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한국수학교육학회> C-초등수학교육

C-초등수학교육 update

Education of Primary School Mathematics

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수록정보
수록범위 : 1권0호(1997)~23권4호(2020) |수록논문 수 : 333
C-초등수학교육
23권4호(2020년 10월) 수록논문
최근 권호 논문
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KCI등재

1초등학교 수학 교과서에서 통계 그래프의 틀에 대한 교육적 고찰

저자 : 탁병주 ( Tak Byungjoo )

발행기관 : 한국수학교육학회 간행물 : C-초등수학교육 23권 4호 발행 연도 : 2020 페이지 : pp. 157-173 (17 pages)

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Although there are various form of statistical graphs in the real world, the statistical graphs in elementary mathematics textbooks are very formalized by the pedagogical constraints. In this study, I examine the frames of statistical graphs and their educational importance, and analyze the frames in Korean, Australian, and MiC textbooks. As a result, the frames of statistical graphs in elementary mathematics textbooks (1) draws students' attention to the components of the graphs, (2) plays a supplementary role in students' drawing graphs by hands, and (3) helps to apply school mathematics to statistical problem solving in real life. The frames of statistical graphs in Korean textbooks is the form of tables focusing on (1) and (2), but these of MiC textbooks has various forms focusing on (3). On the other hand, Austalian textbooks introduced the table-form frames of statistical graphs at the lower graders, but gradually changed to the axis-form frames as the grade level increased. Based on this, a recommendation was drawn on how to deal with the frames of statistical graphs in elementary mathematics textbooks.

KCI등재

2초등교사의 수학수업의 질, 수학 교수효능감, 학생의 수학흥미가 수학성취도에 미치는 영향 분석: 다층구조방정식의 적용

저자 : 황성환 ( Hwang Sunghwan ) , 손태권 ( Son Taekwon )

발행기관 : 한국수학교육학회 간행물 : C-초등수학교육 23권 4호 발행 연도 : 2020 페이지 : pp. 175-189 (15 pages)

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The purpose of the present study was to investigate the structural relationships between elementary teachers' mathematics instruction, teachers' mathematics teaching efficacy, students' mathematical interest, and mathematics achievement. To achieve this goal, we used TIMSS 2015 Korean data and implemented multilevel structural equation modeling given that student data were nested within the school data. The findings reveled that at the student level, the instructional quality rated by students positively affected student mathematical interest. Additionally, student mathematical interest positively affected student mathematics achievement. Although the direct effect of instructional quality on student mathematics achievement was insignificant, the total was significant. At the school level, there were positive direct effects of instructional quality and teacher's mathematics teaching efficacy on student mathematical interest. The direct effects of instructional quality, teachers' mathematics teaching efficacy, and student mathematical interest on mathematics achievement were not significant. However, the total effects of instructional quality and teachers' mathematics teaching efficacy on mathematics achievement were significant. Based on the results, we discussed the implications of the study.

KCI등재

3수학 교과 전문성 개발 필요에 대한 초등 교사의 인식

저자 : 박주경 ( Park Jukyung )

발행기관 : 한국수학교육학회 간행물 : C-초등수학교육 23권 4호 발행 연도 : 2020 페이지 : pp. 191-206 (16 pages)

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The purpose of this study was to find an implication for a direction to improve professional development in mathematics by exploring elementary school teachers' perception of the need for professional development in mathematics. To this end, 4 elementary school teachers were organized into one focus group, and group discussion materials were collected and analyzed based on cases of mathematics professional development needs. As a result of the study, the elementary school teachers' perception that the need for professional development in mathematics is both unnecessary and necessary. The perception of unnecessary was influenced by the easy level of elementary school mathematics content and the ease of teaching. Also, the perception of necessary factors were considering various aspects of mathematics teaching, changing the accumulation of failures in mathematics classes, maintaining authority of students, demand for class improvement due to social change, the impact of school work, the influence of the community of professional development and peers in school, and efforts to grow as teachers. Based on these results, the author discussed ways to promote teachers' participation in mathematics professional development by considering elementary school teachers' perceptions of the need of mathematics professional development.

KCI등재

4사교육 참여가 수학 학업성취도에 미치는 영향에 대한 종단연구 : 초·중학생을 대상으로

저자 : 김용석 ( Kim Yongseok )

발행기관 : 한국수학교육학회 간행물 : C-초등수학교육 23권 4호 발행 연도 : 2020 페이지 : pp. 207-227 (21 pages)

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The demand for private education in Korea is steadily increasing every year, and the participation rate of private education is increasing as the grade goes down. In order to empirically verify the effectiveness of private education, it is necessary to analyze through longitudinal data that has been mainly investigated over a long period of time. This study investigated the longitudinal changes in mathematics academic achievement and participation time in mathematics private education using longitudinal data from 2013 (4th grade in elementary school) to 2017 (2nd grade in middle school) of the Seoul Education Longitudinal Study. The students were divided into groups in which mathematics academic achievement changed similarly as the grade went up, and the effect of mathematics academic achievement was examined according to the change of participation time in private mathematics education for each group. As a result of the study, it was found that the participation time of private math education of all students continuously increased from the 5th grade of elementary school to the 2nd grade of middle school, and the participation time of private math education by group was different. In addition, the effect of private tutoring by group was different according to the group.

KCI등재

5초등학교 수학과 교육과정 성취기준의 역량 기반 개선 방안 탐색 : 한국과 호주 '수와 연산' 영역 비교를 중심으로

저자 : 이화영 ( Lee Hwa Young )

발행기관 : 한국수학교육학회 간행물 : C-초등수학교육 23권 4호 발행 연도 : 2020 페이지 : pp. 229-255 (27 pages)

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In this study, considering the OECD's DeSeCo and 2030 projects, the curriculum to develop competency was expected to be more emphasized, and the evaluation standards of the 2015 revised mathematics curriculum for elementary school in Korea and the Australian curriculum were analyzed in depth.
To this end, the capabilities newly emphasized in the OECD 2030 Project were examined in detail and examined how the Australian elementary school mathematics curriculum included capabilities in achievement standards and content descriptions. The achievement standards of elementary school mathematics curriculum in Korea and Australia were matched, and the contents of number and arithmetic domain were compared and analyzed, and the skill verbs included in the achievement standards were analyzed and compared to see how their competencies were reflected in the achievement standards. Based on the results of the analysis, implications for improving math achievement standards were derived to faithfully reflect the capabilities into the mathematics curriculum.

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

(2006)홍길동 외 1명심리학41회 피인용

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  • 2 이화여자대학교 (21건)
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  • 4 인하대학교 (18건)
  • 5 진주교육대학교 (16건)
  • 6 서울대학교 (14건)
  • 7 광주교육대학교 (14건)
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  • 10 경인교육대학교 (12건)

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