초등예비교사의 수학수업에서의 학습과제의 인지적 수준 분석

권성룡 ( Sungyong Kwon ) 한국수학교육학회 2015 初等 數學敎育 Vol.18 No.2

This study analyzed the characteristics of mathematical tasks including the level of cognitive demands set up by pre-service elementary school teachers. 50 pre-service teachers in G university of education who participated in their 4 weeks teaching practicum were selected as subjects. They planned and implemented mathematics lesson with their lesson plans. Lesson plans, video of their lessons, transcript of video were gathered and analyzed the characteristics of mathematical tasks used in their lesson. Through the analysis, several conclusions were drawn as follow. First, 78% of the subjects modified tasks in mathematics textbooks. Since modification or construction of mathematical tasks gives good chance for constructing mathematical task knowledge for teaching, more chance should be given to pre-service teachers to construct new tasks or modify tasks in mathematics textbooks. Second, types of modification done by pre-service teachers were categorized as number change(15.6%), situation change(78.1%) and material change(6.3%). As Chapman(2013) emphasized the importance of MtKT, pre-service teachers must have more MtKT by understanding the characteristics of mathematical tasks. Third, the level of cognitive demands required by mathematical tasks were relatively low. 74% of mathematical tasks was lower cognitive demands and only 26% was higher cognitive demands. The level of cognitive demands of tasks in mathematics textbooks tended to be lowered by the directions given right after the tasks were given. In this respect, the structure of mathematics textbooks need to be changed.

수학수업에 대한 초등교사의 인식 조사

권성룡 ( Kwon Sungyong ) 한국수학교육학회 2017 初等 數學敎育 Vol.20 No.4

본 연구는 초등수학수업의 개선을 목표로 초등교사의 수학수업에 대한 인식을 조사함으로써 이후 수학수업개선의 방향 설정에 시사점을 제공하고자 한다. 이를 위해 수학수업분석 강의를 수강하는 초등교사의 수학수업에 대한 생각을 조사하였다. 특히 조사대상 교사들은 수학수업분석에 관심이 있을 뿐 아니라 실제 현장에서 타교사의 수학수업 분석 및 컨설팅 경험이 있는 교사들로, 조사대상 교사들이 가진 수학수업에 대한 생각들이 다른 교사들에게도 영향을 미칠 수 있다는 측면에서 이들이 가진 수학수업에 대한 인식은 중요한 의미를 가진다. 강의 수강 전에 수학을 중요 교과라고 생각하는 이유, 초등학생들이 수학을 싫어하고 어려워하는 이유, 현재 초등학교 수학교육이 제대로 이뤄지지 않은 이유, 바람직한 수학수업의 모습과 이를 위한 변화 등에 대해 서술형 문항을 이용하여 자료를 수집하였다. 수집된 자료를 분석하여 이후 수학수업의 변화에 대한 시사점을 제시하였다. The purpose of the study was to investigate the perceptions of Elementary school teachers on mathematics instruction. To do this, 7 test items were developed to obtain data on teacher's perception of mathematics instruction and 73 teachers who take mathematical lesson analysis lectures were selected and conducted a survey. Since the data obtained are all qualitative data, they were analyzed through coding and similar responses were grouped into the same category. As a result of the survey, several facts were found as follow; First, When teachers thought about 'mathematics', the first words that come to mind were 'calculation', 'difficult', and 'logic'. It is necessary for the teacher to have positive thoughts on mathematics and mathematics learning, and this needs to be stressed enough in teacher education and teacher retraining. Second, the reason why mathematics is an important subject is 'because it is related to the real life', followed by 'because it gives rise to logical thinking ability' and 'because it gives rise to mathematical thinking ability'. These ideas are related to the cultivating mind value and the practical value of mathematics. In order for students to understand the various values of mathematics, teachers must understand the various values of mathematics. Third, the responses for reasons why elementary school students hate mathematics and are hard are because teachers demand 'thinking', 'because they repeat simple calculations', 'children hate complicated things', 'bother', 'Because mathematics itself is difficult', 'the level of curriculum and textbooks is high', and 'the amount of time and activity is too much'. These problems are likely to be improved by the implementation of revised 2015 national curriculum that emphasize core competence and process-based evaluation including mathematical processes. Fourth, the most common reason for failing elementary school mathematics instruction was 'because the process was difficult' and 'because of the results-based evaluation'. In addition, ‘Results-oriented evaluation,’ ‘iterative calculation,’ ‘infused education,’ ‘failure to consider the level difference,’ ‘lack of conceptual and principle-centered education’ were mentioned as a failure factor. Most of these factors can be changed by improving and changing teachers' teaching practice. Fifth, the responses for what does a desirable mathematics instruction look like are 'classroom related to real life', 'easy and fun mathematics lessons', 'class emphasizing understanding of principle', etc. Therefore, it is necessary to deeply deal with the related contents in the training courses for the improvement of the teachers' teaching practice, and it is necessary to support not only the one-time training but also the continuous professional development of teachers.

핵심역량에 대한 공주교육대학교 구성원의 인식 조사

권성룡(Sungyong Kwon),문경숙(Kyungsuk Moon),김창현(Changhyun Kim),서장원(Jangwon Seo),김현주(Hyunju Kim),손재천(Jaecheon Sohn),이우진(Woojin Lee) 공주교육대학교 초등교육연구원 2019 敎育論叢 Vol.56 No.3

본 논문은 공주교육대학교 교육과정을 역량중심으로 변화시키기 위한 기초 연구의 일환으로 이뤄졌다. 공주교육대학교의 구성원들의 핵심역량에 대한 인식을 고찰하기 위해 전임교원과 재학생들을 대상으로 핵심역량에 관한 설문조사를 실시하였다. 참여인원은 전임교원의 경우 전체 73.5%에 해당하는 61명이 설문에 참여하였고 재학생은 약 25%에 해당하는 353명이 설문에 참여하였다. 전임교원의 경우, 4차 산업혁명 시대에 가장 필요한 역량으로 창의적 사고 역량(28.6%), 공동체 역량(21%), 의사소통 역량(20.2%)으로 답하였다. 우리학생들에게 가장 부족한 역량으로는 공동체 역량(24%), 자기관리 역량(20.7%), 창의적 사고 역량(19.8%)으로 나타났다. 예비교사에게 필요한 역량에 대한 질문에 대해서는 정서, 의사소통, 사회적 역량(28.2%), 태도, 윤리 및 가치 역량(24.7%), 문화 및 다문화 역량(14.4%) 순으로 나타났다. 재학생의 경우, 2015 개정 교육과정 총론에 제시된 6가지 핵심역량 중 가장 중요하다고 생각하는 역량은 자기관리 역량(30.6%), 의사소통 역량(28.6%), 창의적 사고 역량(21.0%)의 순으로 나타났다. 학교에서 실시중인 역량계발 프로그램에 대해서는 응답자의 35.1%의 학생들이 학교에서 제공하는 다양한 프로그램에 참여하고 있다고 응답하였다. 프로그램에 참여하지 않은 이유에 대해서 ‘프로그램에 대해 알지 못한다.’는 반응이 45.8%로 가장 높게 나타났다. 이는 학교에서 제공하는 프로그램에 대한 홍보가 부족하다는 점을 시사한다. 그 외에 ‘참여할 시간이 없다.’(26.7%), ‘마음에 드는 프로그램이 없다.’(9.2%), ‘프로그램 참여에 대한 제한이 많다.’(8.4%)의 순으로 나타났다. 이런 반응에 대해서도 추후 프로그램 계획이나 실행에서 참고할 필요가 있다. This survey was done as part of the basic research to transform our university curriculum into a competency-based. To examine the members awareness of core competencies, a survey was conducted on full-time faculty members and students. Sixty-one full-time lecturers(73.5%) participated in the survey, while 353 students(about 25%) participated in the survey. In the case of full-time faculty members, respondents answered that creative thinking competence(28.6%), community competence(21%) and communication competence(20.2%) were the most necessary competencies for the fourth industrial revolution era. In the question of the most deficient competencies to our students, they answered in the order of community competence(24%), self-management competency(20.7%), and creative thinking competence(19.8%). For the questions about the competencies required for the pre-service teachers, the answer was in the order of emotion, communication, social competence (28.2%), attitude, ethics and value competency (24.7%) and culture and multicultural competency (14.4%). In the case of students, respondents answered that among the six core competences presented in the 2015 revised curriculum, self-management competence(30.6%), communication competence(28.6%), creative thinking competence(21.0%) were the most important competencies. As for the competency development program being implemented at the school, 35.1% of the respondents said that they participated in various programs provided by the school. The reason for not participating in the program, 45.8% of the respondents said they did not know about the program. This suggests a lack of publicity for the programs offered by schools. In addition, 26.7% said they don t have time to participate, 9.2% said they don t have a program they like, and 8.4% said they have a lot of restrictions on their participation. This response also needs to be considered in future program planning or implementation.

포스트 코로나 시대 공주교육대학교 교육대학원 발전 방안

권성룡(Kwon, Sungyong),장명덕(Jang, Myoug-Duk),문제민(Moon, Je-Min) 공주교육대학교 초등교육연구원 2022 敎育論叢 Vol.59 No.1

본 논문에서는 포스트 코로나 시대 공주교육대학교 교육대학원의 발전 방안 모색을 위해 먼저 제4차 산업혁명, COVID 19, 평생교육의 확대, 재량휴업일 확대를 통해 교육여건의 변화를 살펴보았다. 더불어 우리대학교 교육대학원의 현황파악을 위해 SWOT 분석을 실시하였고 이를 통해 강점과 약점, 기회와 위협요인을 살펴보았다. 이를 바탕으로 포스트 코로나 시대 우리대학교 교육대학원의 발전방안으로 온라인강의의 확대, 경쟁력 확보를 위한 교육과정 개정 및 전공개설, 대학원 이수학기 단축, 비학위 단기 연구과정 개설, 대학원 강의와 직무연수 프로그램 연계, 석사학위 취득을 위한 필수요건의 다양화를 제안하였다. In this paper, to find the development plan of the Graduate School of Education at Gongju National University of Education in the post-corona era, we first looked at the changes in educational conditions through the 4th industrial revolution, COVID 19, the expansion of lifelong education, and the expansion of discretionary holidays. In addition, SWOT analysis was conducted to understand the current status of the Graduate School of Education at our university, and through this, strengths and weaknesses, opportunities and threats were examined. Based on this, the expansion of online lectures, revision of the curriculum to secure competitiveness and opening of new majors, shortening of graduate school semesters, opening of non-degree short-term research courses, linkage of graduate school lectures with teacher training programs, master s degree Diversification of the prerequisites for obtaining a degree were proposed as a development plan for the Graduate School of Education at our university in the post-corona era.

소수 곱셈 단원의 교과서 개선 방향 탐색

김수경,김진숙,권성룡,Kim, Sukyoung,Kim, Jinsook,Kwon, Sungyong 한국초등수학교육학회 2018 한국초등수학교육학회지 Vol.22 No.4

Although the multiplication of decimal fractions is expected to be easy for students to understand because of the similarity to natural numbers multiplication in computing methods, students show many errors in the multiplication of decimal fractions. This is a result of the instruction focused more on skill mastery than conceptual understanding. This study is a basic study for effectively developing a unit of multiplication of decimal fractions. For this purpose, we analyzed the curriculums' performance standards, significance in teaching-learning and evaluation, contents and methods for teaching multiplication of decimal fractions from the 7th curriculum to the revised curriculum of 2015 and the textbooks' activities and lessons. Further, we analyzed preceding studies and introductory books to suggest effective directions for developing teaching unit. As a result of the analysis, three implications were obtained: First, a meaningful instruction for estimation is needed. Second, it is necessary to present a visual model suitable for understanding the meaning of decimal multiplication. Third, the process of formalizing an algorithms for multiplying decimal fractions needs to be diversified. 소수의 곱셈은 계산방법에 있어 자연수 곱셈과의 유사성 때문에 학생들이 쉽게 이해할 것이라고 기대하지만 학생들은 소수의 곱셈에서 많은 오류를 보인다. 이는 개념적인 이해보다 기능적인 숙달에 치중한 결과라고 할 수 있다. 본 연구는 소수의 곱셈 단원을 효과적으로 구성하기 위한 기초연구로서 제7차 교육과정부터 2015 개정 교육과정까지 소수의 곱셈 단원의 성취기준, 교수학습 및 평가 상의 유의점, 지도내용 및 방법을 분석하였고, 2009 개정 교육과정까지 교육과정별 해당 교과서의 차시 구성 및 교과서별 활동을 분석하였다. 또한 소수의 곱셈과 관련된 개론서 및 논문을 분석하여 소수의 곱셈에 대한 학생들의 이해 실태 및 소수의 곱셈을 지도하기 위한 지도 방안을 살펴보고 공통적으로 제시된 방안을 요목화하였다. 분석 결과, 다음의 세 가지 시사점을 얻을 수 있었다. 첫째, 의미 있는 어림 지도가 필요하다. 둘째, 소수 곱셈의 의미에 적합한 시각적 모델을 제시해 줄 필요가 있다. 셋째, 소수의 곱셈 알고리즘을 형식화하는 과정을 다양화할 필요가 있다.

초등학생의 수학적 정당화에 관한 연구

권성룡 한국수학교육학회 2003 初等 數學敎育 Vol.7 No.2

In this paper, firstly examined various proofs types that cover informal empirical justifications by Balacheff, Miyazaki, and Harel & Sowder and Tall. Using these theoretical frameworks, justification activities by 5th graders were analyzed and several conclusions were drawn as follow: 1) Children in 5th grade could justify using various proofs types and method ranged from external proofs schemes by Harel & Sowder to thought experiment by Balacheff. This implies that children in elementary school can justify various mathematical statements of ideas for themselves. To improve children's proving abilities, rich experience for justifying should be provided. 2) Activities that make conjectures from cases then justify should be given to students in order to develop a sense of necessity of formal proof. 3) Children have to understand the meaning and usage of mathematical symbol to advance to formal deductive proofs. 4) New theoretical framework is needed to be established to provide a framework for research on elementary school children's justification activities. Research on proof mainly focused on the type of proof in terms of reasoning and activities involved. But proof types are also influenced by the tasks given. In elementary school, tasks that require physical activities or examples are provided. To develop students' various proof types, tasks that require various justification methods should be provided. 5) Children's justification type were influenced not only by development level but also by the concept they had. 6) Justification activities provide useful situation that assess students' mathematical understanding. 7) Teachers' understanding toward role of proof(verification, explanation, communication, discovery, systematization) should be the starting point of proof activities.