수학과 그룹별 자기 주도 학습이 문제해결능력 신장에 미치는 영향 : 중학교 2학년 과정을 중심으로 Gentered to the 2nd Grade curriculum of Middle School

오후진,김태흥 한국학교수학회 2001 韓國學校數學會論文集 Vol.4 No.2

In its seventh revision to start in 2001, mathematics will have a new emphasis in the middle school curriculum. Mathematics subject is now composed of practical things in the use of mathematics. Also, the future of new generation, which has been known as the information age, places much focus on problem-solving in order to collect, analyze, synthesize, and judge various kinds informations. This demand of problem-solving ability is not only related with mathematical education but, along the entire educational process, its related to actual life. With this change of social structure, the importance of school education is increasing rapidly. Therefore, in order to grow abilities and create new knowledge, adapted this new method of self-oriented learning in groups to middle school 2nd graders for one year, the results were as follow : 1. Students developed their ability of the use of mathematical terms and signs correctly. 2. Students' mathematical knowledge and problem-solving ability improved as they had increased interest in mathematics. 3. Students' peership was enhanced through their communication and cooperative activities in groups during the class. 4. Students themselves were more willing to volunteer and participate during the class.

Fuzzy 측도에 관하여

오후진 공주대학교 사범대학 과학교육연구소 1996 과학교육연구 Vol.27 No.1

여러개념으로 정의되어 연구한 Fuzzy 측도들을 동일개념(unified concept)으로 접근(approach)하려는 것이 주된 목표이다. 흥미있는 결과로서, 1. [0,M]-측도([0,M]-valued measure)는 m(A)=ρ(1A)로 놓으면 ⊥-분해측도(⊥-decomposable measure)가 될 수 있다. 2. 가능측도(possibility measure)는 연산 t-코노름 ⊥을 연산 ∨로 바꾸어 놓으면 [0,M]-valued measure)가 될 수 있다.

제6차 및 제7차 교육과정에 의한 수학과 교과서 비교분석 연구 : 고등학교 1학년을 중심으로 with emphasis on the 1st grade highschool

오후진,조덕형 공주대학교 과학교육연구소 2003 과학교육연구 Vol.34 No.-

본 연구는 6차 교육과정과 7차 교육과정의 수학과 교과서를 고등학교 1학년을 중심으로 하여 어떻게 변화되고 어떤 공통점과 차이가 있는지에 대하여 살펴보았다. 이 연구의 목적은 교과서의 내적, 외적체제 및 학습내용과 영역별 비중의 변화를 분석함으로써 수학교육의 발전 및 교과서의 개발, 수학 삭습 지도 방법의 개선에 기여하고자 하는데 있다. 본 연구의 결과를 요약하면 다음과 같다. 첫째로, 교과서 체제가 6차 교육과정에서는 고등학교 1학년 수학 책이 '공통수학' 한 권으로 이루어져 있었는데 7차 교육과정에서는 '10-가'와 '10-나'로 두 권으로 분리되어있다는 점이다. 둘째로, 6차에 비해 7차 교육과정에서는 화보가 더 많이 들어가 있고, 실생활 측면을 강조하여 생활 속에서 알아볼 수 있는 수학적인 측면에 근접하려고 노력한 점이다. 셋째로, 수학사적인 측면과 컴퓨터와 관련된 분야를 강조한 것이 나타난다. 넷째로, 7차 교육과정에서는 학생들의 수준에 맞게 수준별 단계형으로 조직되어 있는 점이 주목할 만 하다. This study a comparison of the mathematics textbooks which have been changed from the 6th curriculum to the 7th curriculum with emphasis on the 1st grade of high school. The purpose of this study is to contribute to the development of mathematical education, the development of mathematics textbook and the improvement of mathematical a cumulative guidance methods. The findings of this study could be summarized as follows: First, in the 6th curriculum the textbook of the 1st grade high school is consisted of one book, "common mathematics", but on the other hand in the 7th curriculum the textbook is separated to two books, "10-Ga(가)“ and "10-Na(나)”. Second, in the 7th curriculum the textbook has much more pictorials and it is tried to lay great emphasis on the practical use in real life so that the textbook can be approached to mathematical side used in real life. Third, it is laid an emphasis on the aspects in the mathematical history and in the relation to computer. Fourth, in the 7th curriculum it is taken noticed that the system is organized with the student's level.

수학학습에 대한 불안요인 연구

오후진,이종배 한국학교수학회 2000 韓國學校數學會論文集 Vol.3 No.1

The purpose of this study is to investigate the degree of anxiety factors for learning mathematics and look into the reason of anxiety of mathematics and show the method of eliminating negative and anxious factors in elementary school, secondary school and high school. To have learner take an interest in learning mathematics, develop the positive attitude about learning mathematics and maximize the effect of learning of mathematics, three kinds of hypotheses are established as follows: 1.There would be difference in anxiety factor of learning mathematics according to elementary school, secondary school and high school. 2.There would be difference in anxiety factor of learning mathematics according to sex. 3.There be difference in anxiety factor of learning mathematics according to the level of achievement. The results of this study are as follows: 1.Hypotheses I was testified. The anxiety factor between mathematics learning and mathematics teacher was significant difference according to elementary school, secondary school and high school. 2.Hypotheses II was testified. The result of hypotheses II was significant difference only in high school. The anxiety factor of mathematics teacher was significant difference according to boy student and girl student. 3.Hypotheses III was testified. The anxiety factor of mathematics, teacher and test was significant difference only in elementary school and high school.

교사 양성을 위한 미국의 교사 자격제도 : 일리노이스주와 조지아주

오후진 공주대학교 과학교육연구소 2004 과학교육연구 Vol.35 No.-

미국에서는 공교육이 주의 고유사무로 되어 있기 때문에 공교육학교의 교원을 양성하는 기관도 각주에 따라서 그 적정성이 공인되었다고 하는 것이 제일 조건이 된다. 교원양성기관은 거의 모든 종류의 대학이 포함된다. 입학의 조건은 대학에 따라서 다소 차이가 있으나 ①인정된 고교를 졸업하여야 하는 것을 기초조건으로 하고, ②졸업시 학급성적과 순위가 참작되며, ③고교로부터의 추천서 및 ④대학입학 시험위원회에서 행하는 학력적성검사의 결과가 참작된다. 수업연한은 사범대학은 4년, 교양대학의 교육과는 4년, 종합대학과 교육대학은 4∼5년으로 되어 있다. 미합중국의 교사 교육은 규정상 4년제 대학과정에서 이루어지며, 졸업 직전 6개월간은 전부 또는 부분적으로 실습을 하게 되는데, 모두 대학에서 관장한다. 모든 교사 교육 프로그램은 기본적으로 “교양교육, 전문교육 그리고 전공교육” 세 부분으로 구성되어 있다. 50개주 중에서 14개주는 석사학위(MA)를 교사 자격의 기준으로 정하고 있으며, 그 교육기간은 5년이다. 그러나 그 교육내용은 4년제와 크게 다를 바 없다. 다양성과 다원적인 개방성을 지니고 있는 미국의 교사 교육의 내용을 미국 연방의 차원에서 인지할 수 있는, 교사 교육의 기준을 중심으로, 종합하여 분석 정리하고 일리노이스주와 조지아주의 교사교육에 대하여 제시한다. Illinois has two means by which individuals may be certificated. All Persons seeking a first certificate in Illinois must complete an approved teacher education program, either in Illinois or in another state. Through the approved program process, institutions which have certification programs approved by the State Teacher Certification Board define the courses which the candidate must complete in order to certified at the grade level and subject of the candidate's interest. The institution recommends the candidate for the certificate upon the candidate's completion of the program requirements. The other means of certification in Illinois is by a transcript evaluation of credits to verify completion of the minimum requirements for the certificate. However, this route to certification for Early Childhood, Elementary, High School and Special certificates is open only to persons who are in one of the following categories: (1) They hold an Illinois teaching certificate and have teaching experience in Illinois public or private schools. (2) They hold a valid out-of-state certificate comparable to the certificate they seek in Illinois. (3) They have completed an out-of-state approved teacher education program in the area of certification sought in Illinois. Georgia offers certification in a variety of fields with specific subjects or grade levels assigned to each field. Certificates are organized by type according to the school personnel function. Certificate types include Teaching, Service, and Leadership; the type of certificate dictates in what capacity the educator may serve. Teaching fields consist of Early Childhood Education(P-5), Middle Childhood(4-8), Secondary Fields(7-12) and P-12 Fields(Special Education, Art, Music, etc.) Service fields and Leadership fields allow the educator to serve at all grade levels (P-12). In addition to full certification fields, endorsements to certificates are offered in teaching, service, and leadership areas. Vocational certificates are also available at the request of Georgia employer in specific trade and technical fields. All certificates are classified in one of three categories. The Clear Renewable Certificate indicates all professional requirements for certification in the field have been met. Conditional Certificates are issued at the request of a Georgia employer when one or more conditions have to be met in order to be issued the Clear Renewable Certificate. Life Certificates were discontinued in 1974; however, Georgia educators issued life certification before 1974 may continue to use these certificates.

수학과 동기유발을 위한 학습자료의 활용에 관한 연구

오후진,이유심 공주대학교 과학교육연구소 2002 과학교육연구 Vol.33 No.-

본 연구는 수학에 흥미가 적거나 소극적인 태도를 가진 학생에게 동기유발 학습자료를 적용한 결과 문제 해결능력이 개선될 수 있는지에 대해 연구했다. 이 자료의 적용으로 학생은 더 많은 흥미와 적극적인 태도, 그리고 수학과 학력이 보다 나아짐을 보였다. 본 연구의 결론은 다음과 같다. 1. 잘 개발된 동기유발 학습자료를 수업에 활용함에 따라 수업시간이 보다 활발해졌다. 2. 생동감 있는 수업 분위기가 조성되어 자신감, 흥미, 태도 면에서 긍정적인 변화를 가져왔고, 게다가 수학의 중요성도 인식하게 되었다. 3. 적극적인 학습의욕을 가지게 되어 학습 집중력이 강화되었으며, 수학과 학력을 신장시킬 수 있었다. The purpose of this study is to investigate the results from applying stimulative teaching materials to the class which consists of the students who have little interest or negative attitude in mathematics so that they can improve their problem-solving ability. With the application of these materials, students have showed more interest, positive attitude and better achievement in mathematics. The conclusions from the results of the study are as follows. 1. Students took part in the activities more in the class where interesting and well-developed teaching materials were used. 2. Students got changed positively with the live class atmosphere in the aspects of confidence, interest, and attitude and recognized the importance of mathematics as well. 3. Students began to be more active and highly motivated in the class, which got to be intensive gradually and led them to the improvement in mathematics.

확률측도와 Daniell 적분

오후진 한국수학교육학회 1984 수학교육 Vol.23 No.1

본 논문에서는 Daniell 적분과 확률 측도를 정의하고, 이와 연관된 성질들을 이용하여 벡터속으로 이루어진 σ체 위에 정의된 확률 측도는 유일하게 존재함을 밝혔다.

미국의 교사교육

오후진 한국학교수학회 2000 韓國學校數學會論文集 Vol.3 No.2

Illinois issues the following standard teaching certificates : Early Childhood (birth-grade 3), Elementary (grades K-9), High School (grades 6-12) Special (grade K-12), School Service Personnel, and Administrative. Any of the preceding certificates can be issued on a provisional (maximum of two fiscal years) basis to qualifying individuals. Other certificates issued are : Substitute, Provisional Vocational, Temporary Provisional Vocational, Part-Time Provisional, and General. To obtain an Early Childhood, Elementary, High School, or Special certificate in Illinois, you must either complete an approved teacher education program or be an experienced, licensed teacher seeking a subsequent certificate through transcript evaluation. You must meet all other requirements for the particular certificate you are seeking, For school Service Personnel and Administrative certificates you must have completed a state approved program before you may apply. The Standard Elementary Certificate, High School Certificate, and Special Certificate are valid for four years for teaching. These certificates may be issued to graduates with a bachelor's degree from a recognized college who have successfully completed the required certification examinations and who present certified evidence of having earned credits. All individuals receiving certificates must be of good character and in good health, and be at least 19 years of age and a citizen of the United States or legally present and authorized for employment.

학생중심의 활동학습지를 통한 수학과 학습부진아 지도의 효과분석

오후진,허영애 공주대학교 과학교육연구소 2003 과학교육연구 Vol.34 No.-

수학의 특성상 기초학력의 결손으로 인하여 학습에 흥미를 상실한 많은 학습 부진아들이 수학은 재미없고 어렵고 싫증나는 과목이라는 편견과 선입견으로 수학과 학습부진을 더욱 가중시키고 있다. 따라서 수학에 대한 흥미를 유발시켜 수학 교육의 질적 향상을 도모하고 자신감과 성취감을 갖게 하며 좌절감에서 벗어나게 하고자 학생중심의 활동학습지를 통한 교수-학습방법으로 지도하고 학업 성취도 및 정의적 영역에서의 효과를 검증했다. 그 결과 부진학생의 학업성취 및 흥미도에 긍정적인 변화가 있었다. The under-achieving students of non-learning think that because of the mathematical characteristics the mathematics are uninteresting, difficult, tired through the failure of the elementary learning and with many prejudice & preconception the mathematics increase more under-achieving learning. So I set up next assumption in order to verify the effectiveness in the schoolworks & the domain (interest) that through the arising about the mathematical interest I planned the mathematical qualitative improvement, there guided the teaching-learning method through active learning for students to escape collapse with the self-confidence, achievement. Assumption 1. The learning through active learning for students will be more effective in mathematical schoolworks than in mainly teacher-lecturing learning(The schoolworks of all students) Assumption 2. The learning through active learning for students will be more effective in the under-achieving students teaching mathematics than in mainly teacher-lecturing learning(The schoolworks of the under-achieving students) Assumption 3. The learning through active learning for students will be more effective in the interest-arising than in mainly teacher-lecturing learning(The interest of all students) Assumption 4. The learning through active learning for students will be more effective in the interest-arising of the under-achieving students teaching mathematics than in mainly teacher- lecturing.(The interest of the under-achieving students)

歸因相談과 能力別 豫習課題의 活用을 通한 歸因性向의 變化가 數學學習 能力에 미치는 效果

구완규,오후진 한국학교수학회 1999 韓國學校數學會論文集 Vol.2 No.1

For the purpose of turning learners' locus of control into internal-controllable variables, counseling materials were developed, and attribution counseling was given. The counseling effects were practically confirmed by way of teaching and evaluation in the actual classes, and furthermore the efforts to provide learners with successful experiences in learning were repeatedly made. As a result, the conclusions are as follows: 1. The procedure of Individual counseling for learning attribution based on individual standard grades and data of the variable order of merit apparently shows learners that if learners are to try their best in learning, they will surely go far in terms of learning in the near future. 2. The procedure of Individual counseling for learning attribution based on achievement distribution in individual behaviour-oriented fields suggests to learners that how to learn is as important as how much effort they make. Surely enough, learners are required to make more effective and efficient efforts, considering their own learning abilities. 3. With the above 1, 2 procedures involved, learners have attributed locus of causality in achievement to their internal-controllable causes. 4. With preparatory assignments according to learner's abilities provided, even slower learners came to be assured that their constant efforts could give rise to success in learning achievement. 5. Above all, it was confirmed that the learners' struggling attitude might well have a significant correlation with achievement sucess. The learners who are willing to attribute locus of causality in achievement to their internal-controllable causes or strenuous efforts and intrinsic motivation tend to be convinced that they can address themselves to whatever faces them, so they can set up specific learning goals fit for their abilities. Accordingly, they will bit by bit acquire successful experiences (often called 'Aha' experiences) and in turn, feeling the senses of self-efficacy and self-esteem enough to push their efforts even further, they can grow to form a positive self-concept. With one successful experience after another fed back into learners, they are gradually motivated to bring the oncoming achievement expectation to a higher level. To conclude, it is necessary that instruction leading to internal-controllable attribution should be provided, inducing learners to recognize success and failure in learning achievement as a result of their strenuous efforts.