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.

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.

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.

내용 : 한국 사범대학 수학교육과의 교육과정 및 교수방법 분석

권오남 ( Oh Nam Kwon ),김아미 ( A Mi Kim ),조형미 ( Hyung Mi Cho ) 한국수학교육학회 2012 수학교육 Vol.51 No.3

This study has examined the current status of mathematics education departments by analyzing its curriculum and teaching methods. We analyzed data set of the number of faculty and students, curricula, textbooks and instructional methods among 23 mathematics education department in Korea, The data reveals that the curricula of the universities of education has shown that more content knowledge subjects are taught than pedagogy knowledge subjects, however, it is important to note that there is increasing emphasis on pedagogical content knowledge. In addition, the curricula of mathematics education departments deal with various aspects of pedagogical content knowledge. What matters is whether the system works for developing a sound and deep understanding of fundamental aspects of the subject matter in future mathematics teachers. The results of the study point to the importance of pedagogical content knowledge and to the essential components that can promote further understanding of effective teaching for preparing future teachers in mathematics education departments.

수학 문제해결 전략 선택에 있어서의 성별 차이에 대한 연구

권오남(Oh Nam Kwon),백한미(Han Mee Peak) 대한수학교육학회 1997 수학교육학연구 Vol.7 No.2

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.

스토리텔링 수학 모델 교과서의 개발 원리와 현장적용 가능성에 대한 연구

권오남 ( Oh Nam Kwon ),주미경 ( Mi Kyung Ju ),박정숙 ( Jung Sook Park ),박지현 ( Ji Hyun Park ),오혜미 ( Hye Mi Oh ),조형미 ( Hyung Mi Jo ) 한국수학교육학회 2013 수학교육논문집 Vol.27 No.3

본 연구의 목적은 수학교육에서 스토티텔링의 의미와 스토리텔링 수학 모델 교과서의 개발 원리를 문헌을 통해 도출하고, 개발된 교과서의 현장적용 결과를 보고함으로써 스토리텔링 수학 모델 교과서의 적용가능성을 탐색하려는 것이다. 스토리텔링 수학 모델 교과서는 학생들이 수학을 흥미 있고 의미 있게 학습할 수 있도록 개발한 교과서이다. 교과서의 학습 효과를 극대화할 수 있도록 개발 원리로 맥락성의 원리, 과정지향성의 원리, 소통의 원리, 다양성의원리를 제안하였다. 또한 수학 모델 교과서의 적용 가능성을 판단하기 위해 현장적용을 실시하였다. 설문지 분석과면담분석을 통해 스토리텔링 수학 모델 교과서가 교수.학습 방법에서 의미 있는 시도이며 수학을 흥미 있게 학습할 수 있는 대안이 될 수 있음을 알 수 있었다. 마지막으로 스토리텔링 수학 모델 교과서를 개발할 때 고려해야 할부분에 대한 함의점을 제안하였다. The purpose of this research is to investigate the principles for the development of mathematics textbook based on storytelling through literature review, textbook development, and classroom implementation.5)Mathematics textbook based on storytelling has been developed to help students learn mathematics interesting and meaningful. The principle for the development principles include as the principle of context, process-oriented, communication, and diversity. The developed mathematics textbooks was implemented in high school mathematics classes in order to investigate the effectiveness of the textbooks. We analyzed the data collected by the survey and the interview to find that the mathematics textbook based on storytelling had positive effect on teaching and learning of mathematics. We discussed the implication for the future development and implementation of mathematics textbook based on storytelling.

시리즈 E : 대학수학교육 ; 탐구 지향 미분방정식의 개발 실제: 교수실험을 통한 접근

권오남 ( Oh Nam Kwon ) 한국수학교육학회 2005 수학교육논문집 Vol.19 No.4

학습자 중심의 미적분 교육과정과 교실 문화

권오남(Kwon Oh Nam),박재희(Park Jae hee),조경희(Cho Kyoung Hee),박정숙(Park Jung Sook),박지현(Park Jee Hyun) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.6

미적분의 개념적 중요성에도 불구하고 모든 학생들이 미적분을 배워야할 필요성이 있는지에 대해서는 오래전부터 논란이 계속되고 있다. 이는 학문의 엄밀성을 강조하 여 학습자의 인지적 어려움을 고려하지 못한 교육과정과 의미 없는 기호 조작과 반복 되는 계산에 시간을 할애하는 교수-학습 방법 때문이라고 볼 수 있다. 따라서 본 연 구에서는 우리나라 교육과정에서 미적분의 도입 방법 및 문제점을 살펴보고, 학습자 를 중심으로 미적분 수업을 할 수 있도록 문서상의 교육과정에서 학습 과정을 어떻게 구성해야 하는지, 실제 수업에서 탐구 중심 학습이 일어나기 위해 필요한 것은 무엇 인지 제안할 것이다. 본 연구의 제안은 학생들의 학습부담 경감의 목소리가 높아지고 있는 현 시점에서 인문계열 학생들을 위한 미적분 영역의 교육과정을 재구성하고 학 습자 중심의 교실 문화를 형성하는 데 함의점을 줄 것으로 기대된다. Despite its conceptual significance of calculus in secondary mathematics curriculum, there are debates on necessity for all students to learn calculus in the context of reduction of mathematical contents from the society. It may be time due to the heavy emphasis of the symbol manipulation and calculation and rare enhancement students’ higher-order thinking, and also students difficulties caused by the rigor and rigidity of the mathematical definitions in written and implemented curriculum. The purpose of our study are to examine different approaches of differentiation and integration in existing literature and international curriculum, to suggest an alternative and student-centered way of introducing the concepts of differentiation and integration in high school, and to describe mathematics classroom culture to implement the student-centered calculus in teaching and learning mathematics. The suggestions drawn from this study can contribute a concrete idea of how to reorganize high school calculus in order to make student-centered classroom culture for the 2015 National Mathematics Curriculum.

<인공지능 수학> 교과서의 ‘관련 학습 요소’ 반영 내용 분석

권오남 ( Kwon Oh Nam ),이경원 ( Lee Kyungwon ),오세준 ( Oh Se Jun ),박정숙 ( Park Jung Sook ) 한국수학교육학회 2021 수학교육논문집 Vol.35 No.4

이 연구는 2015 개정 교육과정에서 신설 과목으로 설계된 <인공지능 수학> 교과서를 분석하여 차기 교육과정 설계의 시사점을 도출하는 데 목적이 있다. <인공지능 수학> 시안을 담은 수학과 교육과정 문서에서는 ‘학습 요소’ 대신에 ‘관련 학습 요소’를 제시하고 있다. ‘관련 학습 요소’는 인공지능의 맥락에서 활용될 수 있는 수학적 개념이나 원리로 정의하고 있는데 ‘관련 학습 요소’를 다루는 범위와 방법에 대해서는 구체적인 제한은 없다. 이에 ‘관련 학습 요소’가 <인공지능 수학> 교과서에서 반영된 양상을 형식, 범위와 방법, 공학적 도구 활용 방식을 중심으로 분석하였다. 교과서별로 ‘관련 학습 요소’를 교과서에 기술하는 형식상의 차이와 수학 개념을 취급하는 양과 범위에 차이가 있었다. 또한, ‘관련 학습 요소’를 하나의 수학 개념과 동일하게 정의하여 사용한 경우와 정의보다는 인공지능의 맥락에서 설명 위주로 서술하였다. ‘관련 학습 요소’를 인공지능의 맥락에서 활용할 수 있도록 교과서별로 유사한 공학적 도구를 다루었지만, 계산과 결과를 해석하는 활동 중심이었다. 고등학교 수학 과목으로서 <인공지능 수학>의 지향을 교과서에 충분히 반영하기 위해서 ‘관련 학습 요소’에 관한 체계적인 논의가 필요하다. 또한, 학생들이 인공지능 맥락의 활용 사례를 경험하기 위해서는 공학적 도구를 활용하여 문제를 설정하고 해결할 수 있는 내실화된 활동이 교과서에 구현되어야 할 것이다. The purpose of this study is to derive implications for the design of the next curriculum by analyzing the < Artificial Intelligence Mathematics > textbooks designed as a new subject in the 2015 revised curriculum. In the mathematics curriculum documents of < Artificial Intelligence Mathematics >, ‘related learning elements’ are presented instead of ‘learning elements’. 'Related learning elements' are defined as mathematical concepts or principles that can be used in the context of artificial intelligence, but there are no specific restrictions on the amount and scope of dealing with 'related learning elements'. Accordingly, the aspects of ‘related learning elements’ reflected in the < Artificial Intelligence Mathematics > textbooks were analyzed focusing on the textbook format, the amount and scope of contents, and the ways of using technological tools. There were differences in the format of describing 'related learning elements' in the textbook by textbook and the amount and scope of handling mathematics concepts. Although similar technological tools were dealt with in each textbook so that ‘related learning elements’ could be used in the context of artificial intelligence, the focus was on computations and interpretation of results. In order to fully reflect the intention of the curriculum in textbooks, a systematic discussion on 'related learning elements' will be necessary. Additionally, in order for students to experience the use of mathematics in artificial intelligence, substantialized activities that can set and solve problems using technological tools should be included in textbooks.