• The Mathematical Education
• /
• v.62 no.2
• /
• pp.257-268
• /
• 2023

The purpose of the study is to analyze the characteristics of open-ended tasks in terms of cognitive demands. For this purpose, we analyzed characteristics of open-ended tasks presented in the sequence units of three high school mathematics textbooks. The results of the study have revealed that low cognitive demand levels of open-ended tasks had characteristics including procedures within previous tasks or within those tasks. On the other hand, high cognitive demand levels of open-ended tasks had characteristics of actively exploring new conditions to gain access to what is being sought, requesting a basis for judgement, linking various representations to the concepts of sequences, or requiring a variety of answers. These results are significant in that they not only specified the characteristics of open-ended tasks with high cognitive demands in terms of the intended curriculum, but also provided a direction for the development of open-ended taks with high congitive demands.

• Journal of Science Education
• /
• v.36 no.2
• /
• pp.216-234
• /
• 2012

This study examined the characteristics of verbal interactions presented in TS activities with different tasks' openness levels by the cognitive levels of students through the implementation of TS program to 14 fifth graders in gifted class. Results of this study revealed that the open-type TS activities showed higher percentages of verbal interactions than the guiding-type TS activities showed and that the higher the open level of tasks was, the more high-level verbal interactions occurred. These results were showed in almost all subcomponents of verbal interactions. The results according to the students' cognitive levels showed that the higher the cognitive level of students was, higher frequency of interactions, high-level verbal interactions and a variety of verbal interactions occurred. The influence of both cognitive level of students and the task's openness on verbal interactions among students seemed to be interactive, however. In guiding-type activities, the percentage of high-level verbal interactions was not high although the cognitive level of students was high. And students in low level of cognition showed far lower frequency of interactions and their percentage of high-level verbal interactions was low even though the openness of the tasks was high. The results of this study meant that although open-type activities drew higher level verbal interactions by stimulating students' thought, the effects would be limited owing to their low cognitive level. Based on these findings, an implication was suggested that it is important to design instructional strategies and adjust openness level of TS activities to students' cognitive level so as to stimulate the thinking of students in lower cognitive level and to highten their engagement in activities.

• Education of Primary School Mathematics
• /
• v.22 no.1
• /
• pp.95-111
• /
• 2019

This study searched for the possibility of tangram activities through modifying the tasks of elementary school mathematics textbooks into content based open tasks. As a result of analyzing previous researches, it was confirmed the educational effect of the mathematical tasks transformation and the educational value of tangram activities. The analysis of the textbooks revealed that the tangram activities presented in the textbooks are likely to be at the level of play. It was tried to modify 2015 revised curriculum textbook-tasks into content based open tasks. Based on this study, it could be expected advantages of task modification such as improvement of teachers' expertise and expectation of diverse reactions of students.

• The Mathematical Education
• /
• v.62 no.1
• /
• pp.57-78
• /
• 2023

Students' engagement in lessons not only determines the direction and result of the lessons, but also affects academic achievement and continuity of follow-up learning. In order to provide implications related to teaching strategies for encouraging students' engagement in elementary mathematics lessons, this study implemented lessons for middle-low achieving fifth graders using open-ended tasks and analyzed characteristics of students' engagement in the light of the framework descripors developed based on previous research. As a result of the analysis, the students showed behavioral engagement in voluntarily answering teacher's questions or enduring difficulties and performing tasks until the end, emotional engagement in actively expressing their pleasure by clapping, standing up and the feelings with regard to the topics of lessons and the tasks, cognitive engagement in using real-life examples or their prior knowledge to solve the tasks, and social engagement in helping friends, telling their ideas to others and asking for friends' opinions to create collaborative ideas. This result suggested that lessons using open-ended tasks could encourage elementary students' engagement. In addition, this research presented the potential significance of teacher's support and positive feedback to students' responses, teaching methods of group activities and discussions, strategies of presenting tasks such as the board game while implementing the lessons using open-ended tasks.

• Proceedings of the Technology Innovation Conference
• /
• 2009.02a
• /
• pp.155-155
• /
• 2009

개방형 혁신(Open Innovation)은 조직 내부에 국한되어 있던 기술개발 활동을 기업 외부까지 확장하여 외부 기술지식과 내부 기술력을 함께 활용하는 혁신성과 극대화 전략을 의미한다. 개방형 혁신은 기술개발의 성공률이 높고, 비용이 상대적으로 저렴하다는 장점을 갖고 있어 이에 근거한 기술중개서비스 전문기업들이 글로벌시장에서 활동하고 있다. 그 대표적인 사례가 나인시그마(NineSigma) 및 이노센티브(InnoCentive)이다. 그러나, 그러나 현재까지 이들 기업은 매출액 및 R&D 투자가 일정규모 이상인 글로벌 대기업을 대상으로 하고 있으며, 중소기업을 수혜자로 한 개방형 혁신 서비스는 충분히 제공되고 있지 않다. 본 연구에서는 부품 소재 중소기업을 주요 수요자로 한 개방형 혁신 기술중개서비스 모델을 제안하고 있다. 국내 부품 소재산업의 경쟁력 제고의 핵심 관건은 부품소재 중소기업의 기술혁신 역량 강화로 볼 수 있다. 본 연구에서는 개방형 혁신의 장점을 부품소재 중소기업에서 활용하기 위한 필요조건을 조사하고, 그에 근거하여 개방형 혁신 중개서비스 모델에 포함된 다양한 혁신주체들의 역할을 제안하였다. 본 연구의 세부 내용을 구조화하여 제시하면 다음과 같다. (1) 개방형 기술혁신체제의 정의와 동향 검토 (2) 국내외 개방형 기술혁신의 사례 조사 (3) 부품 소재기업 대상의 개방형 기술혁신체제 도입 필요성 타당성 검토 (4) 부품 소재산업 개방형 기술혁신 모델 개발 (5) 국내 부품 소재산업 발전을 위한 개방형 기술혁신 활성화 정책과제 검토

• Education of Primary School Mathematics
• /
• v.25 no.1
• /
• pp.81-100
• /
• 2022

The purpose of this study is to develop a framework for analyzing the solution spaces of open-ended task and to explore their usefulness and applicability based on the analysis of solution spaces constructed by students. Based on literature reviews and previous studies, researchers developed a framework for analyzing solution spaces (OMR-framework) organized into subspaces of outcome spaces, method spaces, representation spaces which could be used in structurally analyzing students' solutions of open-ended tasks. In our research, we developed open-ended tasks which had various outcomes and methods that could be solved by using the concepts of factors and multiples and assigned the tasks to 181 elementary school fifth and sixth graders. As a result of analyzing the student's solution spaces by applying the OMR-framework, it was possible to systematically analyze the characteristics of students' understanding of the concept of factors and multiples and their approach to reversible and constructive thinking. In addition to formal mathematical representations, various informal representations constructed by students were also analyzed. It was revealed that each space(outcome, method, and representation) had a unique set of characteristics, but were closely interconnected to each other in the process. In conclusion, it can be said that method of analyzing solution spaces of open-ended tasks of this study are useful for systemizing and analyzing the solution spaces and are applicable to the analysis of the solutions of open-ended tasks.

• The Mathematical Education
• /
• v.43 no.2
• /
• pp.163-175
• /
• 2004

We believe new assessment strategies and practices need to be developed that will enable teachers and others to assess students' performance in a manner that reflect the 7th Korean curriculum reform vision for school mathematics. This research was conducted to develop the assessment tasks based on the current literatures such as National Council of Teachers of Mathematics (1999) and Korea Institute of Curriculum & Evaluation(KICE, 2002, 2003) in quadratic functions of the secondary school and to find the effect of these tasks by classifying students' responses. The research instrument were composed of three criteria, the previous knowledge, the application of quadratic functions, and the general properties in functions. The research data were collected from 32 high school students in a suburb of Seoul and sorted by their similarities and differences in mathematical understanding. Through the research, we could know more than ever before about how the students learned mathematics and about how to improve teachers' mathematical instruction.

• Communications of Mathematical Education
• /
• v.20 no.1 s.25
• /
• pp.117-145
• /
• 2006

Mathematically gifted children have creative curiosity about novel tasks deriving from their natural mathematical talents, aptitudes, intellectual abilities and creativities. More effect in nurturing the creative thinking found in brilliant children, letting them approach problem solving in various ways and make strategic attempts is needed. Given this perspective, it is desirable to select open-ended and atypical problems as a task for educational program for gifted children. In this paper, various types of open-ended problems were framed and based on these, teaming activities were adapted into gifted children's class. Then in the problem solving process, the characteristic of bright children's mathematical thinking ability and examples of problem solving strategies were analyzed so that suggestions about classes for bright children utilizing open-ended tasks at elementary schools could be achieved. For this, an open-ended task made of 24 inquiries was structured, the teaching procedure was made of three steps properly transforming Renzulli's Enrichment Triad Model, and 24 periods of classes were progressed according to the teaching plan. One period of class for each subcategories of mathematical thinking ability; ability of intuitional insight, systematizing information, space formation/visualization, mathematical abstraction, mathematical reasoning, and reflective thinking were chosen and analyzed regarding teaching, teaming process and products. Problem solving examples that could be anticipated through teaching and teaming process and products analysis, and creative problem solving examples were suggested, and suggestions about teaching bright children using open-ended tasks were deduced based on the analysis of the characteristic of tasks, role of the teacher, impartiality and probability of approaching through reflecting the classes. Through the case study of a mathematics class for bright children making use of open-ended tasks proved to satisfy the curiosity of the students, and was proved to be effective for providing and forming a habit of various mathematical thinking experiences by establishing atypical mathematical problem solving strategies. This study is meaningful in that it provided mathematically gifted children's problem solving procedures about open-ended problems and it made an attempt at concrete and practical case study about classes fur gifted children while most of studies on education for gifted children in this country focus on the studies on basic theories or quantitative studies.

• Informatization Policy
• /
• v.25 no.3
• /
• pp.52-74
• /
• 2018

In February 2018, the Korean government established the "Comprehensive Plans for Government Innovation" in order to realize 'the people-centered government'. The core of the comprehensive plans is participation of the people, which is very similar to open innovation where social issues are solved by ideas and capabilities of the private sector rather than those of the government. Therefore, this study was conducted by extracting open innovation topics through topic modeling based on LDA(Latent Dirichlet Allocation) as English abstract-data from 2003, when the plans for open innovation was first announced, to April 2018. Based on the extracted results, it also conducted a comparative analysis with "Comprehensive Plans for Government Innovation." The study has significant implications in that it derives the relationship between the subjects, analyzes the present policies of Korea on open innovation and suggests directions for development.

• Proceedings of the Korea Technology Innovation Society Conference
• /
• 2015.11a
• /
• pp.384-410
• /
• 2015