수학 교육과 심미적 판단

유충현 ( Chung Hyun Yu ) 경북대학교 중등교육연구소 2010 중등교육연구 Vol.58 No.3

수학교육에 있어서 현대 사회의 비인간화의 문제는 인간과 인간이 가지는 진정한 교육적 관계를 전체적으로 이해할 필요가 있다는 사실을 보여준다. 수학교육을 어떻게 규정하든지 간에 최소한 배제될 수 없는 것은 수학을 근거로 성립하는 교육적 관계이며, 이는 수학을 배우는 학생과 수학 가르치는 교사의 수학교육적 관계로 드러난다. 수학교육적 관계는 수학적 지식과 인격을 매개로 이루어지는 관계로서 수학교육의 실제적 경험 가운데서 빚어지는 인식의 문제이요, 존재 관계의 문제라고 볼 수 있으며, 수학교육에 있어서의 정서와 무관한 문제가 아니다. 수학교육에 있어서 정서에 대한 이론적 준거는 칸트의 판단력비판을 기반으로 할 수 있다. 초월적인 것을 촉발시키는 계기로서 ``정서``에 주목하여 수학교육학적으로 해석하는 작업이 필요하다. 칸트의 판단력비판의 ``심미적 판단``의 의미와 관련하여 수학교육학적으로 해석하고, 수학교육의 실천적 방향에 대한 함의를 도출할 수 있을 것이다. In math education, It is shown that A problem of non-manization of modern society can`t become a true Math educational relation. However at time even if it`s prescritive, it be not to exclude a math education phenomenon minimally, it`s the math education-like relation formed on the ground of mathematics, and this shows with a math education-like relation between the student who learns mathematics and the teacher who teaches mathematics. it`s possible to A recognitional problem that math education is experiencing practically composed as a relation of which a math education-like relation and consisted through the medium of mathematical knowledge and the character, second, it`s possible to judge existence as a related problem, and it isn`t the problem that I have no relation to the feelings in the math education. it theoretically based on Kant`s Critique of Judgment to the feelings in math education. we pay attention to ``the feelings`` as the opportunity which makes touch transcendental idea, and it need the work interpreted like math education. I interpret like math education science in relation to the meaning Kant`s ``aesthetic judgement`` and derive an implication to the practical direction of math education.

수학 교육에서의 도덕성에 대한 연구 - 헤르바르트의 도덕성을 중심으로 -

유충현,Yu, Chung Hyun 영남수학회 2013 East Asian mathematical journal Vol.29 No.4

Herbart's education provides an implication for mathematics education that combine a practical ethics education with mathematics education. Herbart show that an theoretical mathematics education would not exist as a sole. It implies that mathematics education must do activities that take into consideration the humanity in its entirety. The theory of mathematics education based on Herbart's ethics theory of education reveals the entireness of human. There are possible explanations for the ways to increase the value of the mathematics education as an education for whole human. It is that the advantage of learning mathematics is not only that we can solve the problems we face in our lives but also that we can acquire a form of life.

화이트헤드의 철학과 수학 교육

유충현,김혜경,Yu, Chung-Hyun,Kim, Hye-Kyung 영남수학회 2009 East Asian mathematical journal Vol.25 No.3

Whitehead's philosophy is evaluated as an applicable philosophy and an accurate, logical explanation system about the world through mathematics. Whitehead's ideological development can be divided into mathematical research, critical consciousness about sciences and philosophical exploration. Although it is presented as a whole unified conceptual framework to understand nature and human beings which is based on modern mathematics and physics in the 20th century, Whitehead's philosophy has not been sufficiently understood and evaluated about the full meaning and mathematics educational values. In this paper, we study relations of Whitehead's philosophy and the mathematical education. Moreover, we study implicity of mathematical education.

Herbart의 교육학이 주는 수학교육학적 함의에 관한 연구

유충현,Yu, Chung-Hyun 영남수학회 2011 East Asian mathematical journal Vol.27 No.2

The fact that Herbart's education has realized in the educational context the Kant's theory of transcendental education by applying Kant's transcendentalism to education is of great significance for education. It also provides an implication for mathematics education that Herbart's education of mathematics education can be applied to mathematics education through an attempt to combine a practical ethics education and an aesthetic emotion education with mathematics education. Both Kant and Herbart clearly show that an only practical, aesthetic education would not exist as a solely theoretical mathematics education cannot. Therefore, these multi-dimensional aspects of mathematics education should be always considered as a whole although there could be a difference in importance among those aspects. It implies that, regardless of the environments for mathematics education, mathematics teachers and students must do mathematics education activities that take into consideration the humanity in its entirety. The theory of mathematics education based on Herbart's education reveals that the entireness of human being should not be neglected in any case. In this regard, Herbart's theory of education shows that mathematics education is an all-inclusive theory of mathematics education that embraces both phenomenon and transcendence.

칸트의 "아프리오리(a priori)"개념이 주는 수학교육적 함의

유충현 ( Chung Hyun Yu ) 경북대학교 중등교육연구소 2011 중등교육연구 Vol.59 No.2

``수학을 온전히 학습하는 사태``는 어떤 사태이며, 그 사태에서 학생은 무엇을 경험하게 되는가, 도대체 그러한 수학교육적 경험은 무엇을 목적으로 하는 사태인가? 수학교육학은 수학을 배우고 가르치는 실제적인 인간 활동을 기반으로 하여 그 토대 위에 이론적 체계를 세우는 것이다. 그럼에도 불구하고 그것의 의미는 결국 마음의 철학에 관련되어 있다고 볼 수밖에 없다. 이는 수학교육이 수학을 통한 마음의 향상을 끊임없이 추구하는 한, 인격의 완성을 그 본령으로 삼는 전형적인 인간 활동이라는 점을 감안한다면 수학교육학은 마음에 관한 해명이 지니는 실제적 의의가 구체화되고 반성되는 학문적 논의영역이라고 말할 수 있다. 특히 칸트의 선험철학은 인간의 삶을 올바른 방향으로 이끌려는 문제의식에 기초하여, 수학적 인식과 관련하여 인간 활동을 가능하게 하는 ``아프리오리(a priori)``의 탐색이란 점을 고려한다면 칸트의 아프리오리 개념은 원칙상 수학교육의 의미를 더욱 온전하게 드러낼 수 있는 가능성을 지니고 있다고 볼 수 있을 것이다. What is mathematics learning perfectly? and what is the purpose? Both mathematics learning and teaching base on actual human activities on the foundation of a theoretical system. Nevertheless, its meaning is ultimately related to the philosophy of mind. This mathematics education to improve constantly through the heart seek completion of the proper personality as a typical human activities using it Consider that mathematics education in the heart, Kant`s transcendental philosophy will led in the right direction based on mathematical cognition and especially human life. Kant`s concept of a priori as principle of mathematics education can mean more potential to reveal the perfect view that will be.

산술교육에서의 직관적 전개가 가지는 인간 교육적 의미

유충현,Yu, Chung-Hyun 영남수학회 2011 East Asian mathematical journal Vol.27 No.4

Arithmetic education is based not only on concept but also fundamentally on intuition. Pestalozzi understood time, a Kant's transcendental intuition, as numbers, a form of cognition, so that he considered intuition essential in arithmetic education. Pestalozzi and Herbart also recommended the intuitive arithmetic education. Significance of the arithmetic education based on intuition resides in the fact that arithmetic, an expression of nature and the world, is succeeded to modern arithmetic education because numbers, a cornerstone of mathematics, are symbolized as a law of mind reasoning.

수학교육의 통합적 접근에 대한 탐색적 논의

유충현,Yu, Chung Hyun 영남수학회 2016 East Asian mathematical journal Vol.32 No.2

The integration of mathematics education is required Fundamentally discussion about the nature and purpose of mathematics education. After the theoretical discussion of that, Practical approach of that can be correctly realized. However, It is the impression that theoretical discussions and practical action about the current discourse about integration in mathematics education are the wrong order. To understand the practical action for the integrated approach in mathematics education, theoretical discussion of the integrated approach of mathematical education is properly required.

수학교육에서 인성교육을 위한 예비수학교사교육에 대한 탐색적 연구

유충현,Yu, Chung Hyun 영남수학회 2018 East Asian mathematical journal Vol.34 No.2

The character education has been regarded as important in nature and purpose of mathematics education. A discussion about models for the teaching of character to a student has been. However, The character education of teachers has not gathered as much attention as that of students in mathematics education. How to educate morally and ethically sound mathematics teachers is an important research topic to be sincerely inquired in current. Little attention has been given to the way how we prepare a morally humane pre-mathematics teacher. This paper inquires into the issues of character education in pre-mathematics teacher education.

Kant의 "자유"개념이 주는 수학 교육적 의의에 관한 연구

유충현 ( Chung Hyun Yu ) 경북대학교 중등교육연구소 2013 중등교육연구 Vol.61 No.3

정보산업사회에서의 수학교육은 실용성을 추구하면서 생활 속의 문제를 해결하는 능력을 강조한다. 하지만 우리나라 교육과정에서 보여주듯이 이념을 바탕으로 한 수학교육은 표면적으로 외재적 목적과 수학교육의 실용주의적 입장을 중시하는 것처럼 보일지라도 그 이면에 전통적으로 추구되어 온 수학교육의 이념이 가지는 가치를 중시하고 있다. Kant의 자유라는 개념 역시 이념을 바탕으로 한 수학교육의 인성 교육적 가치에 대한 가능한 하나의 설명을 제시한다고 볼 수 있다. Kant의 ‘자유’개념은 도덕법칙과의 관계를 통해 확립된 도덕성의 선험적 근거이며 형식으로서 도덕적 실천을 위한 이념으로서 이해된다. Kant의 자유개념이 주는 수학 교육적 의의는 수학교육이 인간의 성장을 추구하는 한 수학을 가르치고 배우는 것은 이념으로서 자유와 관련되며, 이념으로서 자유는 인간 마음의 심층적 기준이며 도덕성의 형식으로서 수학교육의 도덕적 의미를 가능케 하는 수학교육의 목적이라 할 수 있다. The Mathematics Education in the industrial information society emphasis on the practical and problem-solving skills. But Even though the current global trends in mathematics education seem to attach great importance to the extrinsic purpose and a pragmatic position, mathematics education which based a the ideals presented in Korea curriculum can not be neglected with The value of the ideals of mathematics education. Kant`s freedom suggests one possible explanation for the humanity value of mathematics education. Kant`s freedom can be understood as a priori of moral and a ideals for the practice of moral. Implications for Mathematics Education about Kant`s ‘freedom’ is the core of the human mind, and it may be the ideal type that makes moral education. If Mathematics education pursue to the growth of a human, it have associated with the freedom.

중등수학교육에서 수학적 활동의 통합적 접근에 대한 탐색적 연구

유충현,Yu, Chung Hyun 영남수학회 2018 East Asian mathematical journal Vol.34 No.4

An integrated approach has been regarded as important in mathematics education. The ultimate ideal of mathematics education is the development of whole person in students. However, mathematics education has not been successful in achieving this ideal. The purpose of this article is to identify an integrated approach to secondary mathematics education in order to achieve the ideal of the whole person. In particular, Ideas for an integrated approach for mathematical activities are sought. This study starts with analysis of recent attempts to integrate knowledge and attitude of mathematics education. Finally, some suggestions for the cultural and institutional conditions in which these integrative ideas can be effectively realized in secondary school.