• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.161-194
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• 2017

The aim of this study is to look into sub-factors of spatial sense that can be contained in spatial sense of solid figure of mathematics curriculum and offer suggestions to improve teaching spatial sense of solid figures in the future. In order to attain these purposes, this study examined the meaning and sub-factors of spatial sense and the relations between spatial sense of solid figure and sub-factors of spatial sense through a theoretical consideration regarding various studies on spatial sense. Based on such examination, this study compared and analyzed textbooks used in South Korea, Finland and the Netherlands with respect to contents of mathematics curriculum and textbooks in grades, sub-factors of spatial sense, and realistic contexts for spatial sense of solid figure. In the light of such theoretical consideration and analytical results, this study provided suggestions for improving teaching spatial sense of solid figures in elementary schools in Korea as follows: extending contents regarding spatial sense of solid figures in mathematics curriculum and considering continuity between grades in textbooks, emphasizing spatial orientation as well as spatial visualization, underlining not only construction with blocks but also mental activities in mental rotation and mental transformation, comparing strength and weakness of diverse plane representations of three dimensional objects, and utilizing various realistic situations and objects in space.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.183-192
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• 2002

자기 주위의 상황과 그 물체에 대한 직감(intutive feeling)을 뜻하는 공간감각은 수학교육의 기본적인 구성요소로서, 수학과 과학에서 다른 영역을 공부하기 위한 도구로 사용될 수 있고, 주위의 구조와 대칭성을 볼 수 있게 도우며, 모든 수학에서 창의적 사고를 지원한다. 우리나라에서도 2000학년도부터 연차적으로 실시되는 제 7차 수학과 교육과정의 도형여역에 ‘공간감각 기르기’를 신설하여 그 중요성을 강조하였다. 따라서, 본 논문에서는 미국의 공간감각 지도의 변천과 우리나라 제 7차 교육과정의 공간감각 영역의 학습 내용을 비교, 우리나라 7차 교육과정의 공간감각영역의 학습내용을 살피고, 현행 7차 교육과정에 의거 초등학교 2학년의 공간감각 영역의 교수 ${\cdot}$ 학습과정을 실제 적용, 이후 아동의 학습 추이를 살펴봄으로써, 앞으로 우리나라 초등학교 아동의 공간감각 형성을 위한 여러 가지 지도방법을 제시하고자 한다. 결론 및 제언에서는 이러한 수업으로 얻어진 결과를 토대로 하여 제 7차 교육과정에서 공간감각 영역의 적용에 대한 시사점을 몇 가지 기술하였다.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.359-388
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• 2012

The study aims to extract the framework of sub-factors of spatial sense, to develop test instruments based on the framework to investigate the actual spatial sense ability of fourth to sixth graders in elementary school and to analyze the results. According to the framework of sub-factors of spatial sense of the study, spatial sense has two factors of spatial visualization and spatial orientation. Spatial visualization is divided into mental rotation, mental transformation and figure-ground perception while spatial orientation is categorized into direction sense, distance sense, and location sense. Based on the framework, the test instrument for spatial sense ability was developed and the test was conducted to 430 fourth to sixth students in five elementary schools in capital areas. The following conclusions were drawn from the results obtained in the study. Firstly, the higher school year gets, the more spatial sense grows. However, spatial visualization is developed much more than spatial orientation and their order is reversed with higher graders. Secondly, the most insufficient abilities among fourth to sixth elementary school students' spatial sense were mental transformation of spatial visualization and location sense of spatial orientation. Thirdly, the reasons of differences in sub-factors of spatial sense and graders seem to be from effects of students' learning experiences of spatial sense of mathematics curriculum and the complexities of test items.

• Communications of Mathematical Education
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• v.12
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• pp.57-66
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• 2001

우리는 공간적인 패턴, 모양, 그리고 움직임의 세계-즉, 기하의 세계-에 살고 있다. 아동들은 그들의 환경에 자연스럽게 매혹되고, 보고, 듣고, 움직임으로써 계속해서 정보를 받아들이므로, 그들의 공간적인 능력은 일반적으로 수(數)기능을 능가하기도 한다. 이러한 차원에서 볼 때, 우리나라의 수학과 7차 교육과정에 공간 감각을 기르기 위한 내용이 새로이 추가되었다는 것은 아주 고무적인 일이라고 생각하며, 이와 관련하여 문헌 연구를 통해서 공간감각에 대한 개념을 살펴보고, 교육과정 및 교과서를 분석하여 공간감각을 길러줄 수 있는 내용을 체계화하며, 공간감각을 증진시킬 수 있는 교구 활용 방안을 제시하고자한다.

• The Journal of the Korea Contents Association
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• v.7 no.6
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• pp.154-160
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• 2007

The 'spatial sense' means an intuitive feel for one's surroundings and the objects in them. The early childhood is an important period to develop the 'spatial sense'. For young children, motion is a major way of extending their spatial awareness. Consequently, an important step in spatial sense instruction involves getting the children moving. This paper proposes four motion based-contents for improving the spatial sense of young children: a bubble game, a cyber goalkeeper game, a mud-huddle game, and a shape recognition game, The proposed four games are implemented to the virtual learning environments. Also, the virtual learning environments utilize the realistic interfaces which can recognize motions of young children and then interact with the games as they do the movement at the virtual environments provided. Using the realistic interfaces not only develops young children's spatial sense but also offers them the pleasure and interest of self-study.

• School Mathematics
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• v.9 no.3
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• pp.353-373
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• 2007

The purpose of this study was to provide instructional suggestions by investigating the spatial sense and spatial reasoning ability of 6th grade students. The questionnaire consisted of 20 questions, 10 for spatial visualization and 10 for spatial orientation. The number of subjects for the survey was 145. The processes through which the students solved the problems were the basis for the assessment of their spatial reasoning. The result of the survey is as follows: First, students performed better in spatial visualization than in spatial orientation. With regard to spatial visualization, they were better in transformation than in rotation. With regard to spatial orientation, students performed better in orientation sense and structure cognitive ability than in situational sense. Second, the students that weren't excellent in spatial visualization tended to answer the familiar figures without using mental images. The students who lacked spatial orientation experienced difficulties finding figures observed from the sides. Third, students had high frequency rate on the cognition and use of transformation, the development and application of visualization methods and the use of analysis and synthesis. However they had a lower rate on a systematic approach and deductive reasoning. Further detailed investigation into how students use spatial reasoning, and apply it to actual teaching practice as a device for advancing their geometric thinking is necessary.

• Proceedings of the Korea Contents Association Conference
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• 2006.11a
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• pp.783-787
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• 2006

The 'spatial senses' mean environments and the instinctive responds to objects in the environments. The infancy is an important period to develop the basic capacity of the 'spatial senses'. Since young children can develop the 'spatial senses' throughout the actual and active search, it is essential for them to do experience through their physical actions. This paper proposes four motion based-contents for improving the spatial sense of young children: a bubble game, a cyber goalkeeper game, a mud-huddle game, and a shape recognition game. The proposed four games are implemented to the virtual learning environments. Also, the virtual learning environments utilize the realistic interfaces which can recognize motions of young children and then interact with the games as they do the movement at the virtual environments provided. Using the realistic interfaces not only develops young children's spatial sense but also offers them the pleasure and interest of self-study.

• The Journal of Korean Academy of Sensory Integration
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• v.21 no.2
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• pp.24-34
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• 2023

Objective : This study sought to investigate the effects of a sensory integration intervention focusing on vestibular and proprioceptive on the spatial relations and visual-motor coordination of children with developmental disorders. Methods : Three children with developmental disabilities aged 5 to 6 years were the subjects of this study, and the ABA' design, which is one of the single subject research designs. A total of 18 sessions were conducted over a six-week period-that is, three 30-minute sessions per week. During the three baseline sessions, the children's spatial relations and visual-motor coordination were evaluated prior to the intervention. During the 12 sessions conducted in the intervention period, a vestibular and proprioception sensory integration intervention was performed, while in the final three sessions, the children's spatial relations and visual-motor coordination were again evaluated (without any further intervention Children were measured and evaluated every session after intervention using a computer cognitive rehabilitation program (CoTras-C). Moreover, the Kaufman Assessment Battery for Children and the Korean-Development Test of Visual Perception-2 were used as evaluation tools to verify the effectiveness of the intervention. Results : There were significant differences in the spatial relations and visual-motor coordination scores of the children with developmental disorders before and after the vestibular and proprioceptive sensory integration intervention. More specifically, after the intervention, all three children showed statistically significant improvements. Conclusion : The applied vestibular and proprioceptive sensory integration therapy had a significant impact on the spatial relations and visual-motor coordination of the three children with developmental disorders.

• Journal of the Korea Society of Computer and Information
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• v.16 no.3
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• pp.109-119
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• 2011

The virtual reality (VR) technology has been used as the application of architectural presentation or simulation tool in the field of industry. The high immersion and intuitive visual information are the great merits of design evaluation or environmental simulation when we are using the virtual environments. But the distortion of distance perception in VR is still a big problem when the accuracy of distance presentation is strictly required. For example, distance estimation is especially important when the virtual environments are applied to the presentational tool for evaluation the space design or planning in the field of architecture. If there are some perception error between the built space in real and represented space in virtual, the accurate design evaluation or modification of design is hard to be carried out during the design development stage. In this paper, we have carried out some experiments about distance estimation in the immersive virtual environments to verify the factors and their influence. We made a hypothesis that the lack of the information for the user in VR causes the different distance estimation from the real world because users are usually comfortable with moving fast and long distance in VR environments compared with moving slow and short distance in real space. So, we carried out basic experiment to prove our hypothesis that the lack of information makes subjects estimate the distance of walking in VR shorter compared with the same distance in real. Also, among the factors that probably affect the distance estimation in VR, we have verified the influence of the image resolution. The influence of resolution degradation of image on the distance estimation was verified with the condition of static and dynamic images. The results showed that the resolution has deep relation with the distance estimation. For example, the subject underestimated the distance at the lower resolution condition. We also found the methods of the making the lower resolution image could affect on the visual perception of subjects.

• School Mathematics
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• v.16 no.4
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• pp.677-690
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• 2014

The main goals of learning geometry include developing spatial ability and concepts on geometric objects based on understanding the attributes and relationships of them. While the instructions on geometric objects follow the concept development models, the ones on spatial ability are designed from the perspective of geometric transformation. However, there is a need for instructional materials to emphasizing the relationships among geometric concepts. This study hypothesizes that spatial ability stems from the intuitive understanding of geometric objects and the relational understanding on concepts, and it considers the isoperimetric problems as instructional materials to foster spatial ability.