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한국수학교육학회> D-수학교육연구

D-수학교육연구 update

RESEARCH IN MATHEMATICAL EDUCATION

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수록정보
수록범위 : 1권0호(1997)~25권1호(2022) |수록논문 수 : 401
D-수학교육연구
25권1호(2022년 03월) 수록논문
최근 권호 논문
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KCI후보

1Research Article : A Study on Effectiveness of Mathematics Teachers' Collaborative Learning: Focused on an Analysis of Discourses

저자 : Xiaoying Chen , Bomi Shin

발행기관 : 한국수학교육학회 간행물 : D-수학교육연구 25권 1호 발행 연도 : 2022 페이지 : pp. 1-20 (20 pages)

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Collaborative learning has been highlighted as an effective method of teachers' professional development in various studies. To disclose teachers' discourse threads in the process of collaborative learning for developing their knowledge, this paper adopted two methods including “content analysis” and “time-sequential analysis” of learning analytics. Such analyses were implemented for mining teachers' updated knowledge and the discourse threads in the discussion during collaborative learning. The materials for analysis involved two aspects: one was from the video-taped lesson observation reports written by teachers before and after discussing, and the other was from their discourses during the discussion process. The results proved that teachers' knowledge for teaching the centroid of a triangle was updated in the collaborative learning period, and also revealed the discourse threads of teachers' collaboration contained “requesting information or opinions”, “building on ideas”, and “providing evidence or reasoning”, with the emphasis on “challenging ideas or re-focusing talk”

KCI후보

2Research Article ; Cultural Affordance, Motivation, and Affective Mathematics Engagement in Korea and the US

저자 : Yujin Lee , Robert M. Capraro , Mary M. Capraro , Ali Bicer

발행기관 : 한국수학교육학회 간행물 : D-수학교육연구 25권 1호 발행 연도 : 2022 페이지 : pp. 21-43 (23 pages)

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Investigating the relationship between intrinsic and extrinsic motivation and their effects on affective mathematics engagement in a cultural context is critical for determining which types of motivation promote affective mathematics engagement and the relationship with cultural affordance. The investigation in the current study is comprised of two dependent studies. The results from Phase 1 indicate that attitude and emotion are better explained by extrinsic motivation, while self-acknowledgment and value are better explained by intrinsic motivation. The results of Phase 2 indicate that the Korean sample has greater extrinsic motivation, attitude, and emotion, while the U.S. sample has greater intrinsic motivation, self-acknowledgment, and value. The key outcome for this research is that disentangling cultural affordance from the emotional and cognitive structures is impossible.

KCI후보

3Research Article : Examining Multicultural Education Research in Korean Mathematics Education

저자 : Eunhye Flavin , Sunghwan Hwang

발행기관 : 한국수학교육학회 간행물 : D-수학교육연구 25권 1호 발행 연도 : 2022 페이지 : pp. 45-63 (19 pages)

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Multicultural students are a rapidly growing population in South Korea. Previous studies from the South Korean mathematics education community have reported low mathematics achievement levels of this population compared to Korean-born students. However, a systematic literature review was hardly employed. This study aims to synthesize the factors that affect the mathematics achievement of multicultural students to provide directions for future research and practical directions. Using an Opportunity-Propensity framework suggested by Byrnes and Miller, this study analyzed twenty-seven peer-reviewed journal articles on this topic. The results showed that the majority of the studies focused on the impact of the opportunity factors such as mathematics curriculum and teachers on mathematics achievements. We suggest that more studies regarding distal factors (e.g., students' prior achievement) and propensity factors (e.g., prerequisite knowledge) are needed.

KCI후보

4Research Article : Secondary Teachers' Views about Proof and Judgements on Mathematical Arguments

저자 : Hangil Kim

발행기관 : 한국수학교육학회 간행물 : D-수학교육연구 25권 1호 발행 연도 : 2022 페이지 : pp. 65-89 (25 pages)

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Despite its recognition in the field of mathematics education and mathematics, students' understanding about proof and performance on proof tasks have been far from promising. Research has documented that teachers tend to accept empirical arguments as proofs. In this study, an online survey was administered to examine how Korean secondary mathematic teachers make judgements on mathematical arguments varied along representations. The results indicate that, when asked to judge how convincing to their students the given arguments would be, the teachers tended to consider how likely students understand the given arguments and this surfaces as a controversial matter with the algebraic argument being both most and least convincing for their students. The teachers' judgements on the algebraic argument were shown to have statistically significant difference with respect to convincingness to them, convincingness to their students, and validity as mathematical proof.

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