TPACK과 기술수용모델을 활용한 초등교사의 수학 수업에서 인공지능 사용 의도 이해

손태권 ( Son Taekwon ),구종서 ( Goo Jongseo ),안도연 ( Ahn Doyeon ) 한국수학교육학회 2023 初等 數學敎育 Vol.26 No.3

본 연구는 AI를 수학 수업에 사용하려는 초등학교 교사의 의도에 미치는 요인들에 대해 살펴보고 수학 수업에서 AI가 효과적으로 사용되기 위해 선행되어야할 요인을 제시하고자 하였다. 이를 위해 기술수용모델(Technology Acceptance Model)을 사용하여 초등학교 교사의 TPACK과 TAM 사이의 구조적 관계를 조사하였다. 그 결과, 초등학교 교사들의 TPACK은 인지된 사용 용이성과 유용성에 유의미한 영향을 미쳤다. 또한 인지된 사용 용이성과 인지된 유용성은 수학 수업에서 AI 활용에 대한 태도에 유의미한 영향을 미쳤다. 인지된 사용 용이성, 인지된 유용성, 태도는 수학 수업에서의 AI 사용 의도에 유의미한 영향을 미치는 것으로 나타났다. 이러한 결과는 초등학교 교사들이 수학 수업에서 AI에 대한 TPACK 역량이 높다고 인식할수록 수학 수업에서 AI를 사용하기가 더 쉽고 AI가 학생의 수학 학습 향상에 도움이 되는 유용한 도구로 인식할 수 있음을 의미한다. 또한 수학 수업에서 AI가 쉽게 사용할 수 있고 유용하다고 인식할수록 AI 사용 의도가 높아질 수 있다. 따라서 초등학교 교사들이 수학 수업에서 AI의 활용하려면 TPACK에 관한 지식 교육이 선행되어야하며, 수학 수업에서 AI 사용의 이점과 편리성에 대한 인식 개선이 함께 이루어져야 한다. This study aimed to investigate the factors influencing the intentions of elementary school teachers to use artificial intelligence (AI) in mathematics lessons and to identify the essential prerequisites for the effective implementation of AI in mathematics education. To achieve this purpose, we examined the structural relationship between elementary school teachers' TPACK(Technological Pedagogical Content Knowledge) and the TAM(Technology Acceptance Model) using structural equation model. The findings of the study indicated that elementary school teachers' TPACK regarding the use of AI in mathematics instruction had a direct and significant impact on their perceived ease of use and perceived usefulness of AI. In other words, when teachers possessed a higher level of TPACK competency in utilizing AI in mathematics classes, they found it easier to incorporate AI technology and recognized it as a valuable tool to enhance students' mathematics learning experience. In addition, perceived ease of use and perceived usefulness directly influenced the attitudes of elementary school teachers towards the integration of AI in mathematics education. When teachers perceived AI as easy to use in their mathematics lessons, they were more likely to recognize its usefulness and develop a positive attitude towards its application in the classroom. Perceived ease of use, perceived usefulness, and attitude towards AI integration in mathematics classes had a direct impact on the intentions of elementary school teachers to use AI in their mathematics instruction. As teachers perceived AI as easy to use, valuable, and developed a positive attitude towards its incorporation, their intention to utilize AI in mathematics education increased. In conclusion, this study shed light on the factors influencing elementary school teachers' intentions to use AI in mathematics classes. It revealed that teachers' TPACK plays a crucial role in facilitating the integration of AI in mathematics education. Additionally, the study emphasized the significance of enhancing teachers' awareness of the advantages and convenience of using AI in mathematics instruction to foster positive attitudes and intentions towards its implementation. By understanding these factors, educational stakeholders can develop strategies to effectively promote the utilization of AI in mathematics education, ultimately enhancing students' learning outcomes.

An Analysis of Research Trends of Domestic Mathematics Struggling Learners Using Topic Modeling

손태권(Tae-Kwon Son)안도연(Do-Yeon Ahn),유성윤(Sung-Yoon Yoo),이광호(Kwang-Ho Lee) 한국교원대학교 뇌기반교육연구소 2021 Brain, Digital, & Learning Vol.11 No.1

Mathematics struggling learners are an important agenda to be solved in mathematics education and the country. Our research purpose is that understand the research trends on mathematics struggling learners have been categorized and flowed. In consideration of this purpose, we examined 782 domestic papers published from 1980 to 2019 using topic modeling to identify the research trend of mathematics struggling learners. The findings indicated that there were different core keywords by period. Additionally, six topics were derived such as ‘Struggling Factors’, ‘Programs for Struggling Learner’, ‘Learning Fractions’, ‘Errors of Struggling Learner’, ‘Instruction Methods’, ‘Supplementary Materials & System’. Additionally, each topic showed a different weight change according to the time series change and hot topics appeared as a teaching method. Based on these findings, we suggest implications for educators and researchers. First, research for struggling learners in other areas of mathematics should be spread. Second, research on the diagnosis of underachievers in mathematics learning needs to be spread. Third, research on social and cultural variables that cause struggling learners in mathematics learning needs to be spread.

천연물질 함유 과수용 적화제의 처리시기에 따른 적화효과 및 화분성장에 미치는 영향

손태권(Tae Kwon Son),김정은(Jung Eun Kim),김태형(Tae Hyoung Kim),이충희(Chung Hee Lee),이경렬(Kyeong Yeoll Lee) 한국원예학회 2019 한국원예학회 학술발표요지 Vol.2019 No.10

친환경 식물추출물을 이용한 적화제 개발

손태권(Tae Kwon Son),반승현(Seung Hyun Ban),윤원호(Won Ho Yun),이경열(Kyeong-Yeoll Lee),강인규(In-Kyu Kang),조재두(Jae Doo Jo),최철(Cheol Choi) 한국원예학회 2013 한국원예학회 학술발표요지 Vol.2013 No.5

학생의 문제해결전략에 대한 교사의 노티싱 역량 분석: 이분모 분수의 덧셈과 뺄셈에서 나타난 오류를 중심으로

손태권 ( Son Taekwon ),황성환 ( Hwang Sunghwan ) 한국수학교육학회 2021 수학교육 Vol.60 No.2

학생의 수학적 사고는 다양한 형태의 산출물로 나타나며, 교사는 이를 통해 학생의 수학적 사고를 추론하고 반응할 수 있어야 한다. 본 연구는 이분모 분수의 덧셈과 뺄셈을 중심으로 오류가 포함된 문제해결전략에 대한 39명의 현직초등교사의 노티싱 역량을 분석하였다. 그로부터 다음과 같은 연구 결과를 도출하였다. 첫째, 교사의 노티싱 역량은 식별하기, 해석하기, 반응하기 순으로 낮아지는 경향을 보였다. 둘째, 반응하기는 교사의 의도와 문제 유형에 따라 범주화할 수 있었다. 이를 바탕으로 교사 노티싱 연구의 시사점을 제언하였다. Students' mathematical thinking is represented via various forms of outcomes, such as written response and verbal expression, and teachers could infer and respond to their mathematical thinking by using them. This study analyzed 39 elementary teachers' competency to notice students' problem-solving strategies containing mathematical errors in fraction addition and subtraction with uncommon denominators problems. Participants were provided three types of students' problem-solving strategies with regard to fraction addition and subtraction problems and asked to identify and interpret students' mathematical understanding and errors represented in their artifacts. Moreover, participants were asked to design additional questions and problems to correct students' mathematical errors. The findings revealed that first, teachers' noticing competency was the highest on identifying, followed by interpreting and responding. Second, responding could be categorized according to the teachers' intentions and the types of problem, and it tended to focus on certain types of responding. For example, in giving questions responding type, checking the hypothesized error took the largest proportion, followed by checking the student’s prior knowledge. Moreover, in posing problems responding type, posing problems related to student’s prior knowledge with simple computation took the largest proportion. Based on these findings, we suggested implications for the teacher noticing research on students' artifacts.

작업기억 검사도구 개발에 관한 소고

손태권(Tae-Kwon Son),이광호(Kwang-Ho Lee),성창근(Chang-Keun Sung) 한국교원대학교 뇌기반교육연구소 2019 Brain, Digital, & Learning Vol.9 No.3

The purpose of this study is to suggest the direction of the development of the working memory assessment tool based on Baddeley(2018)’s working memory multicomponent model. To do this, we first examined the concept of working memory and neurological basis through literature review, and selected measurement factors for development of working memory assessment tool. Based on the selected measurement factors, we analyzed the developed tasks of working memory tools and revealed its characteristics and limitations. We suggest the points to be considered by the developer and the assessment tool user when developing or using the work memory assessment tool and suggested suitable tasks for each work memory measurement factors. This study is significant in that it establishes the neurological basis of working memory and suggests the points to be considered by the developers and the authors, thereby providing a basis for the development of the working memory assessment tool.

Chat GPT의 수학교육 활용 방안 탐색

손태권(Son, Taekwon),이광호(Lee Kwang-ho) 한국콘텐츠학회 2023 한국콘텐츠학회 종합학술대회 논문집 Vol.2023 No.5

사과에 있어서 자가불화합 제어제 처리 효과

손태권,정일경,Son, Tae-Kwon,Chung, Il-Kyung 한국작물학회 2006 한국작물학회지 Vol.51 No.suppl1

사과 재배시 대두되고 있는 수정 불량 및 안정된 수정을 통한 품질 향상을 위한 방안을 모색하고자 자가불화합성 제어제(상품명 : 애플플러스)를 이용한 SSR 유전 분석을 통한 자가수정 향상 정도 및 촉진 효과, 품질 특성에 미치는 영향을 검토하였다. 1. 후지 품종에 있어서 중심화 결실율은 자연방임시 무처리의 경우 2004년 0.5%, 2005년 3.0%인데 비하여 자가불화합성 제어제 처리의 경우 2004년 17.2%, 2005년 44.4%로 높게 나타났다. 2. 망을 씌워 자가불화합성 제어제를 처리한 실험구에서도 무처리구에서는 2004년 0.4%, 2005년 0.7%, 처리구에서는 2004년 3.3%, 2005년 5.2%의 결실율을 보여 처리구가 $7.4{\sim}8.3$배정도 결실율이 높게 나타났다. 3. 망을 씌워 자가불화합성 제어제 처리한 실험구와 무처리구를 비교하면 L/D, 경도에서는 유의성이 인정되지 않았으며, 종자수에서는 무처리구 0.9개, IS-1 처리구 1.2개, IS-2 처리구 1.2개, IS-3 처리구 1.5개, IS-4 처리구 0.7개로 나타나 약제 종류에 따라 효과가 다르게 나타났다. 4. SSR 유전자 분석에 의한 후지 품종 종자의 자가수분 정도는 무처리구에서 0%, IS-1 처리구 100%, IS-2 처리구 73%, IS-3 처리구 88%, IS-4 처리구 62%로 나타나 IS-1의 약제가 가장 높게 나타났다. This study investigated the effect of self-incompatibility control substance 'Apple plus' in improving self-fertilization and quality on apple. Results showed that the rate of fruit setting of disc florets of Fuji apple in the open field increased from 17.2% in 2004 to 44.4% in 2005 for the treated plots and from 0.5% in 2004 to 3.0% in 2005 for the control. In the case of using net covering, the rate of fruit setting increased from 3.3% in 2004 to 5.2% in 2005 for the treated plots and from 0.4% in 2004 to 0.1% in 2005 for the control. For the quality of apple fruits, results showed that there was no significant difference on the fruit L/D and firmness for both control and treated plots. However, the number of seeds was affected by the different substances which produced the following average number of seeds: control, 0.9; IS-1, 1.2; IS-2, 1.2; IS-3, 1.5 and IS-4, 0.7. The SSR genetic analysis showed that the rate of self-fertilization was highest for IS-1 (100%), followed by IS-2 (73%), IS-3 (68%), IS-4 (62%) and control (0%).

초등수학수업에서 시선영상 자기반성을 통한 초보 교사의 시선 변화 분석

차지현(Ji-hyun Cha),손태권(Taekwon Son),이광호(Kwang-Ho Lee) 한국교원대학교 뇌기반교육연구소 2020 Brain, Digital, & Learning Vol.10 No.1

This study aimed to suggest some implications for the education for novice teachers and teacher expertise education by analyzing the gaze characteristics and the gaze change after the self-reflection on eye tracked videos of novice teachers in primary mathematics teachings. Four novice teachers were video taped four times respectively in three weeks. 16 analyzed statistical data were quantitatively investigated on gaze characteristics and the change of their gaze after the self-reflection. As the result, the teachers were more interested in teaching part than learning so it is necessary to emphasize more about teaching methods on teacher education. After the self-reflection on eye tracked video, teachers’ AOI have changed from learning areas to other areas to teaching and teacher-related areas. So the self-reflection on eye-tracked videos partially helped on improving the teaching mathematics.

An Analysis of Elementary Mathematics Teachers Feedback Use and Mathematics Classroom Culture

황성환(Sunghwang Hwang),손태권(Taekwon Son),이광호(Kwangho Lee) 한국교원대학교 뇌기반교육연구소 2021 Brain, Digital, & Learning Vol.11 No.4

The purpose of this study is to examine teacher s feedback use in the elementary mathematics classroom and the influence of them on the construction of classroom culture. We analyzed eight teachers mathematics classrooms in the same school and examined their feedback use across two dimensions: information-providing feedback and question-request feedback. The findings indicated that feedback frequencies varied across teachers. However, they mainly used information-providing feedback and short-answer request feedback than participation request feedback. Additionally, we found four types of classroom cultures (teacher explanation-focused classroom culture, problem solving-focused classroom culture, student participation-focused classroom culture, and mixed classroom culture) based on teachers feedback use. Based on these findings, we discussed practical implications for the research in teachers feedback use and mathematics classroom culture.