초등학교 예비교사의 수학적 신념 변화에 관한 사례연구

류현아(Ryu, Hyunah),김윤민(Kim, Yunmin) 이화여자대학교 교과교육연구소 2021 교과교육학연구 Vol.25 No.6

본 연구는 초등학교 예비교사의 수학적 신념의 변화에 어떤 경험들이 영향을 미칠 수 있는지 살펴보았다. 3년간 수학적 신념에 있어 긍정적 변화를 보인 2명의 예비교사와 부정적 변화를 보인 1명의 예비교사 그리고 변화 없는 1명의 예비교사를 대상으로 심층면담을 통해 그 사례를 분석하였다. 그 결과 대학 이전의 다양한 학교 경험을 통해 수학적 신념이 형성되고, 대학의 교육과정이나 현장 실습 등의 교사교육 그리고 사회 활동이나 교과 외 프로그램을 통해 긍정적으로 변화할수 있음을 확인하였다. 또한 수학적 신념이 부정적으로 변화한 경우에도 대학의 교육과정과 현장 실습이 영향을 미칠 수 있음을 알 수 있었다. 한편, 변화하지 않은 경우는 대학 이전의 학교 교육과정에서 교사와의 관계를 통해 긍정적으로 형성된수학적 신념은 대학에서도 교육과정과 현장 실습에서 긍정적인 효과를 가져와 그대로 유지된 사례이다. 이와 같은 연구 결과를 토대로 다음과 같은 시사점을 제안한다. 첫째, 교원양성대학의 역량 중심 교육이 필요하다. 둘째, 현장 교육 실습의 비중을 높일 필요가 있다. 셋째, 교원양성대학의 교육과정과 현장 교육 프로그램 간의 연계성 강화가 필요하다. This study analyzed the experiences that could affect changes in mathematical beliefs of pre-service elementary school teachers. The researchers examined four cases through in-depth interviews with two pre-service teachers who showed positive changes, one pre-service teacher who showed negative changes, and one pre-service teacher who showed no change in mathematical beliefs. The results indicated mathematical beliefs were formed through various school experiences before university and it was confirmed teacher education and social activities or off-curricular programs could have impact to induce positive change in the beliefs. Also, it was found that the university s curriculum and field education practice could also have an effect on negative change in mathematical belief. Looking into the cases where the beliefs did not change, positive mathematical beliefs had been formed through relationships with teachers in pre-university curriculum and these beliefs had a positive effect on university curriculum performance and field practice while mathematical beliefs remained unchanged. Based on these research results, the following implications are drawn. First, it is necessary a competency-oriented education of the University of Education. Second, it is necessary to increase the proportion of field education practice. Third, it is necessary to strengthen the connection between the university s curriculum and field training programs.

초등예비교사의 교수역량 증진을 위한 팀 기반 프로젝트 학습 실행 및 효과

류현아,Ryu, Hyunah 영남수학회 2017 East Asian mathematical journal Vol.33 No.2

This study expects that Team Based Project Learning can act positive role to improve pre-service elementary teachers' teaching competence from previous studies. So designing and executing Team Based Project Learning program, I can provide some suggestions to the teaching method for teacher training education. In this study, Team Based Project Learning focuses on the use of history of mathematics in school mathematics. Also from organizing the team to evaluation, I conduct team activity systematically both inside and outside the classroom. The result of this study shows that pre-service elementary teachers' teaching competence has improved and I could identify the positive response about the value of using the history of mathematics and effect of Team Based Project Learning in mathematics learning.

영재학생의 다중지능과 그 학부모가 인식하는 자녀에 대한 다중지능의 비교

류현아,Ryu, Hyunah 영남수학회 2021 East Asian mathematical journal Vol.37 No.4

In this study, we compare the multiple intelligence of gifted students with the multiple intelligence of their children recognized by their parents. The subjects of the study are 118 students and their parents at the gifted education center affiliated with A University. First of all, there is a difference between the multiple intelligence of gifted students and the multiple intelligence recognized by their parents. Parents are highly regarded their children in all multiple intelligence components. Second, there are differences in multiple intelligence of gifted students' gender. The difference in multiple intelligence of children recognized by parents depending on the gender of the student was similar to the student's results. Third, there are not much difference in multiple intelligence between elementary and middle school students. However, there is a big difference between students and parents in the elementary school group compared to the middle school students. Therefore, since multi-intelligence can be developed by individual experience and environment throughout one's life, an educational environment that reflects objective evaluation and student needs rather than parental subjective judgment should be created.

수학 교과에서 인성교육에 대한 일고찰

최승현,류현아,박지현,Choe, Seung Hyun,Ryu, Hyunah,Park, Ji Hyun 영남수학회 2015 East Asian mathematical journal Vol.31 No.2

Character means a person's nature and the mind and behavior to lead a desirable life personally and socially. Also character can be changed with education and environment. Therefore character education will be possible to do practice through various educational activities and life experiences in school. In other words, we think that students will get person's character required to lead a desirable life personally and socially beyond what they just learn knowledge and skill, enter the higher schools and succeed one's way. This study accepts merits of existing character education policy through subject(mathematics) education and focus on direction for character education through subject(mathematics) education for systematic and synthetic approach for practice of character education. For this, we will see applicability of the plan for character education in the whole subject education, in particular focusing on cases of character education in mathematics subject.

그래픽 계산기를 활용하는 수학 교수·학습에 관한 교사 연수 사례 보고

장경윤,류현아,신용대,Chang, Kyung Yoon,Ryu, Hyunah,Shin, Youndai 영남수학회 2016 East Asian mathematical journal Vol.32 No.4

In this study, we focused on the graphing calculator to support the activity-oriented mathematics instruction with considering the accessibility of technology. The purpose of this study was to investigate the direction of the education of mathematics teachers. For this, we gave the teacher training for mathematics using graphing calculators for secondary mathematics teachers, and then examined the recognition for that of teachers. Teacher training of the graphing calculator was carried out three times in two years, we conducted a survey immediately at the time that has passed and after the 8 months or more after the training. As a result, we have obtained the suggestions of the advantages of using a graphing calculator in the learning mathematics, the difficulties of use of the graphing calculator in the classroom and the form of teacher training they want.

멘토링을 통한 수학학습부진아의 수학학습태도 변화에 대한 사례연구

권수진,임대근,류현아,Kwon, Su Jin,Lim, Daekeun,Ryu, Hyunah 영남수학회 2014 East Asian mathematical journal Vol.30 No.2

The purpose of this article described the effects of mentoring program to the underachiever's attitude in learning Mathematics. In order to do this research, a mentoring class had been carried out for 30 weeks, with two students who was underachievers in mathematics. It was carried out contrastive analysis on the student's learning attitude in the math class before and after the mentoring, using a questionnaire of learning attitude in math with 40 questions, filling the blanks in sentence, recording files of class, and mentoring journals. As a result, before taking the mentoring class, students who were participated in the mentoring program were negative and low in five subordinate concepts(learning attitude, such as their tendency, interest, desire, confidence, attitude, and studying habits in math). However, after the mentoring class, the two students were remarkably changed in positive way on the five concepts in learning mathematics. Therefore, it is helpful to underachievers in mathematics if the mentoring program is used since it yields a positive impact on the learning attitude.

이차함수 그래프에 관련된 중학교 3학년 학생들이 범하는 오류와 교정

구영화,강영욱,류현아,Gu, Young Hwa,Kang, Young Yug,Ryu, Hyunah 영남수학회 2014 East Asian mathematical journal Vol.30 No.4

The purpose of this study is to analyze error patterns third-year middle school students make on quadratic function graph problems and to examine about the possible correct them by providing supplementary tutoring. To exam the error patterns that occur during problem solving processes, to 82 students, We provided 25 quadratic function graph problems in the preliminary-test. The 5 types of errors was conceptual errors, false intuition errors, incorrect use of conditions in problems, technical errors, and errors from slips or carelessness. Statistical analysis of the preliminary-test and post-test shows that achievement level was higher in the post-test, after supplementary tutoring, and the t-test proves this to be meaningful data. According to the per subject analyses, the achievement level in the interest of symmetry, parallel translation, and general graph, respectively, were all higher in the post-test than the preliminary-test and this is meaningful data as well. However, no meaningful relation could be found between the preliminary-test and the post-test on other subjects such as graph remodeling and relations positions of the parabola. For the correction of errors, try the appropriate feedback and various teaching and learning methods.