강옥기 Ok Ki Kang , 김수철 Soo Cheol Kim , 이환철 Hwan Chul Lee

DOI: JANT Vol.52(No.2) 129-147, 2013

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The Ministry of Education Science and Technology represented National Mathematics Education Advance plan in 2012. The plan is focused on reinforcing mathematics education, improving understanding about mathematics, and enhancing self-guided learning. After the National Mathematics Education Advance Plan new middle school mathematics textbooks have been developed and they will be used from 2013. The purpose of this study is to analyse those mathematics textbooks to find how the National Mathematics Education Advance Plan is affecled lo the mathematics This study found some important aspects affected from the Advance Plan to these textbooks and some implications for the future Korean mathematics education.

고상숙 Sang Sook Koh

DOI: JANT Vol.52(No.2) 149-161, 2013

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This study was to focus on analyzing about the composition of storytelling in the first graders` math textbooks of the middle school, which were recently implemented. The textbooks published by three well known publishing companies were chosen and three graduate students had students had scored the frequency of the problems according to three types of storytelling. As the results, in areas of mathematics, Number ＆ Operation(44.23%), Letters ＆ Formula(44.53%), Function(46.53%), Probability(41.67%), Geometry(46.23%) showed to have storytelling in balance, The type of ‘connection to daily life(CDL)’ in statistics most, and the type of integration of disciplines(ID)` in geometry most in 5 math areas, Among three types of storytelling, the type of EMH was shown fewer that other 2 types. If we develop more problems in this type, students would study mathematics in-depth according to Freudenthal`s principle of historical reinvention.

심상길 Sang Kil Shim , 이강섭 Kang Sup Lee

DOI: JANT Vol.52(No.2) 163-174, 2013

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This study conducted a survey to examine the knowledge formation and utilization of computer among beginning teachers of secondary school mathematics. We found that beginning teachers who had more experiences of taking computer utilization classes at teacher education institutes showed more interest in computer and saw the necessity and effectiveness of computer usage for teaching students. Teachers chose GSP the most among computer utilization knowledge learned in pre-service teachers program, and GSP is used the most in mathematics classes. However, they answered that computer is not so much available in class due to lack of hours and the relevant resources. Lastly, beginning teachers answered that the computer knowledge learned in in-service teacher program was more useful than that in pre-service, Thus, the professional development in utilizing computer should be improved through diversifying teacher training contents for beginning teachers as well as for pre-service teachers in teacher education institutes.

이봉주 Bong Ju Lee

DOI: JANT Vol.52(No.2) 175-190, 2013

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The purpose of this article is to suggest using portfolio for professional development of secondary pre-service mathematics teachers based on actual application case. To achieve this goal, 28 pre-service mathematics teachers developed their own portfolios in the regular study course for one semester under the pr-planned components of portfolio. Then they participated in the survey of their beliefs in mathematics and mathematics education and in the structured interview for drawing implications of using a pre-service mathematics teacher portfolio. According to the collected data, developing a pre-service mathematics teacher portfolio made a significant difference in beliefs of mathematics teachers` roles and showed the potential to improve the professional development of pre-service mathematics teachers as well as their learning. Continued investigation for more effective components of a pre-service mathematics teacher portfolio would be needed.

이지윤 Ji Yoon Lee , 조한혁 Han Hyuk Cho , 송민호 Min Ho Song

DOI: JANT Vol.52(No.2) 191-201, 2013

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The theory of embodied cognition assumes that behaviors, senses and cognitions are closely connected, and there is a growing interest in investigating the significance of embodied cognition in the field of mathematics education, This study aims to applicate the embodied turtle metaphor and expressions when students visualize three-dimensional objects. We used MRT(Verdenberg ＆ Kuse, 1978) ＆ SVT for this research and both tests turned out that turtle schemes are useful to the students in a low level group. In addition, students found turtle schemes more useful in SVT which requires constructing three-dimensional objects, than in MRT which requires just rotating the image of three-dimensional objects in their mind. These results suggest that providing students who are less capable of spatial visualizing with the embodied schemes like turtle metaphor and expressions can be an alternative to improve their spatial visualization ability.

이지현 Ji Hyun Lee , 이기돈 Gi Don Lee

DOI: JANT Vol.52(No.2) 203-215, 2013

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We explored implications of storytelling in learning and teaching mathematics and examined examples of storytelling for deep understanding of the educational meanings of storytelling and new direction of storytelling approach to mathematics teachers. Mathematics had been commonly considered as the subject irrelevant to the narrative mode of thinking and only relevant to the paradigmatic mode of thinking that has rigorous logical forms and independent from human mind. As a result, this common sense forced a transmission pedagogy of mathematics: only the teachers as owners of the objective and logical truth of mathematics could transmit mathematical truths to students. Storytelling is highlighted as an alternative to the common teaching practices of mathematics focused only on the paradigmatic mode of thinking. Although a lot of research about the educational uses of storytelling mainly focused on the development and modification of stories, we suggested that the educational interest about storytelling should move to the elements or techniques for the positive effect of storytelling.

신준식 Joon Sik Shin

DOI: JANT Vol.52(No.2) 217-230, 2013

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This study attempts to propos the construction of textbook contents of fraction division and to suggest a method to strengthen the connection among problem context, manipulation activities and symbols by proposing an algorithm of dividing fractions based on problem contexts. As showing the suitable algorithm to problem context, it is able to understand meaningfully that the algorithm of fractions division is that of multiplication of a reciprocal. It also shows how to deal with remainder in the division of fractions. The results of this study are expected to make a meaningful contribution to textbook development for primary students.

량도형 Do Hyoung Ryang

DOI: JANT Vol.52(No.2) 231-245, 2013

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MTEBI는 미국에서 초등 예비 교사들의 수학 교수 효능감을 측정하는데 자주 이용되는 척도이다. 이 연구의 목적은 MTEBI를 한국의 중등 예비 교사들에게 사용하는 것이 적합한지를 탐색하는 것이었다. 이를 위하여, 미국에 있는 대학원에 다니며 영어와 국어 둘 다 말할 수 있는 박사 학생 두 명이 MTEBI를 브리슬린의 이론대로 국문으로 번역하였고, 그 뒤에 한국에 있는 다수의 수학 교사 교육자들이 번역된 척도를 면밀하게 검토하였다. 한글판 척도를 먼저 작은 표본에서 초벌 실험하였는데, 두 개 문항이 도구의 신뢰도와 타당도를 현저하게 떨어뜨렸다. 본 연구에서는 이 두 개의 유용하지 못한 문항을 대신할 두 개 문항을 더한 23개 문항으로 구성된 척도에 대하여 정규성, 신뢰도, 요인 타당도 등을 658명의 표본에서 검사하였다. 초벌 연구에서 발견된 두 개의 유효하지 않는 문항은 본 연구에서도 역시 그와 같아서, 그 두 문항은 척도에서 제거되었다. 최종적으로 얻어진 21 문항 척도는 한국의 예비 수학 교사들의 수학 교수 효능감을 축정하는데 적합한 적도이다. 앞으로, MTEBI 한글판을 이용하여 한국에서 교사 효능감에 대한 연구가 활발하게 일어나기를 기대한다.

박만구 Man Goo Park

DOI: JANT Vol.52(No.2) 247-270, 2013

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The purpose of this research was to analyze the convergent approaches for creativity in elementary mathematics textbooks in Korean and the united States. Convergent approaches have emphasized since NCTM(2000) consistently includes ‘connections’ as an important factor in mathematics curriculum and KOFAC(Korea Foundation for the Advancement of Science ＆ Creativity) initiated the STEAM(Science, Technology, Engineering, Arts, and Mathematics) in mathematics and science education. For this research, two elementary mathematics textbooks were analyzed focused on their contexts and contents: Korean National Elementary Mathematics Textbooks and Navigations in Numbers, Data, and Space. In both textbooks, it was not easy to find so called the convergent approach in a real sense, but they use some contests for connections between mathematical concepts and real world phenomena. For the enhancement of convergent approaches in mathematics education, we need to have a broader sense in the convergent approaches and develop various meaningful materials.