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이중권,Lee Joong Kwoen 한국수학사학회 2005 Journal for history of mathematics Vol.18 No.2
본 논문은 수학 교육방법 개선을 위한 노력의 하나로 학습 모델에 대하여 연구하였다. 그 중 특히 협동학습 유형을 역사적으로 종합 정리하고 협동학습의 이론적 배경과 소집단 협동학습의 필요성 그리고 협동학습과 전통 조별학습의 차이점 등을 조사하였다. 또한 협동학습에서 나타나는 특징과 다양한 협동학습의 유형을 제시하고 그 효과에 대하여 연구를 하였다. 본 연구에서는 역사적으로 수학교육학적 견지에서 의미 있는 협동학습 유형으로 팀보조개별학습(TAI: Team-Assisted Individualization), 직소우(JIGSAW) 협동 학습, 직소우II(JIGSAW II) 협동 학습, 직소우III(JIGSAW III) 협동 학습, STAD(Student Team-Achievement division) 협동학습, 팀경쟁 협동학습(TGT: Teams-Games-Tournament) 등을 집중적으로 연구하였다. 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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고등학교 1학년 학생들의 변수 개념에 관한 이해도 조사
이중권,이준세 동국대학교 자연과학연구원 2008 자연과학연구 논문집 Vol.9 No.-
The purpose of this study is to investigate understanding ability of high school first grade students in the variable concepts. For this, following questions were established. ? What level is understanding ability of high school first grade students in the variable concepts? ? What is interrelation between the variable concepts that high school first grade students are understanding? To solve the problems above, we selected 120 high school first graders from a high school located in the D city. We created a test used in this study on the basis of questionnaires (Kim, 1992) that was established to study understanding ability of students in the variable concepts based on various theories from conceptual analysis of variables. For the result analysis, we categorized question into four ranging from first step to fourth step, and recorded the percentage of correct answers, the percentage of wrong answers and the percentage of blank answers for each question. In addition, to understand correlation between question categories, we added one point for a correct answer and none for a wrong/blank answer, and then we encoded the total; then we calculated Pearson correlation coefficient by using SPSS/PC+ for analysis of the encoded total. We earned the following conclusion by the study results. The purpose of this study is to explore what level understanding ability of high school first graders in the variable concepts is and what interrelationship the variable concepts has. As a result of this study, we could reach the following conclusion. First, students failed to understand the various types and meaning of variables in algebraic expressions. Majority of students recognized variable as ?changing number?, but the students failed to recognize variables in the algebraic expressions. Especially, students had a difficulty in understanding indeterminate as in generalized algebraic expressions. Second, students understood randomness of variable symbols in sets and functions in general. As a result of comparison to previous studies, the special feature from conclusion appearing from the second question category was a big difference in randomness of variable symbols in sets because high school first graders review the concept of a set in the beginning so that they are assumed to have more knowledge in sets compared to middle school third graders. Third, students showed decreased ability in interpreting the meaning of variables, but they showed a great performance in calculating expressions of characters with simple knowledge. For example, they were very tactful in using and expressing variables in the case that the corresponding expression used variables or in the simple sentence without characters. However, students have shown 45% in the percentage of the right answer for the problem asking if characters can be dealt as generalized numbers or variables. Fourth, there were positive correlation between the variable concepts for students.
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van Hiele의 기하 인지발달이론에 따른 중학교 기하교육과정 및 우리나라 중학생들의 기하수준에 관한 연구
이중권 동국대학교 교육문제연구소 2006 교육문제연구 Vol.17 No.-
This study hypothesis that the effects of students difficulties in understanding geometry and to avoid studying geometry with loosing self-confidence comes from inappropriate structure of curriculum to students levels. In order to solve this hypothesis, this research explored effective teaching methods for geometry by suggesting appropriate curriculum which analyzed by the investigation data based on the level of van Hiele theory that gives cognitive development of geometry field. 본 연구에서는 대부분의 학생들이 기하부분을 멀리하고 기하에 대한 자신감을 잃고 이해에 어려움을 보이는 경향에 대한 요인을 학생의 수준에 맞지 않는 교육과정의 구성으로 가정하여, 기하 영역의 인지 발달에 관한 van Hiele의 이론을 바탕으로 중학교 수학과 교육과정에서 기하영역의 교과서를 van Hiele 수준에 따라 분석하여 현 교과서가 제시하고 있는 수준을 알아보고, 중학생들의 van Hiele 수준을 조사하여, 조사결과를 바탕으로 교과서와 학생의 수준의 차이가 있는지를 비교 분석하여 학생들에게 맞는 교육과정의 구성을 제시하여 보다 효과적인 기하 교육의 방안을 탐구하였다.
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이중권 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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