• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권1호
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• pp.55-74
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• 2014

This study examined the potential teaching strategies of prospective elementary teachers and their perceptions of the procedural/conceptual nature of examples. Fifty-four prospective teachers participated in this study, engaging in two-phase tasks. Analysis of data indicated that: (a) Overall, the participants' perceptions were geared toward putting emphasis on conceptual understanding rather than procedural understanding; but (b) Generally, procedure-oriented strategies were more frequently incorporated in participants' potential teaching plans. This implied that participants' preconceived ideas regarding math examples were not always reliable indicators of their potential teaching strategies. Implications and suggestions for mathematics teacher preparation are discussed.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제10권4호
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• pp.239-258
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• 2006

This study sought to examine preservice teachers' beliefs about their intent to use computers and Internet resources in mathematics classrooms. Also, web-based instruction on topics in elementary school mathematics was used to foster teachers' confidence and competence in using instructional technology, thereby promoting positive attitudes toward use of computers and Internet resources in the mathematics classroom. The results indicated that students who participated in the web-based instructions exhibited a significantly (p < 0.05) better attitude toward using computers and web-based resources in teaching mathematics than did students in the control group.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권2호
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• pp.161-177
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• 2001

This study is to investigate what students want to learn and what mathematics teachers should teach in their classrooms. 1314 students and 527 mathematics teachers were randomly selected to administer the questionnaire. The result shows that their is a considerable mismatch between students'learning desires and teachers'teaching practices in classrooms. What students want to learn is creative knowledge; however, what they learn in the classroom is ‘imitative’ knowledge. This study suggests that the overall educational goal of mathematics education in Korea should emphasize (1) learning to communicate mathematically, (2) loaming to reason mathematically, (3) becoming confident in pupils'own ability, (4) learning to$.$value mathematics, and (5) becoming mathematical problem solvers.

• 한국수학교육학회지시리즈A:수학교육
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• 제63권2호
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• pp.387-392
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• 2024

The use of artificial intelligence (AI) in mathematics education has advanced as a means for promoting understanding of mathematical concepts, academic achievement, computational thinking, and problem-solving. From a total of 13 studies in this special issue, this editorial reveals threads of potential and future directions to advance mathematics education with the integration of AI. We generated five themes as follows: (1) using ChatGPT for learning mathematical content, (2) automated grading systems, (3) statistical literacy and computational thinking, (4) integration of AI and digital technology into mathematics lessons and resources, and (5) teachers' perceptions of AI education. These themes elaborate on the benefits and opportunities of integrating AI in teaching and learning mathematics. In addition, the themes suggest practical implementations of AI for developing students' computational thinking and teachers' expertise.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제33권3호
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• pp.355-376
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• 2019

지난 2012년에 제2차 수학교육 종합계획이 발표된 이후 이를 바탕으로 하여 여러 가지 정책이 실현되고 있다. 하지만 여러 사회적인 변화 및 교육과정의 개정 등으로 인하여 새로운 수학교육 관련 계획 및 정책입안이 요구되고 있다. 유의미한 정책수립을 위해 현재 사회 및 교육현장의 변화가 교육에 요구하는 것이 무엇인지를 반영해야 한다. 따라서 지금까지 수학교육에 대한 교사들의 인식을 조사한 국내외 연구들에 대한 분석과 함께 여러 변화에 따른 요구와 현재 학교의 교육현황을 반영하여 학교 현장에서 교육을 수행하는 교사들에 대한 실질적 연구가 필요하다. 따라서 본 연구에서는 이를 조사할 수 있는 적절한 설문문항을 개발하고자 한다. 문항 개발시 전문가 의견 참조 및 현장 예비조사 연구를 실시하여 문항의 적절성과 신뢰도를 유지하였다. 이러한 과정을 통해서 수학교육인식, 수학교육현황, ICT활용의 3가지 부분의 33개의 문항을 개발했다. 개발된 문항은 현재 수학교사의 인식 및 교육 현황을 조사하는 도구로 활용될 것이며 또한 이 조사를 통해 나온 결과는 앞으로의 수학교육 관련 정책을 수립하는 데에 유용하게 쓰일 것으로 기대된다.

• 한국학교수학회논문집
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• 제24권1호
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• pp.151-172
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• 2021

본 연구에서는 이차곡선 지도 방안으로써 수작업 교구인 Wax-paper를 이용한 활동과 공학도구인 GeoGebra를 이용한 활동에 대한 예비 수학교사들의 인식을 조사하였다. 수도권 소재의 한 사범대학 수학교육과 학부생 20명을 대상으로 이차곡선에 대한 교구와 공학도구 활용 수업을 진행한 후, 두 가지 수업 방법에 대한 인식 설문조사를 시행하였다. 본 연구 결과에 따르면, 예비 수학교사들은 이차곡선 학습 및 지도에서 전반적으로 공학도구의 활용을 선호했으며, 공학도구의 활용이 시각화를 통해 직관적 사고에 도움이 되며, 다양한 수학적 성질 탐구를 가능하게 함으로써 개념 이해와 흥미 유발에 도움을 준다고 생각하였다. 그러나 학생 또는 교사의 미숙한 공학도구 사용에 대한 우려를 지속적으로 나타냈으며, 예비 수학교사들이 인식한 교구와 공학도구 활용의 장단점은 상호보완적이었다. 이와 같은 연구 결과를 토대로 수학수업에서 각 교구와 공학도구가 가진 특성에 맞게 상호보완적으로 활용하길 제안하며, 학생 또는 교사의 공학도구 사용 능력에 영향을 받지 않는 수업자료의 개발 및 보급이 필요하다는 시사점을 제시한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제53권4호
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• pp.449-462
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• 2014

In this study, mathematics teachers' awareness of the need for motivation and its utilization in the actual classes were analyzed through a survey. As a result, the mathematics teachers answered positive on the need for motivation but the attempts for motivation in actual classes were rather low. In addition, they answered that teacher training for motivation were helpful in actual classes. Among Keller's ARCS, the strategies mathematics teachers recognized necessary and those used frequently in actual classes often showed generally consistent, and the need for motivation and the degree of utilization got highest score in motivation sector. On the other hand, mathematics teachers need to acknowledge specific utilization strategies of ARCS but showed incompetent in utilizing them in actual classes. Thus, in order to efficiently utilize the strategies for motivation in mathematics classes, mathematics teachers needed practical teacher training, specific instruction methods, researches on practical instructional methods and in-service, and administrative supports for the activations of teacher's study group and mentor system.

• 한국초등수학교육학회지
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• 제23권4호
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• pp.507-527
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• 2019

2015 개정 교육과정에 따른 교과서가 개발되어 적용이 완성된 시점에서, 그리고 새로이 검정 교과서를 개발하려고 하는 시점에서 현재 실행 중인 2015 개정 교육과정에 바탕을 둔 교과용 도서에 대해 내용적으로 그리고 현장 교사들의 반응에 대해 면밀히 검토할 필요가 있다. 이에 본 연구는 2015 개정 교육과정을 바탕으로 개발 적용되고 있는 초등 수학과 교과용 도서(수학 교과서, 수학익힘책, 교사용 지도서)에 대하여 교사들이 어떻게 인식하고 평가하고 있는지를 초등학교 교사를 대상으로 설문조사를 실시하고 그 결과를 분석하였다.

• East Asian mathematical journal
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• 제39권4호
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• pp.393-417
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• 2023

STEAM education, which was introduced to address many of the issues raised in science and technology education, has had a profound impact on the field of education over the past 13 years. This study aims to systematically analyze the research trends of STEAM education integrated with mathematics from 2010 to 2022 and to provide implications for future STEAM education. To this end, 89 articles published in domestic KCI journals were collected and analyzed. The results showed that more than half of the STEAM studies were related to the development and application of STEAM programs. The next most frequent studies were related to current state and improvement oaf STEAM education, followed by curriculum and textbook analysis, and by teacher education and teacher competencies. Students' and teachers' perceptions and attitudes toward STEAM education were addressed in only a few papers.

• East Asian mathematical journal
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• 제37권4호
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• pp.443-460
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• 2021

This study analyzes the characteristics of elementary math gifted classes through the development and application of teaching and learning materials. We used the guided reinvention methods including quasi-experiential perspectives. To this end, the applicability of Lakatos' quasi-empirical mathematical philosophy in elementary mathematics was examined, and the criteria for the development of teaching and learning materials for gifted students were presented, and then this study was conducted in this theoretical background. The subjects of the study were 21 elementary students at P University's Institute of Science and Gifted Education, and non-face-to-face real-time classes were conducted. Classes were divided into introduction, deployment1, deployment2, organization stages, and in each stage, small group cooperative learning was conducted based on group activities, and in this process, the characteristics of elementary mathematics gifted were analyzed. As a result of the study, elementary mathematics gifted students did not clearly present the essence of justification in the addition algorithm of fractions, but presented various interpretations of 'wrong' mathematics. They also showed their ingenuity in the process of spontaneously developing 'wrong' mathematics. On the other hand, by taking interest in new mathematics starting from 'wrong' mathematics, negative perceptions about it could be improved positively. It is expected that the development of teaching and learning materials dealing with various and original topics for the gifted students in elementary school will proceed through follow-up research.