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백석윤 대한수학교육학회 1998 수학교육학연구 Vol.8 No.1
The purpose of this study is to construct the "open" instructional model that might be used properly in mathematics classroom. In this study, the core philosophy of "openness" in mathematics instruction is looked upon as the transference itself from pursuing simply strengthening the function of instruction such as effectiveness in the management of educational environment into the understanding of the nature of mathematics learning and the pursuing of true effectiveness in mathematics learning. It means, in other words, this study is going to accept the "openness" as functional readiness to open all the possibility among the conditions of educational environment for the purpose of realizing maximum learning effectiveness. With considering these concepts, this study regards open mathematics education as simply one section among the spectrum of mathematics education, thus could be included in the category of mathematics education. The model for open instruction in mathematics classroom, constructed in this study, has the following virtues: This model (1) suggests integrated view of open mathematics instruction that could adjust the individual and sporadic views recently constructed about open mathematics instruction; (2) could suggest structural approach for the construction of open mathematics instruction program; (3) could be used in other way as a method for evaluation open mathematics instruction program.thematics instruction program.
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백석윤 대한수학교육학회 1999 수학교육학연구 Vol.9 No.1
In recent years assessment has attracted increased attention from the international mathematics education community including this Korean community also. There could be numerous reasons for this phenomena. During the last couple of decades the field of mathematics education has developed considerably in the area of goals, theories, and practices. Whereas these developments have not been matched by parallel development in assessment. Now the functions, roles, and effects of assessment in mathematics education should no longer be neglected, rather they should become objects of investigation and examination in the study of mathematics education. The purpose of this study is to explore selected international cases of assessment in mathematics education mainly depended on two studies resulting from ICMI Study Conference on Assessment in Mathematics Education and Its Effects; and then to draw out their suggestions needed for our study of assessments in mathematics education.
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백석윤 서울교육대학교 2003 한국초등교육 Vol.14 No.2
The purpose of this study is to construct a constructivist instructional model that might be used properly in elementary mathematics classrooms. This study regards the constructive mathematics education as simply one section among the spectrum of mathematics education, thus could be included in the category of mathematics education. The model for constructive instruction, in elementary mathematics classrooms, constructed in this study, has the following virtues. Firstly, this model suggests integrated view of constructive mathematics instruction that could adjust the individual and sporadic views recently constructed for the constructive mathematics instruction. Secondly, this model could suggest structural approach for the construction of constructive mathematics instruction program.
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