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D-수학교육연구 update

RESEARCH IN MATHEMATICAL EDUCATION

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수록정보
수록범위 : 1권0호(1997)~22권2호(2019) |수록논문 수 : 361
D-수학교육연구
22권2호(2019년 06월) 수록논문
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1Using Project-Based Learning Method As a Way toEngage Students in STEM Education

저자 : Mi Yeon Lee , Rolando Robles

발행기관 : 한국수학교육학회 간행물 : D-수학교육연구 22권 2호 발행 연도 : 2019 페이지 : pp. 83-97 (15 pages)

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Science, Technology, Engineering, and Mathematics (STEM) education has been at the forefront of K-12 curricula in the technology-rich 21st century, with emphasis on how these fields reinforce each other in preparing students for a dynamic future. However, there is a need for greater attention to STEM education research in the mathematics education community, in particular to pedagogical approaches that facilitate integratingthe mathematics component of STEM education. Toward this end,the authors report the outcomes of a Project-based Learning (PBL) unit in which upper elementarystudents integrated STEM elements by researching, crafting, testing, and evaluating kites they created by applying scientific knowledge of aerodynamics and mathematical knowledge of polygons, surface area, graphs, and data analysis.This unit, which the authors developed, implemented, and assessed, demonstrates how STEM subjects and in particular mathematics can be effectively integrated in upper elementary school classrooms through PBL.

2Values in Mathematics Education: Its Conative Nature, and How It Can Be Developed

저자 : Wee Tiong Seah

발행기관 : 한국수학교육학회 간행물 : D-수학교육연구 22권 2호 발행 연도 : 2019 페이지 : pp. 99-121 (23 pages)

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This article looks back and also looks forward at the values aspect of school mathematics teaching and learning. Looking back, it draws on existing academic knowledge to explain why the values construct has been regarded in recent writings as a conative variable, that is, associated with willingness and motivation. The discussion highlights the tripartite model of the human mind which was first conceptualised in the eighteenth century, emphasising the intertwined and mutually enabling processes of cognition, affect, and conation. The article also discusses what we already know about the nature of values, which suggests that values are both consistent and malleable. The trend in mathematics educational research into values over the last three decades or so is outlined. These allow for an updated definition of values in mathematics education to be offered in this article. Considering the categories of values that might be found in mathematics classrooms, an argument is also made for more attention to be paid to general educational values. After all, the potential of the values construct in mathematics education research extends beyond student understanding of and performance in mathematics, to realising an ethical mathematics education which is important for thriveability in the Fourth Industrial Revolution. Looking ahead, then, this article outlines a 4-step values development approach for implementation in the classroom, involving Justifying, Essaying, Declaring, and Identifying. With an acronym of JEDI, this novel approach has been informed by the theories of 'saying is believing', self-persuasion, insufficient justification, and abstract construals.

3Teaching Practices for All Learners in the Mathematics Classroom

저자 : Jinho Kim , Sheunghyun Yeo

발행기관 : 한국수학교육학회 간행물 : D-수학교육연구 22권 2호 발행 연도 : 2019 페이지 : pp. 123-134 (12 pages)

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In this paper, we articulate what is a lesson for all learners with different cognitive levels and what kind of teaching practices are required to implement this type of lesson. For all learners' own sense-making, open-ended tasks are the primary sources to bring their various mathematical ideas. These tasks can be meaningfully implemented by appropriate teaching practices: providing enough time (for thinking deeply and for preparing a reply), acting intentionally (alternative wrapping up activities and appointment of a struggling student), and cultivating collaborative classroom norms (respecting peer's thinking and learning from peers). This exploratory study has the potential to help practitioners and researchers understand the complexity of the work of teaching and clarify how to deal with such complexity.

4Conceptualizing Teacher Candidates' Figured Worlds in Learning to Enact Core Practices

저자 : Byungeun Pak , Ji-eun Lee

발행기관 : 한국수학교육학회 간행물 : D-수학교육연구 22권 2호 발행 연도 : 2019 페이지 : pp. 135-152 (18 pages)

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This conceptual paper proposes a conceptualization regarding teacher candidates' experiences as learners during instructional activities implemented by teacher educators in practice-based teacher education programs. We argue that the current learning cycle framework for teacher candidates to engage in core teaching practices does not fully address teacher candidates' own learning experiences as learners. To provide a rationale for our proposal, we examine the current conceptualization of learning to enact core practices and suggest the need for integrating teacher candidates' experiences into the current conceptualization. We also draw on research on figured worlds as an effort to conceptualize teacher candidates' experiences coming from multiple figured world. We present some examples from our own mathematics methods courses to illustrate how this newly proposed framework can be used in practice and share remaining questions for future research.

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

(2006)홍길동 외 1명심리학41회 피인용

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2미국의 비트코인 규제

(2006)홍길동심리학41회 피인용

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2미국의 비트코인 규제

(2006)홍길동41회 피인용

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해당 간행물 관심 구독기관

신한대학교 University of Toronto University of Washington
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  • 1 신한대학교 (1건)
  • 2 University of Toronto (1건)
  • 3 University of Washington (1건)

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