Special Education Mathematics Education Theory
 |
Description
Book Introduction
This book is the second result of our reflections and efforts on how mathematics education in special education should be positioned as special education curriculum expands from a general level to a specific level.
Although all authors have worked collaboratively to achieve better results, there are likely to be shortcomings.
We look forward to receiving generous advice and suggestions from readers who are struggling to guide students who are struggling with math.
We also look forward to insightful discussions from readers who study students who struggle with mathematics learning.
This is because the readers' comments and discussions will serve as an opportunity to further solidify the theory and practice of mathematics education in special education.
I sincerely hope that this book will stimulate further discussion and research on mathematics education in special education and be useful in improving the quality of mathematics instruction in special education settings.
Although all authors have worked collaboratively to achieve better results, there are likely to be shortcomings.
We look forward to receiving generous advice and suggestions from readers who are struggling to guide students who are struggling with math.
We also look forward to insightful discussions from readers who study students who struggle with mathematics learning.
This is because the readers' comments and discussions will serve as an opportunity to further solidify the theory and practice of mathematics education in special education.
I sincerely hope that this book will stimulate further discussion and research on mathematics education in special education and be useful in improving the quality of mathematics instruction in special education settings.
index
Preface _ 3
Part 1: Fundamentals of Special Education Mathematics Education
Chapter 1 Mathematics and Mathematics Education (Lee Pil-sang) ··········································13
1.
Concepts of Mathematics ························································14
2.
The Characteristics of Mathematics and the Nature of Mathematics Education ····································17
3.
Special Education Students and Mathematics Education ·········································26
Chapter 2: Goals of Mathematics Education (Lee Seong-jin) ·······················································································39
1.
The Purpose of Mathematics Education ······································································40
2.
Common Curriculum Mathematics Education Objectives ·······································44
3.
Mathematics Education Goals in the Basic Curriculum ·······································48
Chapter 3: Contents of Mathematics Education (Hong Seong-du) ··········································63
1.
Mathematics Education in the United States ·············································64
2.
Mathematics Education Contents of the Nuri Curriculum ·················································71
3.
Mathematics Education Contents of the Common Curriculum ····································73
4.
Mathematics Education Contents of the Basic Curriculum ·················································82
Chapter 4: Mathematics Teaching and Learning Theory (Nam Yun-seok) ····················································93
1.
Bruner's EIS theory ················································94
2.
Freudenthal's Mathematization of Teaching and Learning ··································98
3.
Learning Math Through Play with Dienes ··································102
4.
Skemp's mathematical understanding ····························································107
5.
Wertheimer's Productive Thinking and Insights ··················111
6.
Polya's Problem-Solving Education Theory ················119
7.
Montague and Bos's Cognitive and Metacognitive Strategies ···························122
Chapter 5: Mathematics Class Model (Lee Dae-sik) ················································131
1.
The Basics of the Classroom Model ································································132
2.
Direct Instruction Class Model ·····················132
3.
Conceptual Learning Class Model ·················································145
4.
Principle Exploration Class Model ·················································148
5.
Problem-Solving Classroom Model ·················································150
Chapter 6: Mathematics Teaching and Learning Materials (Go Hye-jeong) ····································157
1.
Concreteness and Abstractness ···················································158
2.
Mathematics Teaching and Learning Materials by Disability Type ··································178
Chapter 7: Evaluation of Mathematics Education (Yoo Jang-sun) ·········································189
1.
Purpose and Direction of Mathematics Assessment ··········································190
2.
Standards and Contents of Mathematics Assessment ··········································193
3.
Types and Methods of Mathematics Assessment ··········································199
4.
Modifying Assessments for Students with Special Education Needs ················································211
5.
Evaluation of the Mathematics Curriculum ···························································217
Part 2: The Practice of Special Education Mathematics Education
Chapter 8: Teaching and Learning Methods in the Field of Mathematics (Go Hye-jeong) ············229
1.
Teaching and learning content in the previous area ······················································230
2.
Understanding Object Permanence ···············································231
3.
Discrimination ··········································································233
4.
One-on-one correspondence ···················································237
5.
Compare ·······································································242
6.
Ordering ·························································245
7.
Classification ··········································································249
8.
Forming a Pattern ··································································250
Chapter 9 Teaching and Learning Methods in the Field of Mathematics (Lee Pil-sang) ··················255
1.
Teaching and learning content in the field of mathematics ········································256
2.
Counting and Counting Numbers ·································257
3.
Cardinal numbers and ordinal numbers ····································································262
4.
Place Value and Large Numbers ·································································263
5.
Currency ···············································································266
6.
Fractions and Decimals ····································································269
Chapter 10: Teaching and Learning Methods in the Field of Operations (Hong Seong-du) ·············277
1.
Teaching and learning content in the operational domain ······················································278
2.
Jisan Law ············································································282
3.
Operational Learning Strategies ·······················································286
4.
Analysis of Operational Errors ····················································296
5.
Estimation Strategy ·················································································300
6.
Engineering Applications ······································································302
7.
Problem-Solving Strategies ··································································305
8.
Multiplication Table Strategy ··································································319
Chapter 11: Teaching and Learning Methods in the Area of Shapes (Nam Yun-seok) ·············333
1.
Teaching and learning content in the geometry area ······················································334
2.
van Hieles's Level of Geometric Learning ··················································337
3.
Learning Shapes Through Play ····························································341
4.
Learning Shapes through Manipulative Activities ·······································344
5.
Learning spatial sense using stacking blocks ·················································348
6.
Computer-aided learning of shapes ········································351
7.
Learning Shapes through Dynamic Evaluation ··················································356
Chapter 12: Teaching and Learning Methods in the Measurement Area (Lee Dae-sik) ·············361
1.
Teaching and learning content in the measurement area ·········································362
2.
Guiding principles of the measurement area ····························································365
3.
Length ············································································367
4.
They are ············································································373
5.
Weight ·······························································373
6.
Area ·······························································374
7.
Volume ··································································375
8.
Time ············································································375
Chapter 13: Teaching and Learning Methods in the Area of Regularity (Lee Seong-jin) ··········379
1.
Teaching and learning content in the area of regularity ····················································380
2.
Teaching and Learning Methods in the Domain of Regularity ·················································387
Chapter 14: Teaching and Learning Methods in the Realm of Data and Possibilities (Yoo Jang-soon) ··············395
1.
Teaching and Learning Contents in the Area of Data and Possibilities ···············396
2.
Categorizing Data ··································································398
3.
Displaying in a table ··································································402
4.
Graphing ·················································405
5.
Representative values and averages ··································································413
6.
Percentage and Ratio Graphs ···························································414
7.
Possibility and Probability ·····················································417
Appendix ·······································································421
1.
2022 Revised Common Curriculum Mathematics and Curriculum ··························423
2.
2022 Revised Basic Curriculum Mathematics Curriculum ···········470
Search ·············································································538
Part 1: Fundamentals of Special Education Mathematics Education
Chapter 1 Mathematics and Mathematics Education (Lee Pil-sang) ··········································13
1.
Concepts of Mathematics ························································14
2.
The Characteristics of Mathematics and the Nature of Mathematics Education ····································17
3.
Special Education Students and Mathematics Education ·········································26
Chapter 2: Goals of Mathematics Education (Lee Seong-jin) ·······················································································39
1.
The Purpose of Mathematics Education ······································································40
2.
Common Curriculum Mathematics Education Objectives ·······································44
3.
Mathematics Education Goals in the Basic Curriculum ·······································48
Chapter 3: Contents of Mathematics Education (Hong Seong-du) ··········································63
1.
Mathematics Education in the United States ·············································64
2.
Mathematics Education Contents of the Nuri Curriculum ·················································71
3.
Mathematics Education Contents of the Common Curriculum ····································73
4.
Mathematics Education Contents of the Basic Curriculum ·················································82
Chapter 4: Mathematics Teaching and Learning Theory (Nam Yun-seok) ····················································93
1.
Bruner's EIS theory ················································94
2.
Freudenthal's Mathematization of Teaching and Learning ··································98
3.
Learning Math Through Play with Dienes ··································102
4.
Skemp's mathematical understanding ····························································107
5.
Wertheimer's Productive Thinking and Insights ··················111
6.
Polya's Problem-Solving Education Theory ················119
7.
Montague and Bos's Cognitive and Metacognitive Strategies ···························122
Chapter 5: Mathematics Class Model (Lee Dae-sik) ················································131
1.
The Basics of the Classroom Model ································································132
2.
Direct Instruction Class Model ·····················132
3.
Conceptual Learning Class Model ·················································145
4.
Principle Exploration Class Model ·················································148
5.
Problem-Solving Classroom Model ·················································150
Chapter 6: Mathematics Teaching and Learning Materials (Go Hye-jeong) ····································157
1.
Concreteness and Abstractness ···················································158
2.
Mathematics Teaching and Learning Materials by Disability Type ··································178
Chapter 7: Evaluation of Mathematics Education (Yoo Jang-sun) ·········································189
1.
Purpose and Direction of Mathematics Assessment ··········································190
2.
Standards and Contents of Mathematics Assessment ··········································193
3.
Types and Methods of Mathematics Assessment ··········································199
4.
Modifying Assessments for Students with Special Education Needs ················································211
5.
Evaluation of the Mathematics Curriculum ···························································217
Part 2: The Practice of Special Education Mathematics Education
Chapter 8: Teaching and Learning Methods in the Field of Mathematics (Go Hye-jeong) ············229
1.
Teaching and learning content in the previous area ······················································230
2.
Understanding Object Permanence ···············································231
3.
Discrimination ··········································································233
4.
One-on-one correspondence ···················································237
5.
Compare ·······································································242
6.
Ordering ·························································245
7.
Classification ··········································································249
8.
Forming a Pattern ··································································250
Chapter 9 Teaching and Learning Methods in the Field of Mathematics (Lee Pil-sang) ··················255
1.
Teaching and learning content in the field of mathematics ········································256
2.
Counting and Counting Numbers ·································257
3.
Cardinal numbers and ordinal numbers ····································································262
4.
Place Value and Large Numbers ·································································263
5.
Currency ···············································································266
6.
Fractions and Decimals ····································································269
Chapter 10: Teaching and Learning Methods in the Field of Operations (Hong Seong-du) ·············277
1.
Teaching and learning content in the operational domain ······················································278
2.
Jisan Law ············································································282
3.
Operational Learning Strategies ·······················································286
4.
Analysis of Operational Errors ····················································296
5.
Estimation Strategy ·················································································300
6.
Engineering Applications ······································································302
7.
Problem-Solving Strategies ··································································305
8.
Multiplication Table Strategy ··································································319
Chapter 11: Teaching and Learning Methods in the Area of Shapes (Nam Yun-seok) ·············333
1.
Teaching and learning content in the geometry area ······················································334
2.
van Hieles's Level of Geometric Learning ··················································337
3.
Learning Shapes Through Play ····························································341
4.
Learning Shapes through Manipulative Activities ·······································344
5.
Learning spatial sense using stacking blocks ·················································348
6.
Computer-aided learning of shapes ········································351
7.
Learning Shapes through Dynamic Evaluation ··················································356
Chapter 12: Teaching and Learning Methods in the Measurement Area (Lee Dae-sik) ·············361
1.
Teaching and learning content in the measurement area ·········································362
2.
Guiding principles of the measurement area ····························································365
3.
Length ············································································367
4.
They are ············································································373
5.
Weight ·······························································373
6.
Area ·······························································374
7.
Volume ··································································375
8.
Time ············································································375
Chapter 13: Teaching and Learning Methods in the Area of Regularity (Lee Seong-jin) ··········379
1.
Teaching and learning content in the area of regularity ····················································380
2.
Teaching and Learning Methods in the Domain of Regularity ·················································387
Chapter 14: Teaching and Learning Methods in the Realm of Data and Possibilities (Yoo Jang-soon) ··············395
1.
Teaching and Learning Contents in the Area of Data and Possibilities ···············396
2.
Categorizing Data ··································································398
3.
Displaying in a table ··································································402
4.
Graphing ·················································405
5.
Representative values and averages ··································································413
6.
Percentage and Ratio Graphs ···························································414
7.
Possibility and Probability ·····················································417
Appendix ·······································································421
1.
2022 Revised Common Curriculum Mathematics and Curriculum ··························423
2.
2022 Revised Basic Curriculum Mathematics Curriculum ···········470
Search ·············································································538
GOODS SPECIFICS
- Date of issue: March 5, 2025
- Page count, weight, size: 548 pages | 188*257*35mm
- ISBN13: 9788925420097
- ISBN10: 8925420090
You may also like
카테고리
korean
korean
![ELLE 엘르 스페셜 에디션 A형 : 12월 [2025]](http://librairie.coreenne.fr/cdn/shop/files/b8e27a3de6c9538896439686c6b0e8fb.jpg?v=1766436872&width=3840)
