• 대한수학교육학회지:학교수학
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• 제1권2호
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• pp.433-449
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• 1999

This paper introduces a branch of qualitative method, called an in-depth interview method. By collecting data from the stories of Korean middle school students and a 9th grade American girl who used Geometer's Sketchpad and various software respectively for their mathematical problem solving, the qualitative analysis leads us to understand how such software affect their lives with mathematics subject. The unique characteristics and strands of each student's utterances reflect how software plays a role of learning aid for their mathematics learning. The arm of this study is both to get a good picture of each student's self-perceived relationship to mathematics as well as to explore external and objective parameters and factors in each student's internal situations. The qualitative descriptions of the collected data help us guide the students to the points where they could develop their interests and satisfaction with subject matter better. In this way, teachers may have more realistic understandings of how students become interested and motivated by mathematics, so that they are better able to find out ways of grasping the totalities of how the use of technology is interwoven into the school curricular.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권4호
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• pp.407-438
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• 2006

This study investigated school mathematics curriculum of England, newly revised in 1998, focused on the 'shape, space, and measures' domain among three major domains of the English curriculum. On the basis of its understanding, this domain was compared and analyzed with school mathematics curriculum of Korea. In doing so, this study explored its plans and procedures and established a frame of comparison for the curriculums between the two countries. The structure of the National Curriculum in England is composed of programmes of study and attainment targets. The former sets out what should be taught in mathematics at key stages 1, 2, 3, and 4 and provides the basis for planning schemes of work, and the latter sets out the knowledge, skills, and understanding that pupils of different abilities and matures are expected to have by the end of each key stage. Attainment targets are composed of eight levels and an additional level of increasing difficulty. According to the results of the present study, Korea focuses on the formal and systematic mathematical knowledge on the basis of sound understanding of certain mathematical terms or concepts. On the other hand, England curriculum tends to deal with the content which can be understood more intuitively, flexibly, and naturally through the experience and aquisition based on the concrete manipulation. Particularly, it emphasizes that mathematics be realistic and useful in solving a diverse problems confronted in everyday life.

• 대한수학교육학회지:학교수학
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• 제7권4호
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• pp.403-425
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• 2005

본 연구는 네덜란드의 초등 교육과정에 대한 문헌 연구를 통해 RME에 기초한 초등 수학교육의 실제를 자연수와 연산 영역을 중심으로 구체적으로 알아보고 우리나라 교육과정과 교과서 개발을 위한 시사점을 도출하는 데 그 목적이 있다. 이러한 목적을 달성하기 위해 네덜란드의 초등 교육과정에 결정적인 영향을 미치는 요소인 핵심 목표, 네덜란드의 교과서, TAL 프로젝트의 결과물인 초등학교 학생들의 거시적인 교수 학습 경로를 살펴보았다. 그 결과 RME에 기초한 초등 수학교육은 현실 상황의 주제 중심의 통합형 교육과정이며, 자연수와 연산 영역 지도의 특징으로는 수세기, 상황화, 위치화, 구조화, 수준에 기초한 점진적 알고리즘화, 어림의 강조와 계산기의 적절한 사용을 강조하고 있음을 알 수 있었다. 이를 바탕으로 앞으로의 교육과정과 교과서 개발을 위해 논의할 문제로 수 개념 지도에서 농도수와 순서수 지도의 균형, 수의 상대적 크기의 지도, 다양한 연산 전략의 지도, 다양한 교수학적 모델의 사용을 제안하였다.

• East Asian mathematical journal
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• 제31권4호
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• pp.569-585
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• 2015

Many mathematics teachers in characterization high schools have been troubled to teach students because most of the students have weak interests in mathematics and they are also lack of preliminary mathematical knowledges. Currently many of mathematics teachers in such schools teach students using worksheets owing to the situation that proper textbooks for the students are not available. In this study, we referred to Chevallard's didactic transposition theory based on Brousseau's theory of didactical situations for mathematical teaching and learning. Our lessons utilizing worksheets necessarily entail encouragement of students' self-directed activities, active interactions, and checking the degree of accomplishment of the goal for each class. Through this study, we recognized that the elaborate worksheets considering students' level, follow-up auxiliary materials that help students learn new mathematical notions through simple repetition if necessary, continuous interactions in class, and students' mathematical activities in realistic situations were all very important factors for effective mathematical teaching and learning.

• 한국초등수학교육학회지
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• 제7권1호
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• pp.23-44
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• 2003

수학적 맥락 정보를 이용한 문제가 주어졌을 때, 학생들의 문제 해결 활동을 관찰하고 인지적 측면과 정서적 측면에서 분석하였다. 수학적 맥락 문제들은 Freudenthal의 수학 교육 이론과 RME에 따라 구성하였다. 그 결과, 개방된 형태의 맥락 문제가 보다 다양한 풀이를 산출해냄을 알 수 있었다. 따라서 교사는 스스로 형식적 수학을 재발명하고, 학생들로 하여금 그에 걸맞은 인지적 활동이 이루어지도록 나름대로의 교수 학습 방법을 개발하여야 한다.

• 대한수학교육학회지:학교수학
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• 제19권3호
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• pp.553-570
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• 2017

본 연구는 21세기 필수 능력으로 거론되는 계산적 사고의 의미를 살펴보고, 수학교과에서 CT 교육의 가능성 여부와 그 선행 조건을 탐색할 목적으로 수행되었다. 선행연구를 통해 컴퓨터, 학교교육, 수학교육에서의 CT의 정의와 구성 요소를 조사하였으며 본 연구에서는 수학교과에서 CT를 수학적 문제해결 관련 사고로 보았다. CT-컴퓨팅(컴퓨터 활용)-수학교육 세 영역 사이의 관계 고찰에서 컴퓨팅환경에서 유용한 CT이나 수학교육에는 포함되지 않는 영역에 주목하였다. CT와 수학교육의 통합논의에서는 컴퓨터가 전통적 수학교육의 보조 수단으로 허용되는 우리나라 수학교육 현황을 고려할 때, '컴퓨팅 환경에서의 수학적 문제해결'에 주목할 필요가 있다고 보았다. 수학교육에서 CT 교육은 컴퓨팅 환경 조성을 전제로 수학교과에서 수학 관련 과제에 해결을 위한 코딩, 문제해결, STEAM 교육 맥락에서 수학과 CT의 통합을 제시하였으며 이를 위하여 CT 통합을 지원하는 수학교육과정 마련 등 제반 조건을 논의하였다.

• 한국학교수학회논문집
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• 제1권1호
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• pp.131-138
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• 1998

The aims of mathematical education are to improve uniformity and rigidity, and to apply to an information age which our society demands. One of the educational aims in the 6th educational curriculum emphasizes on the expansion of mathematical thought and utility, But, The change of contents in the text appears little. This means that mathematical teachers must actively develop the new types of problems. That the interests and concerns about mathematics lose the popularity and students recognize mathematics burdensome is the problems of not only teaching method, unrealistically given problems but abstractiveness and conceptions. Mathematical Modeling is classified exact model, almost exact theory based model and impressive model in accordance with the realistic situation and its equivalent degree of mathematical modeling. Mathematical Modeling is divided into normative model and descriptive model according to contributed roles of mathematics. The Modeling Applied Problems in the present text are exact model and stereotyped problems. That the expansion of mathematical thought in mathematics teaching fell into insignificance appears well in the result of evaluating students. For example, regardless of easy or hard problems, students tend to dislike the new types of mathematical problems which students can solve with simple thought and calculation. The ratings of the right answer tend to remarkably go down. If mathematical teachers entirely treat present situation, and social and scientific situation, students can expand the systematic thought and use the knowledge which is taught in the class. Through these abilities of solving problems, students can cultivate their general thought and systematic thought. So it is absolutely necessary for students to learn the Modeling Applied Problems.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권1호
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• pp.1-31
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• 2007

Recent research has documented that there is a close relationship between problem posing and problem solving in arithmetic. However, most studies investigated the relationship between problem posing and problem solving only by means of standard problem situations. In order to overcome that shortcoming, a pilot study with Chinese fourth-graders was done to investigate this relationship using a non-standard, realistic problem situation. The results revealed a significant positive relationship between students' problem posing and solving abilities. Based on that pilot study, a more extensive and systematic ascertaining study was carried out to confirm the observed relationship between problem posing and problem solving among Chinese elementary school children. Results confirmed that there was indeed a close relationship between both skills.

• 한국수학교육학회지시리즈B:순수및응용수학
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• 제27권3호
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• pp.137-155
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• 2020

Redundancy is commonly employed to improve system reliability. In most situations, components in the standby configurations are assumed statistically similar but independent. In many realistic models, all parts in standby are not treated as identical as they have different failure possibilities. The operational structure of the system has subsystem-1 with five identical components working under 2-out-of-5: G; policy, and the subsystem-2 has two units and functioning under 1-out-of-2: G; policy. Failure rates of units of subsystems are constant and assumed to follow an exponential distribution. Computed results give a new aspect to the scientific community to adopt multi-dimension repair in the form of the copula.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권3호
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• pp.273-290
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• 2008

This article provides how to implement the use of Realistic Mathematics Education (RME) in a teaching a function at a school to improve the equity based on the gender in students' mathematization for their mathematical thinking using technology. This study was planed to get research results using the mixed methodology with qualitative and quantitative methodologies. 120 middle school students participated in the study to bring us data about their mathematical achievement. Through the data analysis used by ANCOVA for the qualitative method, the students with the experiment of the mathematization based on technology excelled the other groups of students who were not provided with technology or both of them. Through the data analysis used by the constant comparative method for the qualitative data, the technology environment had helped the female students manipulate learning trends easily, strong construction on horizontal mathematization, depending on discussion with peers, and more reflexive thinking using a calculator. This means that teachers can put careful assignment on each category of mathematization regarding the gender. The study results in a lot of resources for teachers to use into their teaching mathematics for improving students' equity in interactive technology environment.