초등학교 아동들의 수 감각 개발 학습에 대한 소고

남형채 대구교육대학교 1999 論文集 Vol.34 No.-

수학 수업에서 학생의 자기평가(self-assessment)방법

남형채,류성림 대구교육대학교 과학교육연구소 2000 과학·수학교육연구 Vol.23 No.1

수행평가는 학생들이 자신의 수행에 대한 평가에 능동적으로 참여할 기회를 주고, 정답이나 오답뿐 아니라 그 이상의 해석을 가능하게 하는 평가이다 특히 수행평가의 한 방법으로서 자기평가는 학습과 이해에서 자신의 진보를 능동적으로 모니터하고, 자신의 수학적 지식, 과정, 태도를 검증하는 과정이다. 자기평가를 통해, 학생들은 자신의 수행을 평가함으로써 수업 과정에 참여하게 된다. 본고에서는 교사들이 수학 수업에서 자기평가를 활용할 수 있는 방법에 대해 논의한다. 학생들로부터 평가자료를 모으는 방법에는 자기보고서, 점검목록, 수학 저널, 동료평가 등이 있다. 자기평가가 수학 수업의 일부분이 되면 학생들은 다음 세 가지 영역에서 진전이 있을 것이다: 독립적인 학습자가 되기, 자신의 학습에 대한 통찰을 갖기, 학습 과정에 대해 더욱 자발적이고 흥미를 갖기, 자기평가 방법이 성공하려면, 교사는 학생들에게 자신감을 갖도록 하고, 다른 학생에게 자신의 능력이 드러나는 두려움을 극복함으로써 공동으로 협력하게 도와주는 것이다. Performance assessment gives students the opportunity to become active participants in the evaluation of their own work, an evaluation that is interpreted as more than right or wrong answers. In particular, as a part of performance assessment, self-assessment is the process of actively monitoring one's own progress in learning and understanding and of examining one's own mathematical knowledge, processes, and attitudes. Through self-assessment, students take part in the instruction process by evaluating their own performances. This article discuss how teachers can foster student self-assessment opportunities in mathematics. Methods for collecting assessment data from students are the follows: student report, inventory, mathematics journal, peer assessment, etc. When self-assessment becomes part of mathematics program, students will grow in three important areas : in becoming an independent learner, in gaining insight into their own learning, and in showing more initiative and interest in the learning process. To make the self-assessment method a success, teachers should let students have confidence and earn their cooperation by let them overcoming fear to be known the their ability to other students.

맥락적 구성에 의한 수학 교수-학습 방법

남형채 大邱敎育大學校 2000 論文集 Vol.35 No.-

산수과 연산지도 내용 및 그 지도계통(Ⅱ)

남형채 大邱敎育大學校 科學敎育硏究所 1984 과학·수학교육연구 Vol.9 No.-

The arithmetic operation in primary school is not only extensive but indispensible in our everyday Life. For the purpose of improving the operation ability, the four rules of arithmetic is systematized step by step from the first-year: to the sixth-year grade. Since most teachers are chiefly concerned with a particular grade of which they are in charge, children are being taught apart from systematic teaching. As a result, we are sure to produce a number of children who are slow in learning and in that case it is almost impossible to remedy them. The study contains the whole operation area in arithmetic which gives us clear information as a whole and is summarized as a proper material that might be covered as a whole and is summarized as a proper material that might be covered according to the semestes and the school year. The aim of the study is that the contents of the study is to be used in teaching arithmetic in primary school systematically and step by step, first of all the content of the study is to be carried out from fourth grade to sixth grade.

球面 또는 球面의 積空間이 되는 ( 構造를 가지는 多樣體

南亨採 大邱敎育大學校 科學敎育硏究所 1979 과학·수학교육연구 Vol.4 No.-

Yano and Okumura have defined a new structure called an ?? -Structure in an even-dimensional manifold. manifold. The ?? -structure induced on hypersurface M of odd-dimensional sphere with the induced metric tensor g? and the second fundamental tensor h? satisfies. ?? ?? If M is complete and has constant scalar curvature with the condition ?? then M is a sphere or product of two spheres. Converse problems of the above theorem have been studied by Ishihara, Ki,Yano and many authors. When a complete manifold with a certain ?? -structure has a symmetric tensor field h? of the form of *, they give characterizations of even-dimensional sphere or of product of two spheres, In this paper we prove following theorem. Theorem, Assume that a complete differentiable manifold M admits on ?? -structure such that ?? is almost everywhere non-zero and there exist a non-zero symmetric tensor field ? of type(0,2) satisfying some conditions ((6),(7),(8), and (9) in this paper). Then M? is isometric to ?? or ??

算數科 問題解決學習에 對한 考察

남형채 大邱敎育大學校 科學敎育硏究所 1991 과학·수학교육연구 Vol.15 No.-

산수과 연산지도 내용 및 그 지도 계통(Ⅰ)

남형채 大邱敎育大學校 科學敎育硏究所 1983 과학·수학교육연구 Vol.8 No.-

The arithmetic operation in primary school is not only extensive but indispensible in our everyday life. For the purpose of improving the operation ability, the four rules of arithmetic is systematized step by step from the first-year: to the sixth-year grade. Since most teachers are chiefly concerned with a particular grade of which they are in charge, children are being taught apart from systematic teaching. As a result, we are sure to produce a number of children who are slow in learning and in that case it is almost impossible to remedy them. The study contains the whole operation area in arithmetic which gives us clear information as a whole and is summarized as a proper material that might be covered according to the semestes and the school year. The aim of the study is that the contents of the study is to be used in teaching arithmetic in primary school systematically and step by step, first of all the content of the study is to be out from 1st grade to 3rd grade.

Complex space form의 Einstein實超曲面

南亨埰 大邱敎育大學校 科學敎育硏究所 1980 과학·수학교육연구 Vol.5 No.-

Almost complex structure and almost contact structure are both an f-structure. Recently; many authors have studied generic submanifolds of an almost complex manifold and an almost contact manifold. Typical examples of generic submanifold are hyper surfaces. Particularly, Ki[1,2],KIm[2],Kim[1,2,6],in their papers, investigated the partially integrability of the induced f-structure on generic submanifolds. In the present paper we shall prove that there exist no Einstein hyper surfaces of complex space form with constant holomorphic sectional curvorture c≠0 such that the induced f-structure is partially integroble.

수 감각 및 수 감각 학습에 대한 소고

남형채,권점례 한국수학교육학회 1999 수학교육논문집 Vol.8 No.-

“초등학교 수학의 주된 목표는 수 감각 개발이 되어야 한다”는 Everybody Counts (1989)의 진술에서 알 수 있듯 수 감각은 최근 그 중요성이 강조되고 있으며, 수학교육의 목표와 내용을 대표하는 용어가 되고 있다. 이는 지금까지 교실에서 이루어진 연산 중심 수업에 대한 반성이고, 의미 부여 학습을 강조하는 현재 진행중인 교육과정 개혁 움직임에서 쉽게 찾아 볼 수 있다. 그러나 아직 수 감각이라는 용어에 대한 명확한 정의가 내려져 있지 않을뿐더러 그 하위 구성요소를 분류하는데도 문헌마다 서로 일치하지 않는다. 따라서 본 연구에서는 문헌에 나타난 수 감각의 정의와 그 하위 구성요소들을 고찰해 보고, 아동들에게 수 감각을 길러주기 위한 수학 학습에 대해 알아본다.

5차교육과정에 의한 산수교과 지도에 관한 고찰(Ⅱ)

남형채 大邱敎育大學校 科學敎育硏究所 1989 과학·수학교육연구 Vol.13 No.-

Since 1990, the new textbooks of mathematics have been used for the teaching of Mathematics at primary school in Korea by the 5th revised curriculum. For the purpose of this 5th revision, the aims and background should be studied for the betterment of teaching of teaching of Mathematics based on this one. Therefore, in this study. the differences and betterment between them are studied and examined into the examples and contents of the texts mainly in this study. Here the research is also intented for the teachers to teach Mathematics more reasonable and effective way to their students and show one of the ways of study in the field of these studies for the purpose of this revided curriculum by carrying out it well.