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NTIS 바로가기數學敎育學硏究 = Journal of educational research in mathematics, v.27 no.1, 2017년, pp.137 - 156
This study was designed to gain insights into investigating pre-service secondary mathematics teacher education for technology integrated curriculum. The progressive expansion of supporting system for those education in US, TPACK, teacher belief, and analysis frameworks for teacher education program...
핵심어 | 질문 | 논문에서 추출한 답변 |
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테크놀로지의 활용이 수학의 교수․학습에 긍정적인 효과로 나타나려면 교사의 역할이 중요한 이유는 무엇인가? | 그런데 테크놀로지의 활용이 수학의 교수․학습에 긍정적인 효과로 나타나려면 교실에서 테크놀로지의 가능성이 최대로 사용되어야 하며, 또 교사들이 이들 도구를 효과적으로 사용할 수 있어야 한다. 따라서 교사의 역할이 중요하다. | |
수학교육에서 테크놀로지 활용 방향은 무엇인가? | 최근 연구에 나타난 수학교육에서 테크놀로지 활용 방향은 단지 테크놀로지 사용을 익히거나 테크놀로지를 사용하는 것을 넘어 수학 수업에 통합적으로 사용하는 것이다(Mistretta, 2005). Hooper와 Rieber (1999)는 교사들이 테크놀로지를 사용 단계를 보급(familiarization), 사용(utilization), 통합(integration), 재편성(reorientation), 진화(evolution)의 5단계로 구분하고 수업에서 테크놀로지를 사용할 때 진정한 변화는 통합 단계에서 이루어진다고 하였다. | |
수학교육에서 테크놀로지 활용에 관한 연구는 범위가 어떻게 변화했는가? | 수학교육에서 테크놀로지 활용에 관한 초기연구는 테크놀로지를 기존 교육과정을 시행하는 새로운 교수 수단으로 사용한 후 성취도를 근거로 교수법 제안이나 효과 검증이 주를 이루었으나 점차 교육내용의 변화, 학습의 과정, 여건과 환경, 교사교육 등으로 범위가 확장되고 있다. |
교육과학기술부(2011) 수학과 교육과정. 교육과학기술부 고시 제 2011-361호 [별책 8].
교육부(2015). 수학과 교육과정. 교육부 고시 제2015-74호 [별책 8].
김남희(2011). 예비 수학 교사 교육에서 공학적도구의 교육적 활용. 수학교육학연구, 21(4), 345-359.
박경미, 정영옥, 김화경, 김동원, 최수일, 최지선 (2010). 우리나라 초?중등학교 수학교육 발전 방안 기획연구. 한국과학창의재단. 정책연구, 20.
임해미(2009). 예비 수학교사의 테크놀로지 내용 교수지식 (TPACK) 신장을 위한 팀 프로젝트 효과 연구. 수학교육학연구, 19(4), 545-564.
조명희, 김화경, 이현우(2012). 수학교육을 위한 ICT 활용에 대한 수학교사의 인식 및 태도 조사. 교원교육, 28(4), 141-159.
조지민, 윤영순, 최인선, 이미영, 정은주, 김미경, 배주경, 김승현, 임은영, 박상복, 이영미, 김현경, 김정호, 주현우(2016). 각국의 ICT 활용 교육 관련 현황. 연구자료 ORM2016-92. 한국교육과정평가원
한일조, 신호균(2003). 미국교육에서의 정보기술소양의 개념과 기준. 비교교육연구, 13, 217-234.
허균(2008). 예비교사를 위한 정보화 교육 방향 탐색 연구. 수산해양교육연구, 20(1), 107-120.
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