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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.
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수학사탐구형 고등학교 스토리텔링 모델 교과서 개발 사례
권오남 ( Oh Nam Kwon ),박지현 ( Jee Hyun Park ),조형미 ( Hyung Mi Cho ),김미주 ( Mi Ju Kim ) 한국수학교육학회 2013 수학교육논문집 Vol.27 No.3
수학사탐구형 스토리텔링 교과서는 수학의 발달 과정에서 드러나는 발견의 논리를 교과서의 구성 원리와 내용 전개에 적용하는 것을 핵심으로 한다. 지식이 만들어져 가는 과정에 학생들이 흥미롭게 접근하도록 하여 수학이 인간의필요에 의해 만들어진 지식이며, 인간의 창의적 사고로 인해 만들어지는 지식임을 인식하도록 할 수 있다. 뿐만 아니라, 학습 내용 이면에 숨어있는 수학적 통찰과 논리를 이해할 수 있게 하고 그것을 활용하여 새로운 수학적 지식을만들어갈 수 있는 맥락을 제공할 수 있다. 본 연구는 수학사탐구형으로 개발된 ‘복소수와 이차방정식’단원의 개발 절차와 사례를 통해 스토리텔링 수학교과서의 가능성을 확인하고, 현장적용 가능성을 탐색하며 앞으로의 스토리텔링교과서 개발에 있어 함의점을 제공한다. Among five types of the model textbook based on storytelling, the type of ‘Inquiry into history of Mathematics`` focuses on adapting the logic of mathematical discovery to the organization of mathematical contents. It enables students to recognize that mathematics has been developed by human needs and creativity while they are engaged in the story about knowledge formation. Moreover the textbook offers the context in which students are able to understand mathematical insights and logics hidden in the subject matter, so that they can reinvent and develop mathematical knowledge. In this study, we found the principles for development of the textbook based on storytelling for ‘Inquiry into History of Mathematics’ by analyzing the chapter about ‘Complex number and Quadratic Equations’ of the model textbook. The chapter was implemented in classroom environment and students` understanding of the subject matter and their perception on the textbook based on storytelling were surveyed before and after the implementation. The results showed the possibilities of adapting the textbook based on storytelling and we suggested some implications for further development.
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내용 : 고등학교 수학 교사의 스토리텔링 수학 교과서에 대한 이해
박정숙 ( Jung Sook Park ),이지은 ( Ji Eun Lee ),박지현 ( Ji Hyun Park ),박규홍 ( Kyoo Hong Park ),권오남 ( Oh Nam Kwon ),주미경 ( Mi Kyung Ju ),오혜미 ( Hye Mi Oh ),조형미 ( Hyung Mi Cho ) 한국수학교육학회 2012 수학교육 Vol.51 No.3
Korean Ministry of Education Science, and Technology (MEST) has recommended the introduction of mathematics textbooks based on storytelling to improve the teaching and learning of mathematics in school, As part of the mathematics textbooks based on storytelling development, this research has investigated school mathematics teachers`` perspectives on mathematics textbooks based on storytelling in order to identify implications for the development and the implementation of it, For the purpose, we have developed survey questionnaire and administered it to 113 high school mathematics teachers, The survey asked the teachers to address their conception of mathematics textbooks based on storytelling, its contribution to school mathematics, challenges and obstacles for the implementation The survey shows that the mathematics teachers`` conception of mathematics textbooks based on storytelling was not clear or limited. Most of them replied that they received information about mathematics textbooks based on storytelling from the materials provided by workshop or materials of school district office. While the teachers heard about that school will implement mathematics textbooks based on storytelling, they rarely had idea of how to use them in class. In the survey, the teachers identified which type of storytelling is effective for which purpose of mathematics education. They also identified the positive effect and the difficulties in the implementation of mathematics textbooks based on storytelling. The mathematics teachers pointed out that textbook is not enough. They urged that the implementation of mathematics textbooks based on storytelling should be integrated into classroom teaching and assessment to make a significant change in the educational practice of mathematics in school. Thus, mathematics teachers need support to implement mathematics textbooks based on storytelling into their teaching practice. Teacher workshop and teacher manuals need to be developed to help teachers understand educational visions and values of mathematics textbooks based on storytelling. These results of the survey would form the worthwhile base information for the development and the implementation of mathematics textbooks based on storytelling.
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