고등학교 남녀 학생의 수학 능력에 대한 담론 연구

권오남,박경미,임형,허라금,Kwon, Oh-Nam,Park, Kyung-Mee,Im, Hyung,Huh, Ra-Keum 대한수학교육학회 1999 수학교육학연구 Vol.9 No.1

This study aims to study the discourses influencing high school students' concept and attitude toward mathematics, and to examine how gender differences concerning mathematical aptitude are created. This study is based on the results of previous two studies which suggested that mathematical competence differs not only according to gender, region and school year, but also even within the same gender. For this study, 12 students ranking in the top 10% at two co-ed high schools were interviewed to find out 1) what discourses are related to gender and mathematics, 2) in what way these discourses are formulated and gain currency, and 3) how they have affected students in general. Common notions concerning mathematics may be summed up as follows: 1) Most of the students believe that gender difference in mathematical aptitude results because biologically men tend to be strong in mathematics and analytical skills while women tend to have better linguistic ability. This concept can help male students' studying to have a greater learning toward mathematics. 2) A large number of the students believe that male students' studying method is based on comprehension whereas female students' method is based on retention, and hence the former group tends to be better at applying their learning than the latter group. This notion seres to encourage male students and discourage female students from tackling difficult mathematical problems. 3) Many students believe that, although female students may surpass their male counterparts in middle school or the first year of high school, they will eventually fall behind by the 3rd year. Despite research which shows that these common beliefs are not grounded in scientific proof, high-school girls, who may be strong in mathematics, lose self-confidence and feel a sense of crisis. The mechanisms which produce and reinforce such concepts as those mentioned above can be summarized as follows: 1) Regarding the choice of majors and future career paths, parents show different attitudes toward sons and daughters, and this tends to influence high-school girls and hinders them from entering mathematics-related fields. 2) Teachers with value systems based on stereo-typed gender roles affect students a great deal, and give different advice according to gender of their students, for selecting their major fields - for instance, whether to study the natural sciences as opposed to humanities. 3) This study indicates that peer-group behavior, of either support or exclusion, also reinforces the process of internalizing notions of gender difference related to mathematical aptitude. 4) The gender-based notion that men are naturally more inclined to have better mathematical ability has caused male students to choose the natural science subjects and female students to turn to the humanities. The discourses discussed above, propagated in schools and homes, and in the mass media, are continually reinforced along with general gender inequalities in the society at large.

수학기계를 활용한 수학사 수업

권오남,박정숙,김은지,Kwon, Oh Nam,Park, Jung Sook,Kim, Eun Ji 한국수학사학회 2013 Journal for history of mathematics Vol.26 No.4

Although many people have recognized the importance of history of mathematics in mathematics education, there are few studies that history and mathematics educations are connected. In this paper, we present and discuss the ways of introducing the instruction with mathematics machines. This instruction use the history of mathematics as part of a class not as a tool to stimulate students' interest but as a goal that it can be targeted mathematical itself. To do this, we first analyze the characteristics of applying history of mathematics in mathematical education, second, describe the meaning and the educational value of mathematical machines, and finally explained the way of applying history of mathematics with mathematics machines. The Instruction of history of mathematics with mathematics machines has advantages that practice (manipulation and experiment) and theory (elaboration of definition, production of conjectures and constructions of proofs) are interlaced within a historic-cultural perspective.

수학적 창의력에서의 성별 차이에 관한 연구 - 다답형 문항에 대한 반응을 중심으로 -

권오남,송상헌,박경미,임형,허라금,Kwon, Oh-Nam,Song, Sang-Hun,Park, Kyung-Mee,Im, Hyung,Huh, Ra-Keum 대한수학교육학회 1998 수학교육학연구 Vol.8 No.2

This study was designed for the purpose of finding some gender differences in the mathematical creative problem-solving ability. For this research, we selected two problems. One is "counting marbles" of algebra, and the other is "drawing figures" of geometry. And we examined and analyzed the written responses of the students with classifying the four categories; fluency, flexibility, originality, and elaboration. These are the factors of the creativity. There were no significant gender differences in the fluency, flexibility, and originality in both problems. but girls got significantly higher scores than boys in elaboration. In conclusion, boys tried unusual and special responses but gave many incorrect and many similiar answers, whereas girls had low scores in high originality but gave less incorrect and less overlapping answers than boys did.swers than boys did.

해수산 rotifer, Brachionus rotundiformis의 $\alpha$-amylase, total alkaline Protease, trypsin 및 triacylglycerol-lipase 활성 특성

권오남,박흠기,Kwon O-Nam,Park Heum-Gi 한국양식학회 2005 韓國養殖學會誌 Vol.18 No.4

본 연구는 rotifer, B. rotundiformis를 대상으로 소화효소 실험을 하기 위해 이들이 가지고 있는 소화효소의 최고 활성 조건을 확인하기 위해 수행하였다. rotifer, B. rotundiformis의 $\alpha$-amylase, total alkaline Protease, trypsin 및 TG-lipase는 Tris-HCl buffer 보다 phosphate-NaOH buffer 안정적인 효소활성을 보였다. $\alpha$-amylase, trypsin 및 TG-lipase는 pH 8.0에서, total alkaline proteaset pH 7.0에서 높은 효소 활성을 나타내었다. $\alpha$-amylase 활성은 $40^{\circ}C$에서 가장 높은 활성을 보였으며, total alkaline pretense와 trypsin은 $55{\~}60^{\circ}C$의 온도에서 높은 활성을 나타내었다. 반면 TG-lipase 활성은 $25{\~}30^{\circ}C$의 낮은 온도에서 활성이 높았다. $\alpha$-amylase, total alkaline pretense, trypsin 및 TG-lipase의 활성의 적정 기질 농도는 $3.5\%$ starch, $\0.6%$ azo-casein, $87.5{\mu}M$ BApNA and 81.2 mM olive oil이었다. $\alpha$-amylase, total alkaline protease, trypsin 및 TG-lipase의 활성의 적정 반응시간은 40, 60, 30 and 25 min으로 나타났다. 본 연구 결과에서 얻어진 자료는 rotifer, B. rotundiformis의 소화효소 연구를 위한 기초 자료로 이용될 것이다. This study was investigated the condition of their maximum activity to assay the enzymes of rotifer, Brachionus rotundiformis의 $\alpha$-amylase, total alkaline Protease, trypsin and TG-lipase activities of rotifer were higher and more sensitive in phosphate-NaOH buffer than Tris-HCl buffer. $\alpha$-amylase, trypsin and TG-lipase activities were appeared the maximum at pH 8.0, and total alkaline protease activity showed the maximum activity at pH 7.0. $\alpha$-amylase activity showed the highest activity at $40^{\circ}C$, and total alkaline protease and trypsin activities were assayed the highest at $55{\~}60^{\circ}C$. However, TG-lipase activity was appeared the highest at $25{\~}30^{\circ}C$. The optimum substrate concentration of enzyme activity of a-amylase, total alkaline protease, rypsin and TG-lipase were $3.5\%$ starch, $\0.6%$ azo-casein, $87.5{\mu}M$ BApNA and 81.2 mM olive oil, respectively. The optimum reaction time of enzyme activity of $\alpha$-amylase, total alkaline protease, trypsin and TG-lipase were increased up to 40, 60, 30 and 25 min., respectively. The data obtained in this study could be used for the digestive enzyme research of rotifer, B. rotundiformis.

시리즈 E : 대학수학교육 ; 탐구 지향 미분방정식의 개발 실제: 교수실험을 통한 접근

권오남 ( Oh Nam Kwon ) 한국수학교육학회 2005 수학교육논문집 Vol.19 No.4

<인공지능 수학> 교과서의 ‘관련 학습 요소’ 반영 내용 분석

권오남 ( Kwon Oh Nam ),이경원 ( Lee Kyungwon ),오세준 ( Oh Se Jun ),박정숙 ( Park Jung Sook ) 한국수학교육학회 2021 수학교육논문집 Vol.35 No.4

이 연구는 2015 개정 교육과정에서 신설 과목으로 설계된 <인공지능 수학> 교과서를 분석하여 차기 교육과정 설계의 시사점을 도출하는 데 목적이 있다. <인공지능 수학> 시안을 담은 수학과 교육과정 문서에서는 ‘학습 요소’ 대신에 ‘관련 학습 요소’를 제시하고 있다. ‘관련 학습 요소’는 인공지능의 맥락에서 활용될 수 있는 수학적 개념이나 원리로 정의하고 있는데 ‘관련 학습 요소’를 다루는 범위와 방법에 대해서는 구체적인 제한은 없다. 이에 ‘관련 학습 요소’가 <인공지능 수학> 교과서에서 반영된 양상을 형식, 범위와 방법, 공학적 도구 활용 방식을 중심으로 분석하였다. 교과서별로 ‘관련 학습 요소’를 교과서에 기술하는 형식상의 차이와 수학 개념을 취급하는 양과 범위에 차이가 있었다. 또한, ‘관련 학습 요소’를 하나의 수학 개념과 동일하게 정의하여 사용한 경우와 정의보다는 인공지능의 맥락에서 설명 위주로 서술하였다. ‘관련 학습 요소’를 인공지능의 맥락에서 활용할 수 있도록 교과서별로 유사한 공학적 도구를 다루었지만, 계산과 결과를 해석하는 활동 중심이었다. 고등학교 수학 과목으로서 <인공지능 수학>의 지향을 교과서에 충분히 반영하기 위해서 ‘관련 학습 요소’에 관한 체계적인 논의가 필요하다. 또한, 학생들이 인공지능 맥락의 활용 사례를 경험하기 위해서는 공학적 도구를 활용하여 문제를 설정하고 해결할 수 있는 내실화된 활동이 교과서에 구현되어야 할 것이다. The purpose of this study is to derive implications for the design of the next curriculum by analyzing the < Artificial Intelligence Mathematics > textbooks designed as a new subject in the 2015 revised curriculum. In the mathematics curriculum documents of < Artificial Intelligence Mathematics >, ‘related learning elements’ are presented instead of ‘learning elements’. 'Related learning elements' are defined as mathematical concepts or principles that can be used in the context of artificial intelligence, but there are no specific restrictions on the amount and scope of dealing with 'related learning elements'. Accordingly, the aspects of ‘related learning elements’ reflected in the < Artificial Intelligence Mathematics > textbooks were analyzed focusing on the textbook format, the amount and scope of contents, and the ways of using technological tools. There were differences in the format of describing 'related learning elements' in the textbook by textbook and the amount and scope of handling mathematics concepts. Although similar technological tools were dealt with in each textbook so that ‘related learning elements’ could be used in the context of artificial intelligence, the focus was on computations and interpretation of results. In order to fully reflect the intention of the curriculum in textbooks, a systematic discussion on 'related learning elements' will be necessary. Additionally, in order for students to experience the use of mathematics in artificial intelligence, substantialized activities that can set and solve problems using technological tools should be included in textbooks.

소화효소 활성으로 본 rotifer Brachionus rotundiformis의 적정 영양강화 조건

권오남(O-Nam Kwon),박흠기(Heum-Gi Park) 한국수산과학회 양식분과 2008 韓國養殖學會誌 Vol.21 No.1

교육과정 총론과 각론 문서 체재의 일관성의 기제: 호주와 일본 수학과 교육과정 개발 절차를 중심으로

권오남 ( Oh Nam Kwon ),박수민 ( Soomin Park ),이경원 ( Kyungwon Lee ) 한국교육과정학회 2019 교육과정연구 Vol.37 No.3

본 연구의 목적은 총론과 각론의 교육과정이 일관성 있게 개발되어 있는 호주와 일본의 교육과정 개발 절차를 통해 총론과 각론의 일관성의 기제가 무엇인지 분석하고, 차기 우리나라의 교육과정 개정에 있어 총론과 각론의 연계 방안을 제시하고 핵심역량에 따른 교과 역량 개발에 시사점을 주는 데 있다. 이를 위해 본 연구에서는 먼저 우리나라 교육과정 문서 체재 및 교육과정 개발을 위한 조직 체계의 일관성을 분석한 후, 호주와 일본의 교육과정 문서, 교육부 및 관계 기관의 홈페이지 자료 및 협의회 보고서 등의 문헌 자료를 통해 교육과정 개발 절차를 면밀히 조사하였다. 이를 통해 총론 개발 과정과 각론 개발 과정에서 상호작용의 양상을 확인하였으며 총론과 각론이 유기적으로 연계되어 개발될 수 있었던 일관성의 기제를 도출하였다. This study aims to explore the mechanisms of coherence between general curriculum and subject curriculum through curriculum development procedures of Australia and Japan, whose curriculums are developed consistently. Also, this study suggests the methods about connection between general curriculum and subject curriculum in the revision of Korean national curriculum and implies the development of subject competencies based on general competencies. For this purpose, this study first analyzed the coherence of the organizational structure for the development of curriculum in Korea, and then, analyzed curriculum development procedures based on documents data including the curriculum documents in Australia and Japan as well as website data of Ministry of Education and related organizations. Thus, the aspects of interactions in the development of general curriculum and subject curriculum were considered and the mechanisms of coherence were derived.

대수식과 디자인의 연결과정에서의 영재학생들의 수학적 사고 과정 분석

권오남 ( Oh Nam Kwon ),정선아 ( Sun A Jung ) 한국수학교육학회 2012 수학교육 Vol.51 No.1

Students can infer mathematical principles in a very natural way by connecting mutual relations between mathematical fields. These process can be revealed by taking tasks that can derive mathematical connections. The task of this study is to make expression and design it and derive mathematical principles from the design. This study classifies the mathematical field of expression for design and analyzes mathematical thinking process by connecting mathematical fields. To complete this study, 40 gifted students from 5 to 8 grade were divided into two classes and given 4 hours of instruction. This study analyzes their personal worksheets and e-mail interview. The students make expressions using a functional formula, remainder and figure. While investing mathematical principles, they generalized design by mathematical guesses, generalized principles by inference and accurized concept and design rules. This study proposes the class that can give the chance to infer mathematical principles by connecting mathematical fields by designing.

웹 기반 가상현실 프로그램과 지필 학습 프로그램이 공간시각화 능력에 미치는 영향 - 성별을 중심으로 -

권오남(On Nam Kwon) 한국수학교육학회 2002 수학교육 Vol.41 No.1