수학적 창의력에서의 성별 차이에 관한 연구 - 다답형 문항에 대한 반응을 중심으로 -

권오남,송상헌,박경미,임형,허라금,Kwon, Oh-Nam,Song, Sang-Hun,Park, Kyung-Mee,Im, Hyung,Huh, Ra-Keum 대한수학교육학회 1998 수학교육학연구 Vol.8 No.2

This study was designed for the purpose of finding some gender differences in the mathematical creative problem-solving ability. For this research, we selected two problems. One is "counting marbles" of algebra, and the other is "drawing figures" of geometry. And we examined and analyzed the written responses of the students with classifying the four categories; fluency, flexibility, originality, and elaboration. These are the factors of the creativity. There were no significant gender differences in the fluency, flexibility, and originality in both problems. but girls got significantly higher scores than boys in elaboration. In conclusion, boys tried unusual and special responses but gave many incorrect and many similiar answers, whereas girls had low scores in high originality but gave less incorrect and less overlapping answers than boys did.swers than boys did.

해수산 rotifer, Brachionus rotundiformis의 $\alpha$-amylase, total alkaline Protease, trypsin 및 triacylglycerol-lipase 활성 특성

권오남,박흠기,Kwon O-Nam,Park Heum-Gi 한국양식학회 2005 韓國養殖學會誌 Vol.18 No.4

본 연구는 rotifer, B. rotundiformis를 대상으로 소화효소 실험을 하기 위해 이들이 가지고 있는 소화효소의 최고 활성 조건을 확인하기 위해 수행하였다. rotifer, B. rotundiformis의 $\alpha$-amylase, total alkaline Protease, trypsin 및 TG-lipase는 Tris-HCl buffer 보다 phosphate-NaOH buffer 안정적인 효소활성을 보였다. $\alpha$-amylase, trypsin 및 TG-lipase는 pH 8.0에서, total alkaline proteaset pH 7.0에서 높은 효소 활성을 나타내었다. $\alpha$-amylase 활성은 $40^{\circ}C$에서 가장 높은 활성을 보였으며, total alkaline pretense와 trypsin은 $55{\~}60^{\circ}C$의 온도에서 높은 활성을 나타내었다. 반면 TG-lipase 활성은 $25{\~}30^{\circ}C$의 낮은 온도에서 활성이 높았다. $\alpha$-amylase, total alkaline pretense, trypsin 및 TG-lipase의 활성의 적정 기질 농도는 $3.5\%$ starch, $\0.6%$ azo-casein, $87.5{\mu}M$ BApNA and 81.2 mM olive oil이었다. $\alpha$-amylase, total alkaline protease, trypsin 및 TG-lipase의 활성의 적정 반응시간은 40, 60, 30 and 25 min으로 나타났다. 본 연구 결과에서 얻어진 자료는 rotifer, B. rotundiformis의 소화효소 연구를 위한 기초 자료로 이용될 것이다. This study was investigated the condition of their maximum activity to assay the enzymes of rotifer, Brachionus rotundiformis의 $\alpha$-amylase, total alkaline Protease, trypsin and TG-lipase activities of rotifer were higher and more sensitive in phosphate-NaOH buffer than Tris-HCl buffer. $\alpha$-amylase, trypsin and TG-lipase activities were appeared the maximum at pH 8.0, and total alkaline protease activity showed the maximum activity at pH 7.0. $\alpha$-amylase activity showed the highest activity at $40^{\circ}C$, and total alkaline protease and trypsin activities were assayed the highest at $55{\~}60^{\circ}C$. However, TG-lipase activity was appeared the highest at $25{\~}30^{\circ}C$. The optimum substrate concentration of enzyme activity of a-amylase, total alkaline protease, rypsin and TG-lipase were $3.5\%$ starch, $\0.6%$ azo-casein, $87.5{\mu}M$ BApNA and 81.2 mM olive oil, respectively. The optimum reaction time of enzyme activity of $\alpha$-amylase, total alkaline protease, trypsin and TG-lipase were increased up to 40, 60, 30 and 25 min., respectively. The data obtained in this study could be used for the digestive enzyme research of rotifer, B. rotundiformis.

고등학교 남녀 학생의 수학 능력에 대한 담론 연구

권오남,박경미,임형,허라금,Kwon, Oh-Nam,Park, Kyung-Mee,Im, Hyung,Huh, Ra-Keum 대한수학교육학회 1999 수학교육학연구 Vol.9 No.1

This study aims to study the discourses influencing high school students' concept and attitude toward mathematics, and to examine how gender differences concerning mathematical aptitude are created. This study is based on the results of previous two studies which suggested that mathematical competence differs not only according to gender, region and school year, but also even within the same gender. For this study, 12 students ranking in the top 10% at two co-ed high schools were interviewed to find out 1) what discourses are related to gender and mathematics, 2) in what way these discourses are formulated and gain currency, and 3) how they have affected students in general. Common notions concerning mathematics may be summed up as follows: 1) Most of the students believe that gender difference in mathematical aptitude results because biologically men tend to be strong in mathematics and analytical skills while women tend to have better linguistic ability. This concept can help male students' studying to have a greater learning toward mathematics. 2) A large number of the students believe that male students' studying method is based on comprehension whereas female students' method is based on retention, and hence the former group tends to be better at applying their learning than the latter group. This notion seres to encourage male students and discourage female students from tackling difficult mathematical problems. 3) Many students believe that, although female students may surpass their male counterparts in middle school or the first year of high school, they will eventually fall behind by the 3rd year. Despite research which shows that these common beliefs are not grounded in scientific proof, high-school girls, who may be strong in mathematics, lose self-confidence and feel a sense of crisis. The mechanisms which produce and reinforce such concepts as those mentioned above can be summarized as follows: 1) Regarding the choice of majors and future career paths, parents show different attitudes toward sons and daughters, and this tends to influence high-school girls and hinders them from entering mathematics-related fields. 2) Teachers with value systems based on stereo-typed gender roles affect students a great deal, and give different advice according to gender of their students, for selecting their major fields - for instance, whether to study the natural sciences as opposed to humanities. 3) This study indicates that peer-group behavior, of either support or exclusion, also reinforces the process of internalizing notions of gender difference related to mathematical aptitude. 4) The gender-based notion that men are naturally more inclined to have better mathematical ability has caused male students to choose the natural science subjects and female students to turn to the humanities. The discourses discussed above, propagated in schools and homes, and in the mass media, are continually reinforced along with general gender inequalities in the society at large.

수학기계를 활용한 수학사 수업

권오남,박정숙,김은지,Kwon, Oh Nam,Park, Jung Sook,Kim, Eun Ji 한국수학사학회 2013 Journal for history of mathematics Vol.26 No.4

Although many people have recognized the importance of history of mathematics in mathematics education, there are few studies that history and mathematics educations are connected. In this paper, we present and discuss the ways of introducing the instruction with mathematics machines. This instruction use the history of mathematics as part of a class not as a tool to stimulate students' interest but as a goal that it can be targeted mathematical itself. To do this, we first analyze the characteristics of applying history of mathematics in mathematical education, second, describe the meaning and the educational value of mathematical machines, and finally explained the way of applying history of mathematics with mathematics machines. The Instruction of history of mathematics with mathematics machines has advantages that practice (manipulation and experiment) and theory (elaboration of definition, production of conjectures and constructions of proofs) are interlaced within a historic-cultural perspective.

Gender-Related Differences in Mathematics Performance

Kwon, Ohnam(권오남) 이화여자대학교 교육과학연구소 1995 교육과학연구 Vol.23 No.-

공동체 단위 수학교사 연수 프로그램의 개발 및 효과 -"함께 만들어가는 수학교사 연수"를 중심으로-

권오남 ( Oh Nam Kwon ),박정숙 ( Jung Sook Park ),박지현 ( Ji Hyun Park ),조형미 ( Hyungmi Cho ) 한국수학교육학회 2014 수학교육 Vol.53 No.2

This research has an intention of developing a professional development program. We proposed an alternative mathematics teacher training model based on the situated learning theory, community of practice, and reflective practitioner. The developed mathematics teacher professional development program recruited participation unit that was consisted of 3 or 4 teachers in same school and total of 28 teachers from 9 schools. Also, there were 18 mentors to support each school. In this sense, it can be called multi-tired teacher community professional development program. Through the program, the teachers improve their teaching competency. Also, the operation ability of teacher learning community was improved. Learning community culture has been formed in each school. It shows ability that the explorative learning community can be operated voluntarily although the program finished. Furthermore, community shared corporate responsibility about open class. They recognize open class as a new method to improve community teaching ability than a tool to evaluate individual teaching ability.

교육과정 총론과 각론 문서 체재의 일관성의 기제: 호주와 일본 수학과 교육과정 개발 절차를 중심으로

권오남 ( Oh Nam Kwon ),박수민 ( Soomin Park ),이경원 ( Kyungwon Lee ) 한국교육과정학회 2019 교육과정연구 Vol.37 No.3

본 연구의 목적은 총론과 각론의 교육과정이 일관성 있게 개발되어 있는 호주와 일본의 교육과정 개발 절차를 통해 총론과 각론의 일관성의 기제가 무엇인지 분석하고, 차기 우리나라의 교육과정 개정에 있어 총론과 각론의 연계 방안을 제시하고 핵심역량에 따른 교과 역량 개발에 시사점을 주는 데 있다. 이를 위해 본 연구에서는 먼저 우리나라 교육과정 문서 체재 및 교육과정 개발을 위한 조직 체계의 일관성을 분석한 후, 호주와 일본의 교육과정 문서, 교육부 및 관계 기관의 홈페이지 자료 및 협의회 보고서 등의 문헌 자료를 통해 교육과정 개발 절차를 면밀히 조사하였다. 이를 통해 총론 개발 과정과 각론 개발 과정에서 상호작용의 양상을 확인하였으며 총론과 각론이 유기적으로 연계되어 개발될 수 있었던 일관성의 기제를 도출하였다. This study aims to explore the mechanisms of coherence between general curriculum and subject curriculum through curriculum development procedures of Australia and Japan, whose curriculums are developed consistently. Also, this study suggests the methods about connection between general curriculum and subject curriculum in the revision of Korean national curriculum and implies the development of subject competencies based on general competencies. For this purpose, this study first analyzed the coherence of the organizational structure for the development of curriculum in Korea, and then, analyzed curriculum development procedures based on documents data including the curriculum documents in Australia and Japan as well as website data of Ministry of Education and related organizations. Thus, the aspects of interactions in the development of general curriculum and subject curriculum were considered and the mechanisms of coherence were derived.

소화효소 활성으로 본 rotifer Brachionus rotundiformis의 적정 영양강화 조건

권오남(O-Nam Kwon),박흠기(Heum-Gi Park) 한국수산과학회 양식분과 2008 韓國養殖學會誌 Vol.21 No.1

창의,인성교육을 위한 수학 수업 모형 사례

권오남 ( Oh Nam Kwon ),박지현 ( Jee Hyun Park ),박정숙 ( Jeung Sook Park ) 한국수학교육학회 2011 수학교육 Vol.50 No.4

The direction of recent education literature points to the importance of creativity and creative practices, which also plays an important role in character education and has been recognized as being invaluable for the educational goals of the 21st century. As such, the goal of mathematics educators and researchers has also been on emphasizing the importance of building character and promoting creative practices. In this research, we study the pedagogical measures that can be easily implemented in classrooms to foster creative mathematical thinking and practices in students. In particular, the mathematical topic of interest is three-dimensional geometry, and especially polygons, and processes in which mathematical knowledge and creative practices play out in classrooms. For example, we explore how these creative lessons can be organized as the target internalization lessons, concepts definition lessons, regularity and relationship lessons, question posing lessons, and narrative story lessons. All of these lessons share three commonalities: 1) they require specific planning and execution challenges in order to achieve creative tasks, 2) they take advantage of open-ended problems, and 3) they are activity-oriented. Through this study, we hope to further our understanding on successful creative mathematical educational practices in the field of mathematics education, and help establish model lessons and materials for teachers and educators to use towards such goals.

공동체단위의 연수를 통해 나타난 고등학교수학 중심 융합수업의 개발 및 적용 사례

권오남 ( Ho Nam Kwon ),박재희 ( Jae Hee Park ),오국환 ( Kuk Hwan Oh ),배영곤 ( Young Gon Bae ) 한국수학교육학회 2014 수학교육 Vol.53 No.3

This study analyzed the cases of three teacher communities participating in an innovative professionaldevelopment program and clarified the characteristics and the process of lessons for mathematics-orientedconvergence that were developed and applied during the program. Each of the teacher communities designedand implemented lessons according to the context of each community and the concept of lessons formathematics-oriented convergence were developed and refined. The lessons developed by the three teachercommunities were characterized as convergence problem posing lessons using technology, convergence ofvarious subject content focused on mathematical concepts through team teaching, and convergence lessonsaccording to students` achievement levels. The program contributed to teacher community activities by provingsustainable professional development in the area of convergence education, a connection between the content oftheir professional development and the context of the field, and opportunities for active participation in theprocess of developing and implementing the convergence lessons.