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아동의 공간 개념과 기하 형성 과정에 대한 Piaget의 연구
백석윤 晋州敎育大學校 科學敎育硏究所 1992 科學敎育硏究 Vol.18 No.-
In this essay about the development and child's learning of space concepts and geometry, I tried to review selected theoretical and methodological issues mainly from Piaget's researches ("The Child's Conception of Geometry"; "The Child's Conception of Space"; and "The Child's Construction of Reality"). Piaget has carried out a great number of experiments dealing with the child's conception of space and geometry. His research is within the broader context of his theory of cognitive and development and the nature of knowledge. Here, I specifically reviewed: certain critical features of the epistemological and theoretical aspects of Piaget's positions on the development of space concepts; the available evidence concerning the construction of the "permanent object" which is the fundamental invariant of our spatial world; and Piaget's early work on space and geometry.
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白錫允 晋州敎育大學校 科學敎育硏究所 1990 科學敎育硏究 Vol.16 No.-
This essay consisted of five sections is constructed to discuss; Why it is needed to adopt the history of mathematics into the curriculum of school mathematics: How it can be executed practically in the mathematics classromm. In Section One, the author describes general idea which may come about when considering the adopting the history of mathematics into the curriculum of secondary school mathematics. Section Two is devoted to illustrate several rationalities-Why it is needed adopting the history of mathematics into the curriculum. In Section Three, somewhat practical and concrete ways of integrating the history of mathematics into the curriculum is discussed. In succession, several real instances are introduced in Section Four, which may show how the history of mathematics can be adopted and integrated practically into the mathematics class under the real classroom situation. Finally, Section Five is shared to provide some historical topics and resources considered to be useful in the mathematics classroom.
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정의적인 측면에서 한국과 미국 학생들의 수학학습에 대한 생각의 비교 분석
백석윤 晋州敎育大學校 科學敎育硏究所 1993 科學敎育硏究 Vol.19 No.-
An international study of students' learning of mathematics provides a unique opportunity to take a step forward and obtain a broader insight into teaching and learning mathematics in one's own country. However, in Korea it is hard to find such a study which researches in detail students' attitude towards mathematics. The present study was implemented primarily to investigate how Korean junior high school (8th grade) students think about mathematics learning and to measure their attitudes towards mathematics using the sam e instruments developed in SIMS. But, it was considered to be valuable and interesting to compare Korean and American student attitudes towards mathematics using the same instruments used in SIMS together with the international results reported in SIMS for reference. (Twenty countries participated in the SIMS study. the U. S. A. participated but Korea.) On everage, over 60 percents of Korean students believe that the topics and activities listed on Mathematics in School dimension are important. However, they were much less likely(47%) to believe that these things are easy to do, and even less likely(44%) to enjoy them. Among Korean students, there was a tendency for the hardest topic to be the least liked and better liked topics to be viewed as easier. These tendencies were common among the U. S. students as well as in the international results. Korean students affirmed the importance of "Memorizing rules and formulas"(Item 2) to an extraordinary degree(84%). They believe "Using charts and graphs"(Item 3) to be easiest and "solving equations"(Item 5) to be most liked. Korean students, like the U. S. students, view their parents as extremely supportive of their study of mathematics. However, their perceptions of their parents' enjoying and being able to do the mathematics were surprisingly lower than U. S. students. The vast majority of Korean students claimed that they want to do well(Item 1) in mathematics. and that their parents want them to be successful in the subject. The latter is reflected in a similar item in the HOMSUPT scale. These were common tendencies also in the U. S. Group. The highest endorsement by Korean students was on Item 4. "I feel good when I solve a mathematics problem by myself." The highest endorsement by U. S. students was on Item 1. "I really want to do well in mathematics." Many more Korean students were afraid of taking mathematics than U. S. student. In contrast, a majority of korean students felt happy while working with numbers, but U. S. students did not. Korean students, like U. S. students, tended not to endorse mathematics as a predominantly male domain. However, compared to the U. S. students, relatively more Korean students viewed mathematics as a masculine field. Korean students hwe the view that most mathematics problems can be solved in many different ways (Item 7) and that mathematics is a rule-oriented subject(Item 5, 9, 11 and 13). They also view mathematics as a changing field and as a creative endeavour. On the whole, Korean students and U. S. students perceived mathematics as a useful and practical subject in everyday life. Remarkable differences between the two groups of students are that Korean students had somewhat lukewarm responses on the practicality and usefulness of mathematics in everyday life, while a majority of the U. S. students had positive views on most items.
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백석윤 서울교육대학교 2003 한국초등교육 Vol.14 No.2
The purpose of this study is to construct a constructivist instructional model that might be used properly in elementary mathematics classrooms. This study regards the constructive mathematics education as simply one section among the spectrum of mathematics education, thus could be included in the category of mathematics education. The model for constructive instruction, in elementary mathematics classrooms, constructed in this study, has the following virtues. Firstly, this model suggests integrated view of constructive mathematics instruction that could adjust the individual and sporadic views recently constructed for the constructive mathematics instruction. Secondly, this model could suggest structural approach for the construction of constructive mathematics instruction program.
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