• 한국수학교육학회지시리즈C:초등수학교육
• /
• 제21권2호
• /
• pp.151-162
• /
• 2018

수업의 질에 대한 학생의 인식 검사(SPOCQ)'의 구인들은 학습의 동기부여 및 학업성취도와 직접적으로 관련이 있으며, 수업에 대한 학생들의 인식을 평가하고, 수업의 질을 평가하는데 중요한 도구로 작용할 수 있다. 본 연구에서는 이 검사 도구를 활용하여 교사의 수학적 신념과 학생의 수학수업에 대한 인식의 관계를 밝히고, 수학성취 수준 및 성별에 따른 수학수업에 대한 인식을 비교함으로써, 수학수업에 대한 학생들의 인식과 학업성취도 사이의 관계를 분석하며, 이를 바탕으로 수학수업에 대한 시시점을 제시하고자 한다. 연구결과, 교사의 수학적 신념과 학생의 자기 주도적 학습태도가 수학수업의 질에 대한 학생들의 인식에 영향을 주는 것으로 나타났으며, 학생들의 수학성취수준과 성별에 따라 수학수업의 질에 대한 학생들의 인식에 차이가 있는 것으로 나타났다.

• 한국수학교육학회지시리즈C:초등수학교육
• /
• 제8권2호
• /
• pp.69-96
• /
• 2004

The purpose of this study is to understand teaching and learning mathematics in elementary school classroom by considering mathematics as a kind of social practices and mathematics classroom as a kind of community of practice. The research questions of this study are as followings: 1) Which kinds of lesson organization reveal? 2) Which kinds of social participation structure reveal? 3) Which processes of making meaning reveal? This study was based on ethnomethodology. It was executed participation observations, interviews and surveys with teacher and 5 graders to collect the data related to the social practices formed their classroom. The social practices of mathematics classroom was analyzed from three aspects such as lesson organization, social participation structure and making meaning. The results from which we analyzed the social practices of the mathematics classroom are as followings. From the aspect of lessons organization, the teacher had a lot of power and authorities in the classroom and used them to elicitate students' responses. From the aspect of social participation structure, five SPSs(social participation structures) which revealed in Jo(1997)'s economics classrooms, were shown in this mathematics classroom, but there were a difference to the situations or frequencies which the SPSs appeared. From the aspect of making meaning, it was common that meanings are formed by the explanation of the teacher, but the teacher didn't deliver the mathematical meanings directly. She tried to interact with students to arrive shared meanings.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제58권1호
• /
• pp.21-39
• /
• 2019

This study examines the longitudinal effect of goal perception, mathematics class factors(perceptions about mathematics teachers (PMT), mathematics classroom attitude), and mathematics academic achievement. This study consists of three research models. First, we examined the longitudinal change of goal perception, perceptions about mathematics teachers (PMT), mathematics classroom attitude, and mathematics academic achievement using latent growth curve modeling. Secondly, the slope of PMT is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Finally, the slope of mathematics classroom attitude is a critical mediator between the slope of goal perception and the slope of mathematics academic achievement. Data were extracted from Seoul Education Longitudinal Study from 2010 to 2012 (in three waves), and the analysis used by middle school students, measured by 4163 students of the three-wave surveys. Latent growth modeling was applied to verify the research problems. The results of the research are as follows. First, the slope of goal perception had positive and significant effects on the slope of PMT and mathematics classroom attitude, respectively. Second, the slope of PMT and mathematics classroom attitude had positively significant effects on the slope of mathematics academic achievement. Finally, it was confirmed that the slopes of PMT and mathematics classroom attitude are critical mediators between the slope of goal perception and the slope of mathematics academic achievement.

• 대한수학교육학회지:수학교육학연구
• /
• 제11권2호
• /
• pp.273-289
• /
• 2001

Given that the culture of the mathematics classroom has been perceived as an important topic in mathematics education research, this paper deals with the construct of sociomathematical norms which can be used as an analytical tool in understanding classroom mathematical culture. This paper first reviews the theoretical foundations of the construct such as symbolic interactionism and ethnomethodology, and describes the actual classroom contexts in which social and sociomathematical norms were originally identified. This paper then provides a critical analysis of the previous studies with regard to sociomathematical norms. Whereas such studies analyze how sociomathematical norms become constituted and stabilized in the specific classroom contexts, they tend to briefly document sociomathematical norms mainly as a precursor to the detailed analysis of classroom mathematical practice. This paper reveals that the trend stems from the following two facts. First, the construct of sociomathematical norms evolved out of a classroom teaching experiment in which Cobb and his colleagues attempted to account for students' conceptual loaming as it occurred in the social context of an inquiry mathematics classroom. Second, the researchers' main role was to design instructional devices and sequences of specific mathematical content and to support the classroom teacher to foster students' mathematical learning using those sequences Given the limitations in terms of the utility of sociomathematical norms, this paper suggests the possibility of positioning the sociomathematical norms construct as more centrally reflecting the quality of students' mathematical engagement in collective classroom processes and predicting their conceptual teaming opportunities. This notion reflects the fact that the construct of sociomathematical norms is intended to capture the essence of the mathematical microculture established in a classroom community rather than its general social structure. The notion also allows us to see a teacher as promoting sociomathematical norms to the extent that she or he attends to concordance between the social processes of the classroom, and the characteristically mathematical ways of engaging. In this way, the construct of sociomathematical norms include, but in no ways needs to be limited to, teacher's mediation of mathematics discussions.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제27권1호
• /
• pp.1-24
• /
• 2024

In this paper, the author analyzed characteristics of deep mathematics learning in problem solving and problem-posing classroom teaching. Based on a simple wrong plane geometry problem, the author describes the classroom experience how one expert Chinese mathematics teacher guides students to modify geometry problems from solution to investigation, and guides the students to learn how to pose mathematics problems in inquiry-based deep learning classroom. This also demonstrates how expert mathematics teacher can effectively guide students to teach deep learning in regular classroom.

• 한국수학교육학회지시리즈C:초등수학교육
• /
• 제4권2호
• /
• pp.105-110
• /
• 2000

This paper is discussing about the culture of mathematics classroom for problem solving. The mathematics classroom which we have to aim at is where every students make proper belief and attitude about mathematics, and also can express their own idea and make question freely. In that classroom, the students can meet with various problem solving methods and communicate with other students, and then elaborate their own method.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제25권4호
• /
• pp.267-284
• /
• 2022

In response to the current educational situation of students' heavy workload, the author constructs the precision-targeted classroom based on Precision Teaching (PT), Network Pharmacology, and Treatment Based on Syndrome Differentiation. The precision-targeted classroom can solve the current problems of PT and the phenomenon of the heavy academic burden on students, achieve the reduction of the burden and increase the efficiency of education. The precision-targeted classroom includes five key points: targeted goals, childlike thinking, precise intervention, intelligent homework, and stereoscopic evaluation, and the implementation process of the precision-targeted classroom is built from three aspects: before, during and after class. In addition, the author applied it to the actual mathematics classroom to test its teaching effect, and the experimental results showed that: the precision-targeted classroom significantly improved students' academic performance and thinking level; considerably improved students' classroom learning status, and facilitated teaching personalization and realized homework quantity control and quality improvement.

• 한국수학교육학회지시리즈C:초등수학교육
• /
• 제10권1호
• /
• pp.29-39
• /
• 2007

This paper is to give a brief introduction to a new discipline called 'conceptual metaphor' and 'mathematical metaphor(Lakoff & Nunez, 2000) from the viewpoint of mathematics education and to analyze the metaphors at 4th graders' mathematics classroom as a case of conceptual metaphors. First, contemporary conception on metaphors is reviewed. Second, it is discussed on the effects and defaults of metaphors in teaching and learning mathematics. Finally, as a case study of mathematical metaphors, conceptual metaphors on the concepts of triangles at 4th graders' mathematics classrooms are analyzed. Students may reason metaphorically to understand mathematical concepts. Conceptual metaphor makes mathematics enormously rich, but it also brings confusion and paradox. Digging out the metaphors may lighten both our spontaneous everyday conceptions and scientific theorizing(Sfard, 1998). Studies of metaphors give us the power of understanding the culture of mathematics classroom and also generate it.

• 대한수학교육학회지:학교수학
• /
• 제4권2호
• /
• pp.237-246
• /
• 2002

The purpose of this paper is to investigatethe relationship between Korean elementary teachers' teaching practice and students' perceptions of classroom learning environment. It is important to examine whether teachers conceive of mathematics and their teaching practice are consistent with their actual teaching mathematics in classroom. To do so, two reform-oriented and two traditionally-oriented elementary teachers in Seoul and a total of 130 students from these four selected teachers' classes participated in the present study Using classroom environment survey scale [CES] the differences in students' perceptions on classroom learning environment were examined. The results show that students taught by reform-oriented teachers have significantly higher score in the area of participation, relevance, and commitment to learning than traditionally-oriented group of students. Thus, we may conclude that the reform-oriented group of students have more benefits in learning mathematics than do the traditionally-oriented group of students.

• 대한수학교육학회지:학교수학
• /
• 제14권1호
• /
• pp.65-83
• /
• 2012

본 연구는 현재 시범적으로 실시되고 있는 수학 교과교실이 안정적으로 정착되어 원활한 수학 수업이 이루어지기 위한 방안을 모색하는 것을 목적으로 하고 있다. 수학 교과교실의 발전 방향을 탐색해보기 위하여 먼저 선행 연구 분석을 통해 일반적으로 교과교실제를 운영하기 위해 고려해야할 사항들에 대해 조사하였다. 이를 바탕으로 교과교실 시범학교로 지정된 8개 학교를 선정하여 방문하고, 수학교사를 면담하여 수학 교과교실의 환경과 운영 현황에 대해 조사하고 변화되어야 할 사항을 파악하였다. 연구 결과 현재 운영되고 있는 수학 교과교실은 환경, 교육과정 운영, 교수-학습 등 여러 측면에서 보완해야 할 점이 있었다. 이에 수학 교과교실의 운영 방안과 5가지 수업 원리를 제안하였고, 수학 교과교실을 협동학습실, 첨단미디어실로 구분하여 각기 다른 기능을 가진 수학 교수-학습 방안을 설계하였다.