• 한국수학교육학회지시리즈A:수학교육
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• 제58권4호
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• pp.609-625
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• 2019

최근 국제 수학교육에서 가치(values)를 다루는 프로젝트나 연구물이 증가하고 있으나 우리나라에서는 소개된 것이 많지 않다. 본 연구에서는 Bishop(1996)의 '수학적 가치'와 '수학 교육적 가치'를 중심으로 체계적인 문헌 검토를 통하여 최종 66편의 논문을 선정하였고 연구시기, 프로젝트, 분석 대상, 연구 방법을 기준으로 연구 동향을 제시하였다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권2호
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• pp.99-121
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• 2019

This article looks back and also looks forward at the values aspect of school mathematics teaching and learning. Looking back, it draws on existing academic knowledge to explain why the values construct has been regarded in recent writings as a conative variable, that is, associated with willingness and motivation. The discussion highlights the tripartite model of the human mind which was first conceptualised in the eighteenth century, emphasising the intertwined and mutually enabling processes of cognition, affect, and conation. The article also discusses what we already know about the nature of values, which suggests that values are both consistent and malleable. The trend in mathematics educational research into values over the last three decades or so is outlined. These allow for an updated definition of values in mathematics education to be offered in this article. Considering the categories of values that might be found in mathematics classrooms, an argument is also made for more attention to be paid to general educational values. After all, the potential of the values construct in mathematics education research extends beyond student understanding of and performance in mathematics, to realising an ethical mathematics education which is important for thriveability in the Fourth Industrial Revolution. Looking ahead, then, this article outlines a 4-step values development approach for implementation in the classroom, involving Justifying, Essaying, Declaring, and Identifying. With an acronym of JEDI, this novel approach has been informed by the theories of 'saying is believing', self-persuasion, insufficient justification, and abstract construals.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제34권3호
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• pp.277-297
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• 2020

본 연구의 목적은 수학교육적 가치에 대한 예비 초등교사와 현직 초등교사의 인식을 확인하고 비교하는데 있다. 이를 위해 설문지를 활용하여 자료를 수집하고 주성분 분석(PCA)을 실시하여 요인 6개를 도출하였다. 이 요인은 체계적인 라벨링 과정을 거쳐 6가지 수학교육적 가치 즉 '재미', '문제 해결', '표현', '계산', '능력', '설명'으로 명명되었다. 예비 초등교사와 현직 초등교사 모두 '문제 해결'을 가장 중요하게 생각하였으며 이 요인에 대해 통계적으로 집단 간 유의미한 차이는 없었다. '설명'을 제외한 모든 수학교육적 가치에 대해 1학년 예비 초등교사, 4학년 예비 초등교사, 현직 초등교사 순으로 더 중요하게 여기는 경향이 있었다. 특히 예비 초등교사와 현직 초등교사 사이에 각 가치에 대한 인식의 차이가 두드러지는 것으로 나타났다. 이와 같은 연구 결과를 토대로 교사 교육 프로그램에서 수학교육적 가치의 구현과 관련하여 더 중요하고 의미 있게 다뤄야 할 것이 무엇인지 논의의 필요성을 강조하였다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권2호
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• pp.115-126
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• 2011

The aim of this study was to explore teachers' values about teaching mathematics in the classrooms which implemented Lesson Study and Open Approach as a teaching approach. The targeted group was 83 school teachers from 4 schools participating in a teacher professional development project. The data was gathered through teacher questionnaires, lesson observations and interviews. Data analysis is based on Bishop's (1988; 2003; 2007) and Komin's (1990) frameworks. The results from the implementation of Lesson Study and Open Approach in Thai classroom found the different of the roles and behaviors of teachers and students in classroom. The results revealed 3 kinds of values about teaching: Mathematical values, General educational values, Mathematics educational values and also found that most of the teachers valued problem solving as an innovative teaching approach as against traditional approaches they were familiar with.

• 대한수학교육학회지:수학교육학연구
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• 제8권2호
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• pp.691-708
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• 1998

The purpose of this study is to review mathematical communication theories. This study has the content of general communication, communicative learning goals in mathematics. modes of communication, methods of teaching communication and values of communication.

• East Asian mathematical journal
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• 제35권4호
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• pp.451-465
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• 2019

Textbooks are official materials so that these are the most frequently used teaching materials in school. The teacher constructs the lesson based on the contents of the textbook to achieve the learning goal. Thus, textbooks play an important role because the quality of the contents in textbooks affects the cognitive level of students. This study investigates the cognitive domain based on Bloom's Taxonomy of Educational Objectives(knowledge, understanding, application, analysis, synthesis and evaluation) of 'Values and Expression' in the mathematics textbook of the first grade of middle school reflecting the 2015 revised mathematics curriculum. We also looked at cognitive levels based on Bloom's Taxonomy of Educational Objectives. As a result, it was found that understanding was dominant in 'Values and Expression'. Also, although the problem of requiring a higher level of cognition is increasing as the unit finishes, there are still a high percentage of low level of problems.

• 대한수학교육학회지:수학교육학연구
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• 제10권2호
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• pp.263-277
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• 2000

mathematics holds a key position among the subject-matters of school education. Nevertheless, beyond Its Instrumental one, humanity-educational value of mathematics for the general public has been under estimated. For the past fifty years, in the our country there has not been enough systematic and profound examination and discussion concerning the goals of mathematics education in order to establish the philosophy of mathematics education. Thus, in this thesis we argue how mathematics education could contribute to the humanity education. For this, we examine how western educational theorists have emphasized the value of mathematics as humanity education and how their theories have been reflected in the goals of the modern mathematics education. First of all, we discuss Platonism as a philosophical basis of the traditional mathematics teaching mainly with Euclid's "Elements" since the ancient Greece and the relationship between mathematics education and humanity education in the light of this traditional thought. Next, we examine the thoughts of Pestalozzi, Harbert, Froebel who provided the theoretical basis for the public education since 19th century, and discuss the value of mathematics teaching in their humanistic educational thoughts. Also we examine the humanistic value of mathematics education in Dewey's educational philosophy, which criticized the traditional western ethics and epistemology, and established instrumen talism. Further, we analyze how such a philosophy of mathematics teaching is reflected mathematics education of 20th century, and confirm that the formation of Dewey's rational intelligence is one of the central aims of mathematics education of late 20th century. Finally, we discuss the ideals of humanistic mathematics education ; develop ment of the rational intelligence via 'doing knowledge'and change of mind via 'looking knowledge'. In this paper identify the humanistic values of mathematics education through the historical examination of the philosophies of mathematics education, and we could find significance as a fundamental study for one of the most important problems which Korean mathematics educational society confronts, that is establishing the philosophy of mathematics education.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제5권2호
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• pp.127-132
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• 2001

Mathematics holds a key position among many subjects of school education. Besides having an instrumental value, mathematics for the general public has been underestimated. Thus, in this paper we examine how western educational theorists have emphasized the value of mathematics as humanities form of education. First of all, we discuss Platonism as a philosophical basis of the ancient Greek mathematics education. Next, we examine the thoughts of Froebel, who provided the theoretical basis for the public education since 19th century, and discuss the value of mathematics teaching in their humanistic educational thoughts. Also, we examine the humanistic value of mathematics education in Dewey\\`s educational philosophy, which criticized the traditional western ethics and epistemology, and established instrumentalism. In this paper, we recognize the humanistic values of mathematics education through the historical examination of the philosophies of mathematics education.

• 대한수학교육학회지:수학교육학연구
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• 제12권2호
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• pp.163-180
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• 2002

The purpose of this paper is to reconsider the meaning of mathematical literacy based on the investigation of the nature of mathematical knowledge communicated in university level mathematics classes. The analysis of classroom discourse has revealed three different kinds of mathematical knowledge circulated in mathematics class, which include 'factual mathematics', 'mathematical fantasy', and 'mathematical savior faire.' The fact that a mathematics teacher delivers diverse categories of mathematics knowledge suggests that the mathematical literacy is not confined to the development of technical competence. More specifically, the kinds of mathematical knowledge identified above tell that mathematical literacy developed through learning mathematics reflects the cultural norms and values of doing mathematics. This means that mathematical literacy is not merely involve with technical competence but rather with cultural competence. In this regard, this paper highlights the meaning of mathematical literacy as a cultural identity, which has been underestimated in the theory and practice of mathematics education dominated by technocracy of the twentieth century In particular, the notion of mathematical savior faire implies that teaching and teaming mathematics ultimately deals with a system of cultural meaning. Hence, through learning mathematics, a learner gets transformed as a whole person according to the cultural norms and values. In this regard, it is concluded that mathematical literacy can be considered as a necessary condition to become a competent member of mathematics community sharing cultural norms of doing mathematics as well as a repertoire of mathematical skills.

• 한국수학사학회지
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• 제35권1호
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• pp.19-39
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• 2022

This paper aims to examine how the public perception of mathematics changed in England in the 19th century. As rapid industrial and social developments took place in the 19th century, the educational environment underwent great changes, and the value and public perception of mathematics also changed. Mathematics took a new position in the terrain of educational reform in the late 19th century. In this study, I analyzed the actual condition of mathematics education in elementary and secondary schools, popular educational institutions, and universities in England in the first half, middle, and second half of the 19th century, and compared what values and usefulness of mathematics education were justified in each institution. I also examined how satirical magazine Punch satirized the public understanding or view on mathematics at each period. It is to be hoped that this study will have significant implications for raising the public's positive perception of mathematics in modern society.