http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 여승현 ( Yeo Sheunghyun ) (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
-
초등 수학교과서의 문제해결 역량 및 과제 유형 분석: 수와 연산 영역의 도전/생각 수학과 탐구 수학을 중심으로
여승현 ( Yeo¸ Sheunghyun ),서희주 ( Suh¸ Heejoo ),한선영 ( Han¸ Sunyoung ),김진호 ( Kim¸ Jinho ) 한국수학교육학회 2021 수학교육 Vol.60 No.4
본 연구는 초등학교 교과서가 반영하고 있는 문제해결 양상을 수와 연산 단원들을 중심으로 살펴보았다. 문제해결의 하위요소를 중심으로 수학적 활동에 대해 코딩을 실시한 결과 실행이 강조되는 가운데 학년별로 강조되는 하위 요소들이 다르게 나타났고, 잠재집단분석을 통해서 과제의 유형을 분류해 보았다. 향후 교과서 개발과 교사지원에 대한 시사점을 제공하고자 한다. Elementary mathematics textbooks present contents for enhancing problem solving competency. Still, teachers find teaching problem solving to be challenging. To understand the supports textbooks are suggesting, this study examined tasks from the challenging/thinking and inquiry mathematics. We analyzed 288 mathematical activities based on an analytic framework from the 2015 revised mathematics curriculum. Then, we employed latent class analysis to classify 83 mathematical tasks as a new approach to categorize tasks. As a result, execution of the problem solving process was emphasized across grade levels but understanding of problems was varied by grade levels. In addition, higher grade levels had more opportunities to be engaged in collaborative problem solving and problem posing. We identified three task profiles: ‘execution focus’, ‘collaborative-solution focus’, ‘multifaceted-solution focus’. In Grade 3, about 80% of tasks were categorized as the execution profile. The multifaceted-solution was about 40% in the thinking/challenging mathematics and the execution profile was about 70% in Inquiry mathematics. The implications for developing mathematics textbooks and designing mathematical tasks are discussed.
-
방정숙(Pang, JeongSuk),여승현(Yeo, SheungHyun) 학습자중심교과교육학회 2013 학습자중심교과교육연구 Vol.13 No.6
최근 스마트교육에 대한 관심이 부각되었으나 수학교육에서 이를 어떻게 활용해야하는지에 대한 연구는 많이 이루어지지 않고 있다. 이에 본 연구는 스마트시범 학교의 6학년을 대상으로 수학적 추론 중심의 스마트 수업 모형을 적용하여 실제 수업에서의 여러 가지 양상을 스마트 교육 요소와 수학적 추론 요소를 중심으로 분석하였다. 분석 결과 스마트 교육 요소와 관련하여 핵심역량 중 특히 협력이 효율적으로 이루어졌고, 다양한 상호작용 중 학생과 학생 간의 상호작용이 의미 있게 드러났으며, 활용도구 측면에서는 스마트기기와 특화 어플리케이션이 각 학습 주제에 부응되는 방향으로 효율적으로 활용됨을 알 수 있었다. 또한, 수학적 추론 요소와 관련하여 여러 가지 요소들이 수업 전반에 걸쳐 비교적 잘 드러났는데, 특히 구체적 사례로부터 공통 요소를 확인하는 과정과 추론을 확장하여 일반화하는 과정이 부각되었다. 이와 같은 연구 결과를 토대로 본 논문은 스마트 수업 모형을 초등 수학교육에 적용 할 때의 시사점을 제공하였다. Despite the recent emphasis on the SMART learning little research has been conducted as for what a teacher needs to do in teaching mathematics. This paper applied a mathematical reasoning-centered SMART instructional model to sixth graders in a designated SMART pilot school and then analyzed common aspects of 8 instructions in terms of SMART education elements and mathematical reasoning elements. An analysis of SMART education elements showed that cooperation among core competencies was employed effectively and that interactions between students appeared meaningfully. Smart devices and specialized applications were efficiently used according to each content. Various elements related to mathematical reasoning appeared throughout the lessons. Specifically it was noticeable for students to find out the common rule among multiple cases and to generalize their conjecture. On the basis of these results this paper suggested several implications of applying smart instructional models to elementary mathematics education.
-
권민성 ( Kwon Minsung ),여승현 ( Yeo Sheunghyun ) 한국수학교육학회 2022 수학교육 Vol.61 No.4
The unprecedented COVID-19 pandemic has disrupted, interrupted, and changed the way we normally prepare our teacher candidates in teacher preparation programs. In this paper, we, two mathematics teacher educators (MTEs), reflect our own experiences in appropriating, transforming, reconstructing, and modifying our pedagogies of teacher education in making a transition from face-to-face to online environment during the COVID-19 pandemic. Using a collaborative self-study, we discussed issues, challenges, changes, opportunities, and innovations of teaching an elementary mathematics methods course in the online environment. Using a constant comparison method, we explored the following three themes: (1) using virtual manipulatives; (2) creating collaborative, interactive, and shared learning experiences for preservice teachers; and (3) making preservice teachers engaged in student thinking. These findings indicated that online teaching requires transformative knowledge for teacher educators. Transferring face-to-face to online is not a simple matter of putting the existing content to online; it should focus on pedagogical improvement in teaching mathematics rather than technology’s sake or how it can be repurposed in a new online environment in a way that students’ learning is optimized. The findings of this study provide implications for unpacking MTEs’ technological pedagogical content knowledge (TPACK), creating collaborative learning experiences for preservice teachers, and designing a collaborative self-study between MTEs engaged in the community of professional learning.
ScienceON
KISS연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
