TPACK과 기술수용모델을 활용한 초등교사의 수학 수업에서 인공지능 사용 의도 이해

손태권 ( Son Taekwon ),구종서 ( Goo Jongseo ),안도연 ( Ahn Doyeon ) 한국수학교육학회 2023 初等 數學敎育 Vol.26 No.3

본 연구는 AI를 수학 수업에 사용하려는 초등학교 교사의 의도에 미치는 요인들에 대해 살펴보고 수학 수업에서 AI가 효과적으로 사용되기 위해 선행되어야할 요인을 제시하고자 하였다. 이를 위해 기술수용모델(Technology Acceptance Model)을 사용하여 초등학교 교사의 TPACK과 TAM 사이의 구조적 관계를 조사하였다. 그 결과, 초등학교 교사들의 TPACK은 인지된 사용 용이성과 유용성에 유의미한 영향을 미쳤다. 또한 인지된 사용 용이성과 인지된 유용성은 수학 수업에서 AI 활용에 대한 태도에 유의미한 영향을 미쳤다. 인지된 사용 용이성, 인지된 유용성, 태도는 수학 수업에서의 AI 사용 의도에 유의미한 영향을 미치는 것으로 나타났다. 이러한 결과는 초등학교 교사들이 수학 수업에서 AI에 대한 TPACK 역량이 높다고 인식할수록 수학 수업에서 AI를 사용하기가 더 쉽고 AI가 학생의 수학 학습 향상에 도움이 되는 유용한 도구로 인식할 수 있음을 의미한다. 또한 수학 수업에서 AI가 쉽게 사용할 수 있고 유용하다고 인식할수록 AI 사용 의도가 높아질 수 있다. 따라서 초등학교 교사들이 수학 수업에서 AI의 활용하려면 TPACK에 관한 지식 교육이 선행되어야하며, 수학 수업에서 AI 사용의 이점과 편리성에 대한 인식 개선이 함께 이루어져야 한다. This study aimed to investigate the factors influencing the intentions of elementary school teachers to use artificial intelligence (AI) in mathematics lessons and to identify the essential prerequisites for the effective implementation of AI in mathematics education. To achieve this purpose, we examined the structural relationship between elementary school teachers' TPACK(Technological Pedagogical Content Knowledge) and the TAM(Technology Acceptance Model) using structural equation model. The findings of the study indicated that elementary school teachers' TPACK regarding the use of AI in mathematics instruction had a direct and significant impact on their perceived ease of use and perceived usefulness of AI. In other words, when teachers possessed a higher level of TPACK competency in utilizing AI in mathematics classes, they found it easier to incorporate AI technology and recognized it as a valuable tool to enhance students' mathematics learning experience. In addition, perceived ease of use and perceived usefulness directly influenced the attitudes of elementary school teachers towards the integration of AI in mathematics education. When teachers perceived AI as easy to use in their mathematics lessons, they were more likely to recognize its usefulness and develop a positive attitude towards its application in the classroom. Perceived ease of use, perceived usefulness, and attitude towards AI integration in mathematics classes had a direct impact on the intentions of elementary school teachers to use AI in their mathematics instruction. As teachers perceived AI as easy to use, valuable, and developed a positive attitude towards its incorporation, their intention to utilize AI in mathematics education increased. In conclusion, this study shed light on the factors influencing elementary school teachers' intentions to use AI in mathematics classes. It revealed that teachers' TPACK plays a crucial role in facilitating the integration of AI in mathematics education. Additionally, the study emphasized the significance of enhancing teachers' awareness of the advantages and convenience of using AI in mathematics instruction to foster positive attitudes and intentions towards its implementation. By understanding these factors, educational stakeholders can develop strategies to effectively promote the utilization of AI in mathematics education, ultimately enhancing students' learning outcomes.

Chat GPT의 수학교육 활용 방안 탐색

손태권(Son, Taekwon),이광호(Lee Kwang-ho) 한국콘텐츠학회 2023 한국콘텐츠학회 종합학술대회 논문집 Vol.2023 No.5

학생의 문제해결전략에 대한 교사의 노티싱 역량 분석: 이분모 분수의 덧셈과 뺄셈에서 나타난 오류를 중심으로

손태권 ( Son Taekwon ),황성환 ( Hwang Sunghwan ) 한국수학교육학회 2021 수학교육 Vol.60 No.2

학생의 수학적 사고는 다양한 형태의 산출물로 나타나며, 교사는 이를 통해 학생의 수학적 사고를 추론하고 반응할 수 있어야 한다. 본 연구는 이분모 분수의 덧셈과 뺄셈을 중심으로 오류가 포함된 문제해결전략에 대한 39명의 현직초등교사의 노티싱 역량을 분석하였다. 그로부터 다음과 같은 연구 결과를 도출하였다. 첫째, 교사의 노티싱 역량은 식별하기, 해석하기, 반응하기 순으로 낮아지는 경향을 보였다. 둘째, 반응하기는 교사의 의도와 문제 유형에 따라 범주화할 수 있었다. 이를 바탕으로 교사 노티싱 연구의 시사점을 제언하였다. Students' mathematical thinking is represented via various forms of outcomes, such as written response and verbal expression, and teachers could infer and respond to their mathematical thinking by using them. This study analyzed 39 elementary teachers' competency to notice students' problem-solving strategies containing mathematical errors in fraction addition and subtraction with uncommon denominators problems. Participants were provided three types of students' problem-solving strategies with regard to fraction addition and subtraction problems and asked to identify and interpret students' mathematical understanding and errors represented in their artifacts. Moreover, participants were asked to design additional questions and problems to correct students' mathematical errors. The findings revealed that first, teachers' noticing competency was the highest on identifying, followed by interpreting and responding. Second, responding could be categorized according to the teachers' intentions and the types of problem, and it tended to focus on certain types of responding. For example, in giving questions responding type, checking the hypothesized error took the largest proportion, followed by checking the student’s prior knowledge. Moreover, in posing problems responding type, posing problems related to student’s prior knowledge with simple computation took the largest proportion. Based on these findings, we suggested implications for the teacher noticing research on students' artifacts.

경북지역 골프장 잔류농장 검출특성

장태권(Taekwon Jang),손하린(Harin Son),이은영(Eunyoung Lee),김정운(Jeong-Un Kim),이해근(Hae-Geun Lee),김효순(Hyo-Soon Kim) 대한환경공학회 2021 대한환경공학회 학술발표논문집 Vol.2021 No.11

An Analysis of Elementary Mathematics Teachers Feedback Use and Mathematics Classroom Culture

황성환(Sunghwang Hwang),손태권(Taekwon Son),이광호(Kwangho Lee) 한국교원대학교 뇌기반교육연구소 2021 Brain, Digital, & Learning Vol.11 No.4

The purpose of this study is to examine teacher s feedback use in the elementary mathematics classroom and the influence of them on the construction of classroom culture. We analyzed eight teachers mathematics classrooms in the same school and examined their feedback use across two dimensions: information-providing feedback and question-request feedback. The findings indicated that feedback frequencies varied across teachers. However, they mainly used information-providing feedback and short-answer request feedback than participation request feedback. Additionally, we found four types of classroom cultures (teacher explanation-focused classroom culture, problem solving-focused classroom culture, student participation-focused classroom culture, and mixed classroom culture) based on teachers feedback use. Based on these findings, we discussed practical implications for the research in teachers feedback use and mathematics classroom culture.

생장조절제를 이용한 ‘후지’사과의 적과 효과

박도균(DoGyun Park),손태권(TaeKwon Son),최철(Cheol Choi) 한국원예학회 2015 한국원예학회 학술발표요지 Vol.2015 No.10

초등교사의 수학수업의 질, 수학 교수효능감, 학생의 수학흥미가 수학성취도에 미치는 영향 분석: 다층구조방정식의 적용

황성환 ( Hwang Sunghwan ),손태권 ( Son Taekwon ) 한국수학교육학회 2020 初等 數學敎育 Vol.23 No.4

The purpose of the present study was to investigate the structural relationships between elementary teachers’ mathematics instruction, teachers’ mathematics teaching efficacy, students’ mathematical interest, and mathematics achievement. To achieve this goal, we used TIMSS 2015 Korean data and implemented multilevel structural equation modeling given that student data were nested within the school data. The findings reveled that at the student level, the instructional quality rated by students positively affected student mathematical interest. Additionally, student mathematical interest positively affected student mathematics achievement. Although the direct effect of instructional quality on student mathematics achievement was insignificant, the total was significant. At the school level, there were positive direct effects of instructional quality and teacher’s mathematics teaching efficacy on student mathematical interest. The direct effects of instructional quality, teachers’ mathematics teaching efficacy, and student mathematical interest on mathematics achievement were not significant. However, the total effects of instructional quality and teachers’ mathematics teaching efficacy on mathematics achievement were significant. Based on the results, we discussed the implications of the study.

SAMHD1-induced endosomal FAK signaling promotes human renal clear cell carcinoma metastasis by activating Rac1-mediated lamellipodia protrusion

An Sunho,Vo Tam Thuy Lu,Son Taekwon,Choi Hoon,Kim Jinyoung,Lee Juyeon,Kim Byung Hoon,Choe Misun,Ha Eunyoung,Surh Young-Joon,Kim Kyu-Won,Seo Ji Hae 생화학분자생물학회 2023 Experimental and molecular medicine Vol.55 No.-

Human sterile α motif and HD domain-containing protein 1 (SAMHD1) has deoxyribonucleoside triphosphohydrolase (dNTPase) activity that allows it to defend against human immunodeficiency virus type I (HIV-1) infections and regulate the cell cycle. Although SAMHD1 mutations have been identified in various cancer types, their role in cancer is unclear. Here, we aimed to investigate the oncogenic role of SAMHD1 in human clear cell renal cell carcinoma (ccRCC), particularly as a core molecule promoting cancer cell migration. We found that SAMHD1 participated in endocytosis and lamellipodia formation. Mechanistically, SAMHD1 contributed to the formation of the endosomal complex by binding to cortactin. Thereafter, SAMHD1-stimulated endosomal focal adhesion kinase (FAK) signaling activated Rac1, which promoted lamellipodia formation on the plasma membrane and enhanced the motility of ccRCC cells. Finally, we observed a strong correlation between SAMHD1 expression and the activation of FAK and cortactin in tumor tissues obtained from patients with ccRCC. In brief, these findings reveal that SAMHD1 is an oncogene that plays a pivotal role in ccRCC cell migration through the endosomal FAK-Rac1 signaling pathway.

A-kinase anchoring protein 12 is downregulated in human hepatocellular carcinoma and its deficiency in mice aggravates thioacetamide-induced liver injury

Lee, Hye Shin,Choi, Jinhyeok,Son, Taekwon,Lee, Eun Ji,Kim, Jeong-Gyun,Ryu, Soo Hyung,Lee, Danbi,Jang, Myoung Kuk,Yu, Eunsil,Chung, Young-Hwa,Gelman, Irwin H.,Kim, Kyu-Won D.A. Spandidos 2018 Oncology letters Vol.16 No.5

<P>AKAP12 belongs to A-kinase anchoring protein (AKAP) family of scaffold proteins and is known as a tumor suppressor in several human cancer types. Its role as a tumor suppressor in hepatocellular carcinoma (HCC) was proposed due to its downregulation and epigenetic modification in human HCC; however, the effect of its deficiency on liver injuries, such as liver fibrosis and cancer has been poorly studied. By analyzing tumor and non-tumor tissues of 15 patients with HCC, it was confirmed that AKAP12 expression was downregulated in human HCC as compared with adjacent non-tumor tissues. Immunohistochemical staining of mouse liver tissue for AKAP12 revealed that its sinusoidal expression was diminished in capillarized endothelium after 8 weeks of thioacetamide (TAA) administration. AKAP12 deficiency resulted in the promotion of ductular response of biliary epithelial cells, whereas overall fibrosis and myofibroblast activation were comparable between genotypes after short-term TAA treatment. The mRNA expressions of some fibrosis-related genes such as those encoding epithelial cell adhesion molecule, collagen type 1 α1 and elastin were upregulated in liver tissues of AKAP12-knockout mice. Long-term administration of TAA for 26 weeks led to the development of liver tumors; the incidence of tumor development was higher in AKAP12-deficient mice than in wild-type littermates. Together, these results suggest that AKAP12 functions as a tumor suppressor in liver cancer and is associated with the regulation of hepatic non-parenchymal cells.</P>

초등수학수업에서 시선영상 자기반성을 통한 초보 교사의 시선 변화 분석

차지현(Ji-hyun Cha),손태권(Taekwon Son),이광호(Kwang-Ho Lee) 한국교원대학교 뇌기반교육연구소 2020 Brain, Digital, & Learning Vol.10 No.1

This study aimed to suggest some implications for the education for novice teachers and teacher expertise education by analyzing the gaze characteristics and the gaze change after the self-reflection on eye tracked videos of novice teachers in primary mathematics teachings. Four novice teachers were video taped four times respectively in three weeks. 16 analyzed statistical data were quantitatively investigated on gaze characteristics and the change of their gaze after the self-reflection. As the result, the teachers were more interested in teaching part than learning so it is necessary to emphasize more about teaching methods on teacher education. After the self-reflection on eye tracked video, teachers’ AOI have changed from learning areas to other areas to teaching and teacher-related areas. So the self-reflection on eye-tracked videos partially helped on improving the teaching mathematics.