청소년을 위한 이야기 수학 또는 인공지능시대의 정보교육론
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청소년을 위한 이야기 수학
도서명 : 청소년을 위한 이야기 수학
저자/출판사 : 아드리안 파엔사, 해나무
쪽수 : 272쪽
출판일 : 2023-02-20
ISBN : 9791164051977
정가 : 15800
1장 흥미로운 수
큰 수 | 큰 수를 더하기: 체스판의 무게 | 우주의 원자 | 광년이란 무엇일까? | 흥미로운 수 | 약간의 수학을 이용해서 계약을 따내는 방법 | 힐베르트 호텔 | 나를 따라 반복하세요. 0으로는 나눌 수 없다! | 1=2의 모순 | 3x＋1의 문제 | 종이 한 장을 몇 번이나 접을 수 있을까? | 78의 37%와 37의 78%, 뭐가 더 클까? | 이진법 카드 | 2의 제곱근은 무리수이다 | 수 5개를 더하면? | 산술의 기본 정리에 대한 도전? | 소수의 개수는 무한하다 | 쌍둥이 소수 | 소수의 간격 | e라는 수 | 다양한 종류의 무한 | 길이가 다른 두 선분에는 똑같은 수의 점이 있을까? | 선분 위의 점 | 영원히 닿지 못하는 거리
2장 수학자의 고민
우리가 이해하지 못하는 이유 | 아인슈타인과 푸앵카레의 대화 | 플레밍과 처칠 | 우리 수학자들은 추론을 하지, 숫자를 세는 게 아니라고! | 버트런드 러셀의 역설 | 피타고라스 일대기 | 카를 프리드리히 가우스의 이야기 | 골드바흐의 추측 | 스리니바사 라마누잔의 이야기 | 오스카 브루노의 수학 모델 | 앨런 튜링의 답변
3장 확률과 추정
약간의 조합과 확률 | 금지된 질문으로 진행된 설문 조사 | 연못 안 물고기 수는 어떻게 추정할까? | 비둘기집 혹은 피전홀 문제 | 보스턴의 피아노 조율사 | 지구촌 | 자동차 번호판 | 세상에 얼마나 많은 혈액이 있을까? | 동전 던지기
4장 수수께끼 같은 문제
수평적 사고 | 3개의 스위치 문제 | 테니스 토너먼트 참가자 128명 | 술집에 있는 세 사람이 30달러로 25달러를 지불하려면? | 공통 조상 | 몬티 홀 문제 | 하수구 상식 | 아인슈타인의 수수께끼 | 촛불 문제 | 모자 1부 | 모자 2부: 전략을 개선하는 방법 | 행성을 오가는 메시지 | 무슨 숫자가 빠졌을까? | 외식의 횟수에 대한 수수께끼
5장 궁리와 호기심
일상의 논리학 | 수학자와 생물학자의 차이 | 4색 문제 | 산타클로스 | 직각을 만드는 방법 | 21세기 알파벳 | 21세기 외과 의사와 선생님 | 원숭이와 바나나에 대하여 | 수학이란 무엇인가? | 상대방의 말을 짐작하기 | 쿼티 자판 | 수학자가 받는 질문 | 투표는 가장 공정한 방법일까? | 윤리적 맹세 | 5분과 5년의 이야기 | 내가 이 책을 쓴 이유
감사의 말
해법
부록: 이진법 카드
인공지능시대의 정보교육론
도서명 : 인공지능시대의 정보교육론
저자/출판사 : 김미량 , 이옥화 , 조미헌 , 허희옥 , 김민경, 교육과학사
쪽수 : 382쪽
출판일 : 2023-02-28
ISBN : 9788925417585
정가 : 20000
머리말 / 3
제1장 정보교육의 개념 ·······························································11
1. 정보교육의 필요성 ······················································12
2. 정보교육의 영역 ························································21
제2장 정보 교육과정 ··························································35
1. 2009 개정 교육과정 시기까지 ·········································36
2. 2015 개정 정보교과 교육과정 내용 ···································38
3. 2022 개정 정보교과 교육과정 내용 ···································42
제3장 정보교과의 교수-학습 설계 이론 ································67
1. 정보교육을 위한 교수-학습 설계 이론 ································68
2. 객관주의적 관점을 토대로 한 교수-설계 이론 ························70
3. 구성주의적 관점을 토대로 한 교수-학습 이론 ························76
제4장 정보교과의 교수-학습 방법 ········································85
1. 정보교육을 위한 교육 방법의 필요성 ··································86
2. 교수-학습 과정 ·························································88
3. 정보교육 방법의 영역 ··················································96
제5장 수업 설계와 실행 ····················································113
1. 수업 계획 ······························································114
2. 수업지도안 작성, 학습평가 방법 및 예시 ····························121
3. 수업 관찰 ······························································134
제6장 정보교과 교재연구 ···················································143
1. 교재연구의 중요성 ····················································144
2. 교재의 유형 ····························································145
3. 교재개발 ·······························································159
제7장 정보교과 교육평가 ···················································169
1. 교육평가의 기초 ·······················································170
2. 학습평가 ·······························································176
3. 프로그램 평가 ·························································189
4. 수업평가 ·······························································193
제8장 디지털 기술 활용 교육 ············································201
1. 디지털 기술 활용 교육의 개요 ········································202
2. 디지털 기술 활용 교육의 유형 ········································208
3. 디지털 기술의 도입과 활용을 위한 고려 사항 ·······················220
제9장 교육용 컨텐츠 설계 및 개발 ·····································229
1. 교육용 컨텐츠 설계 및 개발의 기초 ··································230
2. 교육용 컨텐츠 설계 ····················································232
3. 교육용 컨텐츠 개발 ····················································250
제10장 학습공간 ·································································261
1. 학습공간의 개념 ·······················································262
2. 디지털 교육을 위한 학습공간 구축 ···································272
제11장 디지털 윤리의 이해 ·················································295
1. 디지털 윤리와 문화 ····················································296
2. 디지털 윤리 관련 이슈 ················································300
3. 디지털 윤리와 교육 ····················································317
제12장 이러닝 ····································································327
1. 이러닝의 발전 ·························································328
2. 이러닝의 분야 ·························································332
3. 이러닝의 표준화 ·······················································340
제13장 인공지능융합교육 ·····················································349
1. 인공지능융합교육의 의미 ·············································350
2. 인공지능융합교육의 범위 ·············································352
3. 교과교육을 위한 인공지능융합교육 사례 ····························361
찾아보기 ···························································································· 373
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