최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기Journal of the Korean Society of Mathematical Education. Series E: Communications of Mathematical Education, v.34 no.3, 2020년, pp.393 - 419
Trigonometry allows us to recognize the usefulness of mathematics through connection with real life and other disciplines, and lays the foundation for the concept of higher mathematics through connection with trigonometric functions. Since international comparisons on the trigonometry area of textbo...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
삼각법이란? | 삼각법(trigonometry)이란 삼각비(trigonometric ratios)를 이용하여 삼각형의 세 변의 길이와 세 각의 크기 등 삼각형을 구성하는 요소들 사이의 관계를 연구하는 것이다. 교육과정에서 삼각법을 다루는 데에는 두 가지 의의가 있다(Brown, 2005). | |
본 논문에서 수직적 분석의 대상으로 한 목적에 따라 제시한 연구 질문은? | 1. 한국, 호주, 핀란드 교과서 서술의 교육과정 배경은 어떠한가? 2. 한국, 호주, 핀란드 교과서의 삼각법 내용 특징은 어떠한가? | |
수평적 분석이란? | 이를 위해 Charalambous 외(2010)가 사용한 수평적 및 수직적으로 분석하는 접근을 택할 수 있다. 수평적 분석은 교육 체계를 고려하며 교과서의 외적인 특징과 내용이 제시된 순서 등과 같은 일반적인 측면을 분석하는 것이다. 즉, 교과서를 살펴보기 위한 배경이 되는 정보로서 제목, 발행 연도, 저자 정보, 교수 안내 사항, 교육과정과 같은 부수적인 자료를 분석하거나 단원의 구성이나 주제의 순서 등과 같은 전체적인 구조를 분석하는 것이다. |
Ko, H., Chang, K., & Lee, G. (2016). A Comparative Analysis of the Middle School Mathematics Curriculum in Korea and Australian, Journal of Educational Research in Mathematics, 26(2), 309-331.
Ministry of Education (2015). Mathematics Curriculum, Ministry of education notice 2015-74[supplement 8].
Kim, M. & Kim, G. (2013) The analysis of mathematical tasks in the high school mathematics, School Mathematics, 15(1), 37-59.
Kim, W., Cho, M., Bang, G., Yoon, J., Shin, J. H., Im, S., Kim, D., Kang, S., Kim, K., Park, H., Shim, J., Oh, H., Lee, D., Lee, S., J. & Jung, J (2018). High School Mathematics I. Seoul: Visang
Kim, W, Cho, M., Bang, K., Kim, D., Kang, S., Bae, S., Ji, E., & Kim, Y. (2018). Middle School Mathematics 3. Seoul: Visang
Kim, S. H. (2016). A study of the relationship between 9th grade students' concept images and their understanding of trigonometric ratios and problem-solving strategies. Master thesis, Ewha Womans University.
Ryu, H., Sunwoo, H., Shin, B., Cho, J., Lee, B., Kim, Y., Im, M., Han, M., Nam, S., Kim, M., & Jung, S (2018). Hich School Mathematics I. Seoul: Chunjae
Lew, H., Sunwoo, H., Shin, B., Jeong, D., Sul, J., Jang, Y., & Park, S(2020). Middle School Mathematics 3. Seoul: Chunjae
Park, K. (1998). A Study on How to Use Calculators in Elementary Mathematics Education in Korea, Journal of Educational Research in Mathematics, 8(1), 237-249.
Pang, J., Lee, J., Lee, S. M., Park, Y., Kim, S. K., Choi, I.., & Sun, W. (2015) A comparative analysis of school mathematics curricula in Korea, China, Japan, and USA, Journal of the Korean School Mathematics Society, 18(3), 311-334.
Song, E. (2008). A study on the teaching of the concept of trigonometric function, Master thesis, Seoul National University.
Shin, Y. et al. (2011). Research report on the mathematics curriculum according to the 2009 revised curriculum. Korean Foundation for the Advancement of Science and Creativity Research Report 2011-11.
Shin, J. S. (2011). A Comparative study of mathematics curriculum in Finland, Education of Primary School Mathematics, 14(3), 225-236.
Yoo, J. (2014) A historical analysis on trigonometric functions, Journal of Education Research in Mathematics, 24(4), 607-622.
Lee, S. W., & Bang, S. (2004). The effect of the trigonometric ratio unit on the trigonometric function unit, Communications of Mathematical Education, 18(2), 187-208.
Chong, Y.., Chang, K.., Kim, G., Kwon, N., Kim, J., Seo, D., ...&.Tak, B. J. (2016). A comparative study of mathematics curriculum among the United States, Singapore, England, Japan, Australia and Korea, Journal of Educational Research in Mathematics, 26(3), 371-402.
Choi, Y. & Cho, M. (2011). A study on the content anaytic comparison of Korean and Finnish high school mathe textbooks, Korean Journal of Teacher Education, 27(1), 61-82.
Australian Curriculum, Assessment and Reporting Authority. (2013). The Australian curriculum : Mathematics Curriculum F-10. Retrieved from http://www.australiancurriculum.edu.au/ 2020.7.26
Brown, S. A. (2005). The trigonometric connection: Students' understanding of sine and cosine. Doctoral dissertation. Illinois State University.
Charalambous, C. Y., Delaney, S., Hsu, H. Y., & Mesa, V. (2010). A comparative analysis of the addition and subtraction of fractions in textbooks from three countries. Mathematical thinking and learning, 12(2), 117-151.
De Lange, J. (1995). Assessment: No change without problems. In Tomas A. Romberg(Eds.), Reform in school mathematics and authentic assessment, 87-172. The USA: SUNY Press.
Demir, O. (2012). Students' concept development and understanding of sine and cosine functions: A new theoretical and educational approach. Doctoral dissertation. Universite van Amsterdam.
Fi, C. D. (2003). Preservice secondary school mathematics teachers' knowledge of trigonometry: Subject matter content knowledge, pedagogical content knowledge and envisioned pedagogy. Doctoral dissertation. Iowa University.
Gainsburg, J. (2008). Real-world connections in secondary mathematics teaching. Journal of Mathematics Teacher Education, 11(3), 199-219.
Hahkioniemi, Juhala, Juutinen, Louhikallio-Fomin, Luoma-aho, Raittila, Tikka. (2016). Juuri 3 - MAA3 : geometria. Helsingissa : Kustannusosakeyhtio Otava.
Hong, D. & Choi, K. (2014). A comparison of Korean and American secondary school textbooks: the case of quadratic equations. Educational Studies in Mathematics, 85(2), 241-263.
Jurdak, M. E. (2006). Contrasting perspectives and performance of high school students on problem solving in real world, situated, and school contexts. Educational Studies in Mathematics, 63(3), 283-301.
Kendal, M., & Stacey, K. (1996). Trigonometry: Comparing ratio and unit circle methods. In Technology in Mathematics Education. Proceedings of the 19th Annual Conference of the Mathematics education Research group of Australasia, 322-329.
Laurinolli, T., Lindroos-Heinanen, R., Luoma-aho, E., Timo sankilampi, Selenius, R., Talvitie, K., & Vaha-Vahe, O. (2009). Laskutaito 9. Lee, J. Y. translation (2014). Finnish Middle School Mathematics 9. Solbitgil.
Mesa, V., & Goldstein, B. (2017). Conceptions of Angles, Trigonometric Functions, and Inverse Trigonometric Functions in College Textbooks. International Journal of Research in Undergraduate Mathematics Education, 3(2), 338-354.
Moore, K. C. (2013). Making sense by measuring arcs: A teaching experiment in angle measure. Educational Studies in Mathematics, 83(2), 225-245.
Peter Brown, Michael Evans, Garth Gaudry, David Hunt, Robert McLaren, Bill Pender, Brian Woolacott. (2011). ICE-EM Mathematics Australian Curriculum 2nd Edition Year 9 Book 2. Cambridge University Press.
Peter Brown, Michael Evans, Garth Gaudry, David Hunt, Robert McLaren, Bill Pender, Brian Woolacott. (2017). ICE-EM Mathematics Australian Curriculum 3rd Edition Year 10 & 10A. Cambridge University Press.
Shin, J., & Lee, S. J. (2018). The alignment of student fraction learning with textbooks in Korea and the United States. The Journal of Mathematical Behavior, 51, 129-149.
Stein, M. K., Remillard, J. T., & Smith, M. S.(2007) How curriculum influences student learning. Second handbook of research on mathematics teaching and learning. Charlotte, NC: Information Age.
Stinner, A. (1995). Contextual settings, science stories, and large context problems: Toward a more humanistic science education. Science Education, 79(5), 555-581.
The Finnish National Board of Education(2016a). National Core Curriculum for Basic education 2014. Helsinki: The Finnish National Board of Education.
The Finnish National Board of Education(2016b). National Core Curriculum for Upper secondary education 2014. Helsinki: The Finnish National Board of Education.
Thompson, P. W. (2008). Conceptual analysis of mathematical ideas: Some spadework at the foundations of mathematics education. Proceedings of the annual meeting of the International Group for the Psychology of Mathematics Education, 1, 31-49.
Treffers, A. (1987). Three dimensions: A model of goal and theory description in mathematics education. Netherlands.
Weber, K. (2005). Students' understanding of trigonometric functions. Mathematics Education Research Journal, 17(3), 91-112.
Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015). Opportunity-to-learn context-based tasks provided by mathematics textbooks. Educational studies in Mathematics, 89(1), 41-65.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.