic image of a given intuitionistic fuzzy subgroup.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제27권2호
• /
• pp.195-210
• /
• 2024

Researchers and curricula continue to call for proof to serve a central role in learning of mathematics throughout kindergarten to grade 12 and beyond. Despite its prominence and recognition gained during past decades, proof is still a stumbling block for both teachers and students. Research efforts have been made to address issues related to teaching and learning of proof. An area in which such research efforts have been made is analysis of curriculum material (i.e. textbook analysis) with a focus on proof. This study is another research effort in this area of research through investigating the guidance offered in curriculum materials with the following research question: What is the nature (e.g., kinds of content knowledge, pedagogical content knowledge) of guidance is offered for teachers to implement proof tasks in grade 8 geometry textbooks? Results indicate that the guidance offered for proof tasks are concerned more with content knowledge about the content-specific instructional goals than with pedagogical content knowledge which supports teachers in preparing in-class interactions with students to teach proof.

• East Asian mathematical journal
• /
• 제33권4호
• /
• pp.413-429
• /
• 2017

This study is a basic study for developing a mathematical learning application program that can be used in smart devices for adaptive learning. We selected 20 mathematical learning applications including middle school contents and analyzed learning types. And we analyzed the contents and the learning process. As a result, most learning types of mathematics learning applications were problem-centered. Contents analysis results showed that the most applications have achievement goals. The factors that induce interest in learning were lacking and feedback was not provided sufficiently. Analysis of the learning process showed that most of the math learning applications were classified according to their purpose and characteristics.

• 한국지능시스템학회논문지
• /
• 제15권6호
• /
• pp.771-779
• /
• 2005

We introduce two concepts of intuitionistic fuzzy Rees congruence on a semigroup and intuitionistic fuzzy Rees con-gruence semigroup. As an important result, we prove that for a intuitionistic fuzzy Rees congruence semigroup S, the set of all intuitionistic fuzzy ideals of S and the set of all intuitionistic fuzzy congruences on S are lattice isomorphic. Moreover, we show that a homomorphic image of an intuitionistic fuzzy Rees congruence semigroup is an intuitionistic fuzzy Rees congruence semigroup.