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- 저자 : 이중권 ( Joong Kwoen Lee ) (검색결과 17 건)
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이중권,Lee Joong Kwoen 한국수학사학회 2005 Journal for history of mathematics Vol.18 No.2
This research studied loaming model for the purpose of renovation of mathematics teaching methods. Especially, this research classified the types of cooperative teaming, the theoretical background for cooperative learning, the need of cooperative learning in school mathematics, and the differences between cooperative teaming and traditional small group learning. This research also suggested special features of cooperative learning and various types of cooperative learning models. The main types of cooperative loaming which this research supported are TAI(Team-Assisted Individualization, JIGSAW cooperative loaming, JIGSAW II cooperative teaming, JIGSAW III cooperative teaming, STAD(Student Team-Achievement division) cooperative learning, and TGT (Teams - Games - Tournament).
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Research on mathematics teachers' knowledge
이중권(Joong Kwoen Lee),김용기(Yong Ki Kim) 대한수학교육학회 1999 수학교육학연구 Vol.9 No.1
수학 교사의 지식은 교과내용 지식, 일반 교육학 지식, 교육학 내용 지식, 교육과정 지식, 학습자에 대한 지식, 교육적 내용에 관한 지식, 수학 교육 목표, 목적, 가치에 대한 지식으로 분류될 수 있다. 지금까지 이러한 수학 교사에 대한 지식 종류에 대한 학문적 연구는 뚜렷하게 체계적으로 연구 되어지지 못하고 주로 저학년 학생 및 학습자 위주로 산발적인 연구가 진행되어 왔다. 수학교사가 지녀야할 지식은 수학 학습자인 학생들을 어떻게 효과적으로 가르치느냐에 가장 직접적인 영향을 미치는 것이므로 이에 따른 구체적인 조사 연구가 필요할 뿐만 아니라 교사교육 프로그램에 반영되어 효과적으로 능력있는 교사를 양성할 수 있도록 하여야 겠다.
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이중권(Joong Kwoen Lee) 한국수학교육학회 1998 수학교육 Vol.37 No.2
The curriculum for students of different levels is a main issue in the 7th curriculum reform in Korea. To increase educational efficiency in mathematics education the reform was adopted by the Education Board. In the curriculum for different students` levels, the mathematics curriculum should be divided with several different levels for learner-centered class management. There are three types of the curriculum construction, a make-up style, a grade style, and a step style. An assessment of the curriculum should keep the nature of validity, reliability, discrimination, and comprehension. Thus, in this curriculum environment, we should use qualitative rather than quantitative methods. That is, we must focus on the students` total behaviors through observation, monitoring, interview, project, and self-evaluation. This new type of assessment will give us a new direction for assessing mathematics achievement tests in Korea.
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이중권 ( Joong Kwoen Lee ) 한국수학교육학회 2003 수학교육 Vol.42 No.2
This research discussed a general concept on the qualitative research methods in mathematics education. It provided a classification of research methods in mathematics education. It also described research trends in mathematics education. It addressed how research design facilitates formulating a research problem, selecting a research design, choosing who and what to study, deciding how to approach participants, selecting means to collect data, choosing how to analyzing data, and interpreting data and applying the analysis. This study addressed the issues involved on choosing relevant populations and in selecting and sampling qualitative data. It described how populations are conceptualized and distinguished between probability sampling and criterion based selection. It discussed not only data arrangement such as, cross-sectional and categorical indexing, non-cross- sectional data organization, but also diagram, flow chart, matrix, cognitive map, family tree to facilitate analyzing data.
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