변수 개념에 대한 중등 예비교사들의 노티싱

조형미 ( Cho¸ Hyungmi ),이은정 ( Lee¸ Eunjung ) 한국수학교육학회 2021 수학교육논문집 Vol.35 No.3

본 연구는 예비교사가 변수와 관련된 학생의 사고를 어떻게 파악하고 대응하는지를 조사하는 것을 목적으로 하였다. 변수와 관련된 학생들의 사고를 추론하여 그에 따른 지도방안을 제시해 보게 하는 문항에서 예비교사의 주목하기와 해석하기의 특징을 동시에 살펴보았으며 주목하기와 해석하기에 따라 예비교사의 대응하기가 어떻게 제안되었는지 그 특징을 조사하였다. 예비교사 26명의 응답을 분석한 결과, 예비교사들이 학생들의 응답에서 나타나는 변수에 대한 오개념에 주목하기가 쉽지 않음을 보여주었으며, 주목은 하였으나 적절한 해석을 해내지 못한 경우를 확인할 수 있었다. 주목하지 못하고 해석하지 못한 대부분 예비교사는 변수에 대한 전반적인 이해의 부족으로 인해 적절한 대응을 제시하지 못한 것으로 나타났으며, 주목하기와 해석하기가 성공적으로 이루어졌다 하더라도 경험적 지식의 부족으로 인해 적절한 대응을 제시하지 못하였다. 연구 결과를 바탕으로, 예비교사 교육에 주는 시사점을 논의하였다. This study investigated the prospective teacher’s noticing of students’ mathematical thinking from the perspective of how the prospective teacher pays attention to, interprets, and responds to the student’s responses related to variables. The prospective teachers were asked to infer the students' thinking from the variables related to the tasks and suggest feedback accordingly. An analysis of the responses of 26 prospective teachers showed that it was not easy for prospective teachers to pay attention to the misconception of variables and that some of them did not make proper interpretations. Most prospective teachers who did not attend and interpret were found to have failed to provide an appropriate response due to a lack of overall understanding of variables. even though prospective teachers who did proper attend and interpret were found to have failed to respond appropriately due to a lack of empirical knowledge, even with proper attention and interpretation.

한국 수학교실의 상호작용에 대한 연구 동향 분석

조형미(Cho, Hyungmi),권오남(Kwon, Oh Nam),배영곤(Bae, Younggon),이아란(Lee, Ahran) 학습자중심교과교육학회 2014 학습자중심교과교육연구 Vol.14 No.6

한국 수학교실의 상호작용의 모습이 어떻게 변화 발전하였는지를 연구 문헌을 통해 밝히고자 한다. 수학교육의 대표 학술지를 중심으로 상호작용, 의사소통, 담화,규범, 문화라는 키워드로 논문을 검색하고 검토하여 1994년~2013년까지 교실 내 상 호작용과 관련한 논문을 95개 선정하였다. 이 논문을 바탕으로 연도별, 연구대상별, 연구 방법별, 연구주제별로 교육과정 시기에 따른 동향을 분석한다. 그 결과 연도별 논문의 수는 교육과정의 개정의 시기 직후 증가하는 양상을 확인할 수 있었다. 연구 대상자면에서 초등학교급이 가장 많은 비율을 차지하였다. 연구 방법면에서 질적연구 방법이 가장 많이 사용되었으며, 그 중에서도 사례연구가 주를 이루었다. 연구주제는 상호작용을 강조한 수업을 통한 학습의 효과, 교실 상호작용을 위한 교사와 학생의 역할 및 신념, 수학교실 수업 방법, 교실 의사소통의 패턴 및 양식, 교실 규범이라는 주제로 범주화 되었다. 교실의 상호작용은 인지적 또는 정의적 학습의 효과를 증진시키는 수단으로 간주되었고, 상호작용을 촉진하기 위한 수업 방법의 변화 역시 학습의 효과를 확인하기 위해 시도된 연구가 많았다. 그러나 상호작용의 주체인 교사와 학생의 신념과 역할에 대한 연구가 비교적 부족하였다. 교실의 상호작용의 실질적 모습을 드러내고자 한 의사소통의 패턴에 대한 연구는 주로 교사의 담화 에 초점을 맞추어져 있었고, 수입된 분석틀에 의해 해석되었다는 한계를 보였다. 한국 수학교실의 상호작용에 대한 연구 동향을 분석한 결과 중등학교 급 교실연구가 필요하고, 연구 방법면에서도 다양성을 가질 필요가 있다. 또한 교실의 상호작용에 참여를 학습의 과정으로 이해하는 관점으로 교실의 상호작용을 접근이 필요하고, 한국의 수학교실의 상호작용을 분석하는데 적합한 분석틀이 고안될 필요가 있다. The Purpose of this study was to analyze research trends of interaction in Korea mathematics classroom, based on classified criteria derived from the review of its related literature during 1994-2013. We organized papers by year and then analyzed research method, participants, research theme. Focusing research theme, we synthesize research question, research methods, school grade, analytical framework, the meaning of the interaction in empirical data, and criticism of research. Therefore we extracted 169 analytic unit. We analyze effectiveness of classroom interaction, the role of teachers and students, teaching method, classroom patterns, forms of communication, and classroom norms. The results of this studies were as follows. First, the amount of research has increased. Second, descriptive case studies was the most frequently used in mathematics classroom interaction research. Third, elementary school classroom occupy 54.7% of the whole study. Forth, Interactions in the classroom have been considered as means to improve students’ cognitive and affective domain. However the perspective that participation classroom interaction is purpose of learning is needed.

수학교사 연수에서 협력적 멘토링의 실제 -"함께 만들어가는 수학교사 연수"의 사례를 중심으로-

조형미 ( Hyungmi Cho ),권오남 ( Oh Nam Kwon ),이지연 ( Jiyeon Lee ),윤정은 ( Jeong Eun Yoon ) 한국수학교육학회 2015 수학교육 Vol.54 No.3

This research is the case study of collaborative mentoring in the professional development of multi-tiered mathematics teacher community. We observed the procedures of mentoring, and contents of mentoring in PD program. For this purpose, we implemented PD program with participant unit composed of 3 or 4 teachers in the same school and total 25 teachers from 4 elementary schools and 4 high schools. Also there were 1 mentor and 1 sub-mentor to support each school. Observed mentoring processes were all recorded and the participants not only were interviewed several times but also wrote reflection notes after meetings. While mentoring PD program was implemented, mentor and mentee had joint responsibility about lessons implemented by mentee. Furthermore It showed possibility of change of teacher learning culture, learning culture of community. It means that teacher would improve their professionalism more effectively within teacher community instead of individual. 4 reflection contents was founded in collaborative mentring; 1)purpose of mathematics education, 2)motivation and connection between previous lecture and present lecture 3)lack of mathematical contents in lesson 4)discourse between teacher and students.

순환 신경망과 합성곱 신경망을 이용한 개체명 인식

조형미(Hyungmi Cho),김종구(Jonggu Kim),권홍석(Hongseok Kwon),이종혁 한국정보과학회 2017 한국정보과학회 학술발표논문집 Vol.2017 No.06

Spectral Element Analysis for an Axially Moving Viscoelastic Beam

Hyungmi Oh,Jooyong Cho,Usik Lee 대한기계학회 2004 JOURNAL OF MECHANICAL SCIENCE AND TECHNOLOGY Vol.18 No.7

In this paper, a spectral element model is derived for the axially moving viscoelastic beams subject to axial tension. The viscoelastic material is represented in a general form by using the one-dimensional constitutive equation of hereditary integral type. The high accuracy of the present spectral element model is verified first by comparing the eigenvalues obtained by the present spectral element model with those obtained by using the conventional finite element model as well as with the exact analytical solutions. The effects of viscoelasticity and moving speed on the dynamics of moving beams are then numerically investigated.

예비교사와 현직교사가 바라보는 한국의 수학교실수업: 국제 교실수업 어휘 프로젝트를 기반으로

조형미,김희정,Cho, Hyungmi,Kim, Hee-jeong 한국학교수학회 2021 韓國學校數學會論文集 Vol.24 No.1

본 연구는 국제 교실수업 어휘 프로젝트의 일환으로 이미 조사된 한국의 교수학적 어휘를 바탕으로 현직교사와 예비교사의 교수학적 어휘에 대한 인식 차이를 비교하는 것을 목적으로 한다. 국제 교실수업 어휘 프로젝트는 호주를 중심으로 독일, 미국, 일본, 중국, 체코, 칠레, 프랑스, 핀란드, 한국의 총 10개국이 참여하는 국제공동연구이다. 각 국가에서는 자국의 수학교실에서 나타나는 교수학적 용어를 확인하고 정리하며 이를 기반으로 수학 교실 수업과 관련한 연구를 확장하거나 10개국 내에서의 국제 비교연구를 진행하고 있다. 본 논문에서는 한국의 교수학적 용어로 정리된 103개의 용어에 대하여 현직교사 136명의 응답과 예비교사 127명의 응답을 비교하여 해당 용어에 대한 친숙도와 수업에서 발생하는 정도에 대한 인식의 차이를 분석하였다. 분석 결과에서 우리나라 현직교사들과 예비교사들은 공통적으로 '교수·학습 활동'과 '평가' 범주에 있는 용어에 대한 친숙도가 높은 것으로 나타났다. 그러나 예비교사들은 현직교사의 응답과 비교하였을 때, 국가 주도로 제안된 용어의 친숙도가 현저히 낮은 것으로 조사되었다. 또한, 수업에서 발생하는 정도에 대한 인식 조사 분석 결과, 교사의 수학 수업에 대한 교수학적 노력이 학습자의 관점에서는 명시적으로 드러나지 않는 어휘와 그에 대한 차이점이 드러났다. 이러한 분석 결과를 바탕으로 우리나라의 수학교실 관행에 대해 성찰하고 그와 관련하여 논의 및 제언하였다. Lexicon is closely related to human thinking. In particular, a classroom lexicon results from objectifying the teaching-learning activity in classrooms, allowing humans to recognize and explore the activities and phenomena in classrooms explicitly. Therefore, using the lexicon and clarifying what the words mean is to enhance the understanding of teaching activities. The International Classroom Lexicon Project investigates and identifies each country's mathematics classroom lexicon, where ten countries participated. The purpose of this current study is to compare the differences in perceptions between teachers and pre-service teachers about the Korean classroom lexicon previously investigated as a part of the international collaborative project. By comparing the responses of 147 teachers and 127 pre-service teachers, the degree of familiarity with pedagogical terms and the frequency of occurrence or usage in classrooms were compared and analyzed to understand the recognition of pre-service teachers' pedagogical terms. Finally, we also discuss reflections on Korean mathematics teaching practices in Korea.

Trough Concentration Over 12.1 mg/L is a Major Risk Factor of Vancomycin-Related Nephrotoxicity in Patients With Therapeutic Drug Monitoring

Han, Hye Kyung,An, Hyungmi,Shin, Kwang-Hee,Shin, Donghoon,Lee, Sue Hyun,Kim, Ju Han,Cho, Sang-Heon,Kang, Hye-Ryun,Jang, In-Jin,Yu, Kyung-Sang,Lim, Kyoung Soo by Lippincott Williams Wilkins 2014 Therapeutic drug monitoring Vol.36 No.5

BACKGROUND:: High doses of vancomycin increase the risk of nephrotoxicity, but the quantitative relationship between vancomycin exposure and nephrotoxicity is still controversial. This study evaluated the relationship between vancomycin trough concentration and nephrotoxicity, and risk factors for nephrotoxicity in patients undergoing therapeutic drug monitoring. METHODS:: A total of 1269 cases from patients who underwent therapeutic drug monitoring were collected from 2006 to 2010. Receiver operating characteristic curve analysis was used to evaluate the relationship between trough concentration and the incidence of nephrotoxicity. Logistic regression using the generalized Least Absolute Shrinkage and Selection Operator (lasso) method was used to evaluate possible risk factors for nephrotoxicity. The data were divided into high/low-concentration groups by the cutoff value obtained from the receiver operating characteristic curve, and additional logistic regression using the generalized lasso method was performed for each group. RESULTS:: The cutoff value of the vancomycin trough concentration was 12.1 mg/L. Patients with high concentrations (>12.1 mg/L) were more likely to develop nephrotoxicity (odds ratio = 16.0, 95% confidence interval, 8.2–31.1). The vancomycin trough concentration was the only significant risk factor for nephrotoxicity identified using the generalized lasso (P < 0.001). In contrast, no factor was associated with nephrotoxicity in the low-concentration group. CONCLUSIONS:: Vancomycin trough concentrations over 12.1 mg/L were associated with an increased risk of nephrotoxicity. This is lower than the known threshold. Trough vancomycin concentration over the threshold was the only risk factor of nephrotoxicity among demographic factors, dosing regimen, and other clinical conditions in this study. It is suggested that vancomycin trough concentrations greater than 12.1 mg/L require close monitoring for nephrotoxicity.

Korean, Japanese, and Chinese populations featured similar genes encoding drug-metabolizing enzymes and transporters: a DMET Plus microarray assessment

Yi, SoJeong,An, Hyungmi,Lee, Howard,Lee, Sangin,Ieiri, Ichiro,Lee, Youngjo,Cho, Joo-Youn,Hirota, Takeshi,Fukae, Masato,Yoshida, Kenji,Nagatsuka, Shinichiro,Kimura, Miyuki,Irie, Shin,Sugiyama, Yuichi,S Wolters Kluwer Health | Lippincott Williams Wilkin 2014 PHARMACOGENETICS AND GENOMICS Vol.24 No.10

BACKGROUND: Interethnic differences in genetic polymorphism in genes encoding drug-metabolizing enzymes and transporters are one of the major factors that cause ethnic differences in drug response. This study aimed to investigate genetic polymorphisms in genes involved in drug metabolism, transport, and excretion among Korean, Japanese, and Chinese populations, the three major East Asian ethnic groups. METHODS: The frequencies of 1936 variants representing 225 genes encoding drug-metabolizing enzymes and transporters were determined from 786 healthy participants (448 Korean, 208 Japanese, and 130 Chinese) using the Affymetrix Drug-Metabolizing Enzymes and Transporters Plus microarray. To compare allele or genotype frequencies in the high-dimensional data among the three East Asian ethnic groups, multiple testing, principal component analysis (PCA), and regularized multinomial logit model through least absolute shrinkage and selection operator were used. RESULTS: On microarray analysis, 1071 of 1936 variants (>50% of markers) were found to be monomorphic. In a large number of genetic variants, the fixation index and Pearson’s correlation coefficient of minor allele frequencies were less than 0.034 and greater than 0.95, respectively, among the three ethnic groups. PCA identified 47 genetic variants with multiple testing, but was unable to discriminate ethnic groups by the first three components. Multinomial least absolute shrinkage and selection operator analysis identified 269 genetic variants that showed different frequencies among the three ethnic groups. However, none of those variants distinguished between the three ethnic groups during subsequent PCA. CONCLUSION: Korean, Japanese, and Chinese populations are not pharmacogenetically distant from one another, at least with regard to drug disposition, metabolism, and elimination.

반전학습(flipped learning)을 적용한 수학 수업에서 학생들의 참여 요인 탐색

윤정은 ( Yoon Jungeun ),조형미 ( Cho Hyungmi ),권오남 ( Kwon Oh Nam ) 한국수학교육학회 2016 수학교육 Vol.55 No.3

The abilities for 21st learners have recently changed and learners’ engagement is emphasized. In flipped classroom, students learn the prerequisite concepts of the lecture online in advance and perform various types of activities based on interaction and engagement. As students in flipped classroom construct knowledge actively, students`` engagement is very important. Therefore, I conducted a research of flipped mathematics class to help teachers to better understand students`` engagement in flipped mathematics class. The flipped mathematics class was conducted for about 3 weeks with 29 middle school students and one teacher. Video and audio recordings, completed student worksheets and interview data were collected and analyzed using the qualitative method. The results of this study showed that students’ engagement is influenced by diverse factors. Engagement factors were categorized by teacher factors, community factors, material factors, tasks and strategy factors, classroom culture factors. Each factor facilitates or suppresses behavioral, emotional, cognitive, agentic engagements, and sometimes several factors are related. The results of this study increase understanding of engagement through the example of a case study on flipped mathematics class

미래학교 수학교실의 교육 방법론에 대한 탐색:비구조화된 문제에서 학생들의 질문 만들기를 중심으로

나미영,조형미,권오남,Na, Miyeong,Cho, Hyungmi,Kwon, Oh Nam 한국수학교육학회 2017 수학교육 Vol.56 No.3

This paper explores students' question generation process and their study in small group discussion. The research is based on Anthropological Theory of the Didactic developed by Chevallard. He argues that the savior (knowledge) we are dealing with at school is based on a paradigm that we prevail over whether we 'learn' or 'study' socially. In other words, we haven't provided students with autonomous research and learning opportunities under 'the dominant paradigm of visiting works'. As an alternative, he suggests that we should move on to a new didactic paradigm for 'questioning the world a question', and proposes the Study and Research Courses (SRC) as its pedagogical structure. This study explores the SRC structure of small group activities in solving ill-structured problems. In order to explore the SRC structure generated in the small group discussion, one middle school teacher and 7 middle school students participated in this study. The students were divided into two groups with 4 students and 3 students. The teacher conducted the lesson with ill-structured problems provided by researchers. We collected students' presentation materials and classroom video records, and then analyzed based on SRC structure. As a result, we have identified that students were able to focus on the valuable information they needed to explore. We found that the nature of the questions generated by students focused on details more than the whole of the problem. In the SRC course, we also found pattern of a small group discussion. In other words, they generated questions relatively personally, but sought answer cooperatively. This study identified the possibility of SRC as a tool to provide a holistic learning mode of small group discussions in small class, which bring about future mathematics classrooms. This study is meaningful to investigate how students develop their own mathematical inquiry process through self-directed learning, learner-specific curriculum are emphasized and the paradigm shift is required.