수학 수업의 질에 대한 초등학교 학생들의 인식

박성선 ( Park Sungsun ) 한국수학교육학회 2018 初等 數學敎育 Vol.21 No.2

수업의 질에 대한 학생의 인식 검사(SPOCQ)’의 구인들은 학습의 동기부여 및 학업성취도와 직접적으로 관련이 있으며, 수업에 대한 학생들의 인식을 평가하고, 수업의 질을 평가하는데 중요한 도구로 작용할 수 있다. 본 연구에서는 이 검사 도구를 활용하여 교사의 수학적 신념과 학생의 수학수업에 대한 인식의 관계를 밝히고, 수학성취수준 및 성별에 따른 수학수업에 대한 인식을 비교함으로써, 수학수업에 대한 학생들의 인식과 학업성취도 사이의 관계를 분석하며, 이를 바탕으로 수학수업에 대한 시시점을 제시하고자 한다. 연구결과, 교사의 수학적 신념과 학생의 자기 주도적 학습태도가 수학수업의 질에 대한 학생들의 인식에 영향을 주는 것으로 나타났으며, 학생들의 수학성취수준과 성별에 따라 수학수업의 질에 대한 학생들의 인식에 차이가 있는 것으로 나타났다. The purpose of this study was to investigate the effects of teacher’s mathematical belief and student’s mathematical performance, sex on the perception of mathematics classroom quality. And this study also detailed the relation between self-directed learning attitude and perception of mathematics classroom quality. For this purpose, this study used ‘Students Perception of Mathematics Classroom Quality(SPOCQ)’ as an instrument. This instrument focuses on appeal, challenge, choice, meaningfulness, self-efficacy. The 430 5th and 6th grade elementary school students were included in sample. The results obtained in this research are as follows; First, there was a significant difference in the perception of mathematics classroom quality between positive mathematical belief teacher’s group and negative mathematical belief teacher’s group. So, teacher’s mathematical belief influence on the students’ perception of mathematics classroom quality. Second, there was a significant difference according to the student’s mathematical performance and sex. The students of high mathematical performance usually had positive perception of mathematics classroom quality and the male students also had higher mean than female students. Third, there was positive correlation between self-directed learning attitude and perception of mathematics classroom quality.

EBSmath를 활용한 거꾸로 수업이 수학 학습과 수학적 성향에 미치는 영향

오혜진 ( Oh¸ Hyejin ),박성선 ( Park¸ Sungsun ) 한국수학교육학회 2021 初等 數學敎育 Vol.24 No.4

The purpose of this study was to investigate the effects of flipped learning through EBSmath on Students’ ‘rate and ratio’ learning. By increasing demands for change in education, an innovative teaching and learning paradigm, ‘Flipped Learning’, has been presented and drawing attentions. In South Korea, Flipped Learning is also highly recognized for its effectiveness by many scholars and various media. However, this innovative learning model has limitations in application and expansion due to the excessive burden of class preparation of teachers. As remote learning becomes more active, it would be possible to overcome the limitations of Filliped learning by using the platform provided by the Korea Educational Broadcasting System (EBS). EBSmath is an online learning module that is designed to assist students’ self-directed learning. Thus, EBSmath would reduce teachers’ burden to prepare mathematics classes for the application of Flipped Learning; and led to students’ better understanding of mathematical concepts and problem solving. In this study, the effect of Flipped Learning through EBSmath on learning ‘rate and ratio’ was investigated. In order to scrutinize the effects of flipped learning, students’ achievement and mathematical disposition were examined and analyzed. Students’ achievement, specifically, was divided into two subcategories: concept understanding and problem solving. As a result, Flipped learning through EBSmath had a positive effect on students’ ‘rate and ratio’ problem solving. In addition, a statistically significant change was identified in the ‘willingness’, which is subdomain of students’ mathematical disposition.

문제해결 학습을 위한 수학 교실 문화

박성선 한국수학교육학회 2000 初等 數學敎育 Vol.4 No.2

This paper is discussing about the culture of mathematics classroom for problem solving. The mathematics classroom which we have to aim at is where every students make proper belief and attitude about mathematics, and also can express their own idea and make question freely. In that classroom, the students can meet with various problem solving methods and communicate with other students, and then elaborate their own methods.

수학 학습에서의 상황인지와 전이에 대한 연구

박성선 한국수학교육학회 1999 初等 數學敎育 Vol.3 No.1

This paper investigates the comparative effectiveness of two kinds of instructional methods in transfer of mathematics learning: one based on the situated cognition, ie. situated learning and the other based on traditional learning. Two classes of second graders studied the instruction about 3-digit addition and subtraction. After that, they completed two written tests and a real situation test. As a result, no significant differences were found between the two groups' performance on the written test 1 and real situation test. But the situated learning group performed significantly better on the performance of story problem than traditional group. This result indicated that the situated learning made improvement in transfer of mathematic learning. As a result of interviews with 12 children, the situated learning group's children were able to use contextual resources in solving real situation as well as story problems.

초등학교 수학수업에 나타난 수학교실문화 분석

박성선,조영미 이화여자대학교 사범대학 교육과학연구소 2002 교육과학연구 Vol.33 No.1

본 연구의 목적은 실제 현장의 수학교실의 문화를 분식해 보고, 바람직한 수학교실문화의 방향이 어떻게 설정되어야 하는지에 대한 시사점을 얻는 것이다. 이를 위하여 본 연구에서는 수학교실문화를 검토하는 데 있어서 교사의 역할에 초점을 맞추어 분석하였다. 관찰된 수업을 토대로 수학교실문화에 대하여 다음과 같은 결론을 이끌어낼 수 있었다. 첫째, 수학적 정당화와 관련해서 이 학급의 교사는 학생들에게 자신의 주장을 설명할 기회를 많이 주는 편이었으며, 학생이 어떤 답을 했을 때도 그 이유를 설명하게 하는 발문을 많이 하는 경향을 보였다. 둘째, 학생들의 오류에 대해서는 대체로 관대하고 포용적이었으나, 그러한 오류를 더 발전된 방향으로 논의를 진행시키지는 못한 것으로 보인다. 셋째, 이 수업에서 교사는 기본적으로 수학무제해결에는 여러 가지 방법이 있을 수 있다는 생각을 가지고 있는 것으로 보인다. 이러한 신념 하에 이 교사는 계속해서 학생들은 다른 방법을 찾아보게 하지만, 그 여러 전략이나 방법들 간의 유사점과 차이점에 대해서는 비교하는 기회를 갖지 않고 있다. 넷째, 책임과 합의 측면에서는 특별히 관찰된 것이 없었으나, 교사와 학생간에는 약속된 규범이 있었다. 그러나, 이것은 수학적 개념의 이해와 관련이 있기보다는 주의집중과 같은 수업의 부수적 측면이라고 할 수 있다. 정작 수학수업에서 요구되는 것은 수학적 의미가 논의와 협상을 통하여 합의되는 것이 중요하다. The purpose of this study is to investigate the culture of mathematics classroom and thus gain some implications. For this, the elementary teacher's role was analyzed. The teacher should press students' conceptual thinking during whole class and small group discussions. "Press for learning" was measured by 4 kinds of press as follows; (1) Explanations consisted of mathematical arguments, not simply procedural summaries of the step taken to solve the problem. (2) Errors offered opportunities to reconceptualize a problem and explore contradictions and alternative strategies. (3) Mathematical thinking involved understanding relations among multiple strategies. (4) Collaborative work involved individual accountability and reaching consensus through mathematical argumentation. The results of this study are as follows; First, the teacher asked to students to explain their own ideas and justify why they chose those strategies. And the continuously pressed the students to think their own ideas and strategies. Second, the teacher allowed students to make mistakes. But that was not enough to press students to develop their mathematical ideas conceptually. Students should learn from mistakes. Third, the teacher has mathematical belief that mathematical problems have many problem solving strategies. And students in that classroom shared their strategies and were praised for new methods. But there were no opportunity to compare their strategies and to discuss differences of their solutions in the whole class. Forth, neither individual accountability nor consensus was founded in this classroom. the teacher did not beyond social norm such as general directive to attend the teacher's explanation. But, the important matter in mathematical discourse is individual accountability and consensus. The teacher's role in the classroom is very important. When teacher press the students to make conceptual thinking, students' mathematical thinking develop and their achievement in problem solving and conceptual understanding increase.

수학교육에서 창의성 신장을 위한 열린교육 방안에 대한 연구

전평국,이재학,백석윤,박성선 한국수학교육학회 2001 初等 數學敎育 Vol.5 No.2

The purposes of this study were to design small group collaborative learning models for developing the creativity and to analyze the effects on applying the models in mathematics teaching and learning. The meaning of open education in mathematics learning, the relation of creativity and inquiry learning, the relation of small group collaborative learning and creativity, and the relation of assessment and creativity were reviewed. And to investigate the relation small group collaborative learning and creativity, we developed three types of small group collaborative learning model- inquiry model, situation model, tradition model, and then conducted in elementary school and middle school. As a conclusion, this study suggested; (1) Small group collaborative learning can be conducted when the teacher understands the small group collaborative learning practice in the mathematics classroom and have desirable belief about mathematics instruction. (2) Students' mathematical anxiety can be reduced and students' involvement in mathematics learning can be facilitated, when mathematical tasks are provided through inquiry model and situation model. (3) Students' mathematical creativity can be enhanced when the teacher make classroom culture that students' thinking is valued and teacher's authority is reduced. (4) To develop students' mathematical creativity, the interaction between students in small group should be encouraged, and assessment of creativity development should be conduced systematically and continuously.