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프랙탈의 고등학교 수학교육과정에서의 도입가능성에 관한 연구
최정숙,신인선 ( Jung Suk Choi,In Sun Shin ) 한국수학교육학회 1998 수학교육 Vol.37 No.1
We seek the possibility of introduction of Fractals to the high school math. curriculum through identifying Fractals teaching programs appropriate for the scopes and sequences in math. education for the high school students. We presented the contents of Fractal theory suitable for the high school students. The following subjects were chosen to be introduced; self-similarity, Fractal dimension, Cantor set, Sierpinsky triangle, Sierpinsky carpet, Koch curve, Koch island, perimeter estimate of rugged profiles drawn on paper, and chaos game. We developed the working papers and the criteria for appraisal. Each working paper focuses on the activities in which students can solve the given problems, understanding the characteristics and ideas of Fractals. The working papers were given to the second year students who take science course, and the degree of achievements were analyzed based on the appraisal criteria. The results show that it is possible to introduce Fractals to the high school students
고등학교 1학년 수학 교과서에 나타난 수학 외적 연결성
조수미(Su Mi Jo),신인선(In Sun Shin) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.3
본 연구에서는 2015 개정 교육과정에 따른 고등학교 1학년 수학 교과서에서 나타난 수학 외적 연결성 유형을 분석 대상의 연결 소재 및 문제 상황에 따라 맥락과의 연결과 타 교과와의 연결로 나누어 분석하였다. 이를 통하여 학교 수학교실에서 교과 서의 활용으로 창의・융합 능력의 신장을 가능하도록 하는 소재 및 문제 상황을 제시 하는 수학 교과서의 개발에 대한 시사점을 도출하는 데에 목적이 있다. 2015 개정 교육과정에 따라 2018년 발간된 고등학교 1학년 수학 교과 9종 모두를 수집하여 교과서 내용 전체의 소재와 문제를 대상으로 수학 외적 연결성을 분석하였다. 그 결과, 모든 교과서에서 맥락과의 연결 유형이 타 교과와의 연결 유형보다 많이 나타났으며, 대부분 단원에서 맥락과의 연결 유형은 실생활 맥락과의 연결이 높게 나타났다. 타 교과 와의 연결 유형은 과학/기술 가정 교과와의 연결에 치우쳐 있었다. 이러한 치우침을 개선할 수 있도록 수학교과서에서 다양한 맥락과 교과와의 연결을 제시한다면 수학 교실에서 창의・융합 능력을 신장시킬 수 있으리라 기대된다. In this study, the types of external connections that appeared in tenth graders mathematics textbooks according to the 2015 revised curriculum were analyzed by dividing them into connection with context and connection with other subjects. Through this, the purpose is to derive implications for the development of a mathematics textbook that presents the subject matter and problem situations that enable the improvement of creativity and convergence ability through the use of the textbook in the school mathematics classroom. In accordance with the 2015 revised curriculum, all nine types of mathematics subjects for the first year of high school published in 2018 were collected, and the external connection of mathematics was analyzed for the subject matter and problem of the entire textbook.. As a result of analyzing all 9 mathematics textbooks, the type of connection with context appeared more in all textbooks than the type of connection with other subjects, and in most units, the type of connection with context was real life. The type of connection with other subjects was biased toward the connection with science/technology home economics. If the mathematics textbook presents connections between various contexts and subjects in order to improve this bias, it is expected that in the mathematics classroom it will be able to enhance creativity and convergence ability.
읽기 자료를 활용한 수업에서 나타난 수학적 의사소통과 수학적 성향 및 태도 분석
김수미 ( Su Mi Kim ),신인선 ( In Sun Shin ) 한국수학교육학회 2010 수학교육 Vol.49 No.4
The purpose of this study was providing implications in teaching and learning activities to vitalize mathematical communication and to raise positive attitudes about mathematics. We analyzed mathematical communication, disposition and attitudes of the students who had lower mathematical achievement rather than that of Korean language in class using reading materials and strategies. We found that teaching-learning activities using the reading materials and strategies let the low achievers in mathematics communicate more about mathematical notions and problem-solving process actively. The activities triggered interests and attention of mathematics and self-study. In addition, the lessons with reading materials and strategies aroused confidence, will and responsibility to mathematics learning to the students. They made the learners notice mathematics` values and roles and gave the opportunity of reflection about students` learning processes. As a result, the teaching-learning using reading materials and strategies should be developed and accomplished actively in classroom to turn mathematical inclination and attitudes of the students who had had negative inclination and attitudes to mathematics into those of positive and to vitalize mathematical communication to the lower achievers in mathematics.