논리,비판적 사고 신장을 위한 로봇 프로그래밍의 수학교육 적용 방안

임해미 ( Hae Mee Rim ),최인선 ( In Seon Choi ),노선숙 ( Sun Sook Noh ) 한국수학교육학회 2014 수학교육 Vol.53 No.3

Logic lays the foundation of Mathematics and the development of Mathematics is dependent oncritical thinking. So it is important that school mathematics helps students develop their logicaland critical thinking ability for both mathematics learning and problem solving in general. MINDSTORMS, a LEGO based programming activity kit, is an effective teaching and learning toolthat can be used to enhance logical and critical thinking in students. This study focused on measuring the growth of students` ability to think logically and criticallywhen they used MINDSTORMS activities to learn programming. In addition, we investigated howthe students` logical and critical thinking changed from the MINDSTORMS learning experience. The study confirmed that the programming activities using MINDSTORMS help to enhance logicaland critical thinking in students. The students attitude about logical and critical thinking becamemore positive and the activities helped to engage students to think logically and critically. Thistype of programming activities should be valuable in mathematics education and it should beincluded in a general mathematics curriculum.

그래픽 계산기를 이용한 주비산경 탐구

이민희 ( Min Hee Lee ),임해미 ( Hae Mee Rim ) 한국수학교육학회 2012 수학교육 학술지 Vol.2012 No.1

우리나라를 포함한 동양 수학사의 발전상은 수학서 뿐만 아니라 천문서에서도 발견할 수 있다. 본 연구에서는 동양최고(最古)의 천문 수학서인 주비산경(周碑算經)의 내용을 분석하여 동양 수학의 아름다움과 지적 유산의 가치를 느낄 수 있는 교수 학습 과정을 보이고자 하였다. 특히, 24절기와 달의 운동을 그래픽 계산기(Voyage 200)를 이용하여 탐구하는 활동은 학생들에게 천문학과 수학의 연결성을 인식하고 수학의 실용성에 대해 이해할 수 있는 계기를 제공할 수 있을 것으로 기대된다. We witness the details of historical development for oriental mathematics not only ancient mathematics books, but also astronomy ones. In this study, we represent materials for mathematics teaching and studying to analyze the oldest astronomical mathematics book, 「JuBiSanKyoung(주비산경), which contains the beauty of ancient Asian mathematics and intellectual rich inheritance. With the proposed materials, students can understand the close relationship between mathematics and astronomy by academic activities where they simulate the movements of the moon and the variations in 24 seasonal periods discussed in 「JuBiSanKyoung」book 2, with graphic calculators. From the activities, we believe students can have deeper understandings about the practicality and value of ancient mathematics. As a future work, we introduce outline for study on the astronomy book in Chosun Dynasty,「ChilJungSan」books in this paper.

미국의 차세대 평가 PARCC와 Smarter Balanced 평가 비교 분석을 통한 평가 개선 방안

김성숙(Kim Sung sook),임해미(Rim Hae mee) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.7

본 연구는 결과 중심, 지식 중심의 평가로부터 과정 중심, 역량 중심 평가로 강조 점이 옮겨가는 시점에서, 대규모 학업성취도 평가에 구체적인 시사점을 제시하는 미 국 차세대 평가인 PARCC와 Smarter Balanced 평가를 분석하였다. PARCC와 Smarter Balanced 평가는 미국에서 새롭게 도입한 공통핵심성취기준의 성공적인 안착과 평가를 위해 도입된 것으로, 진단, 형성, 총합평가의 평가 체제를 갖는다. 두 평가는 모두 컴퓨터 기반 평가로 시행되며, 특히 Smarter Balanced 평가는 CAT 방 식을 따른다는 점이 특징적이다. 수학과 평가는 수학과 공통핵심성취기준의 수학적 내용과 수학적 실천을 고르게 평가하기 위해 증거기반설계에 기반하여 요구목표를 설정하고 증거진술을 토대로 과제를 개발하는 체계적인 절차를 거쳤다. 교육과정의 목표를 충실히 달성하여 학생 들의 진학 및 취업에 대한 준비도를 높이기 위한 PARCC와 Smarter Balanced 평가 의 특징을 탐색하는 것은 향후 우리나라의 대규모 평가를 도입하고 설계하는데 의 미 있는 시사점을 제공할 것으로 기대된다. This study analyzes the Next-Generation Comprehensive Assessment Systems of the United States, PARCC and Smarter Balanced Assessment. PARCC and Smarter Balanced Assessment were introduced to apply and estimate the Common Core State Standards successfully; they include three estimation categories - diagnostic, formative, and summative assessment. Those two assessments are computer-based; it is noticeable that the Smarter Balanced Assessment adopts CAT method in particular. To reasonably assess mathematical content and mathematical practice in PARCC and Smarter Balanced Assessment, the mathematics assessment has relied on systematic processes; for example, the evidence-centered design was applied to define claims and tasks developed based on evidence statements. We expect this study will provide insights to design and apply next large scale assessment in Korea by reviewing the practice for design and implementation of PARCC and Smarter Balanced Assessment which aim to help students prepare for their career path by achieving planned curricular goals.

수학과학통합교육의 설계 및 실행에 대한 연구

이혜숙 ( Hei Sook Lee ),임해미 ( Hae Mee Rim ),문종은 ( Jong Eun Moon ) 한국수학교육학회 2010 수학교육 Vol.49 No.2

초·중학생의 수학 자기주도학습 실태 분석

박선화(Park Sun hwa),임해미(Rim Hae mee),최지선(Choi Ji Sun),김성여(Kim Seoung Yeo) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.9

본 연구는 우리나라 초·중학생의 수학과 자기주도학습 실태를 파악하고, 이를 토 대로 초·중학생의 수학에 대한 자기주도학습 능력 신장을 위한 시사점을 도출하기 위한 목적으로 수행되었다. 본 연구에서는 초등학교 5학년부터 중학교 3학년까지의 학생을 대상으로 설문조사를 실시하고, 설문 결과 분석을 통해 우리나라 초·중학생 의 수학과 자기주도학습 실태를 파악하였다. 연구 결과를 토대로 본 연구에서는 초· 중학생이 수학 자기주도학습 능력을 신장시키기 위한 제언 4가지를 교사의 관점에 서 제시하였다. 첫째, 초·중학생의 자기주도학습 양상은 자신의 학습상태나 학교급 에 따라 다르므로, 학생의 특성에 맞는 자기주도학습 전략을 제시해야 한다. 둘째, 많은 학생들이 스스로 공부하는 과정에서 계산 때문에 겪는 어려움을 줄이기 위하 여, 수업 중 또는 후에 제시하는 과제의 수준을 조절해야 한다. 셋째, 교사는 숙제를 제시할 때, 복습 위주의 과제를 제시할 필요가 있다. 넷째, 교사가 학습의 자기주도 학습 과정에 개입하는 경우에 학생에게 먼저 문제해결의 기회를 제시하고 그 후에 문제해결 방식으로 접근하는 것이 바람직하다. Self-directed learning is one of the core competencies to live in future society and has emphasized from 7th curriculum. The purpose of this study is to analyze the real condition on the self-directed learning for mathematics. To achieve the purpose, we reviewed the theory of self-directed learning and the programs for self-directed learning for mathematics, and conducted a survey to the elementary and middle school students. The result of literature reviews is that general theories for self-directed learning are applied in mathematical learning. Expecially, we supposed that students should acquaint with the self-regulated learning strategies in order to do self-directed learning. We conducted a survey in order to identify the actual state how elementary school students and middle school students do their self-directed learning for mathematics. 359 elementary school students(5th, 6th grade) and 437 middle school students(1st, 2nd, 3rd) participated in this study. The result of the survey reveals the actual state of self-directed learning in mathematics, identifies the difference between elementary school students and middle school students, suggests didactical strategies which teachers can use in order to encourage their students to do self-directed learning.

웹기반 문제중심 수학 교수-학습의 설계 및 효과 연구

임해미 이화여자대학교 교육대학원 2000 이화교육논총 Vol.11 No.-

The purpose of mathematics education is to nurture the ability to solve problems in creative and mathematical ways. However, teachers have taught the class concentrated on lectures and students have solved fixed problems passively in the traditional teaching method of mathematics education and that fact has limited the opportunity for students to have vivid mathematical insight or creative and productive problem-solving capacity. Therefore, new teaching-learning methodology and research of such environments where researcher can examine the educational issue have been required for students to gather information, share it and cooperate with each other. In this paper, Problem-Based Learning methodology and Web-Based Education is suggested as one of the teaching-learning methodologies which satisfies the desire for better mathematics education and as the environment which can replace the traditional class room concept. In addition, following research issues will be examined to study the "Web-Based and Problem-Based Learning methodology" which combines these two different models into one: 1. Are there any meaningful differences in scholastic achievement between two groups: traditional in-classroom teaching method versus "Web-Based and Problem-Based Learning methodology"? 2. Are there any meaningful differences in attitude towards mathematics between the two groups? 3. What response will be given by those who have experienced "Web-Based and Problem-Based Learning methodology" about their experience? 4. What are the problems to be considered in designing and using this methodology efficiently? To answer the above questions, a study was carried out with a group of 79 high school students from 'D' High School in InChon, Korea based on background research about Web-Based methodology & Problem-Based Learning methodology and a survey of similar web sites. Two classes with similar scholastic achievement was divided into two groups; 'experiment group(38 students)' and 'controlled group(40 students)'. The experiment group was taught with new methodology in multimedia classroom along with conventional lectures in traditional classroom for 15 times and the controlled group was taught only in the normal classroom for the same numbers. Before and after the experiment, survey of all students to check the scholastic achievement and attitude towards mathematics was done. For experiment group, pre-survey and interview about "Web-Based and Problem-Based Learning methodology" was done after the experiment. The results are summarized as follow: 1. There was no statistically meaningful difference in scholastic achievement between the experiment group and the controlled group. 2. There was statistically meaningful difference in attitude towards mathematics between the experiment group and the controlled group. From this result, we could comment about the potential of this methodology. 3. The interview with students in the experiment group showed generally positive feedback. 4. In designing this methodology, we divided the whole process into 5 steps; Analysis, Design, Production, Implementation and Evaluation. There must be considerations about the design of problem-based content, the construction of home page, communication, and the operation and evaluation of classes. From these results, we suggest the followings: First, it is required to develop problem-based content which satisfies the issues from web-based and problem-based framework; second, it is also required to study the effect of this methodology in the aspect of scholastic achievement and attitudes toward mathematics for a longer period; third, there must be a proper means to evaluate the effect of this methodology.