• Title/Summary/Keyword: 공학적 도구

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Analysis of pre-service teachers' cognition on a teacher education program in technology-friendly flipped classroom (공학 도구 친화적 거꾸로 수업에서 예비교사의 인식 분석)

  • Kim, Dong-Joong;Kim, Daesang;Choi, Sang-Ho
    • Communications of Mathematical Education
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    • v.32 no.4
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    • pp.455-475
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    • 2018
  • The purpose of this study is to investigate characteristics of pre-service teachers' cognition about learning through the use of technology by employing a teacher education program in the use of technology-friendly flipped classroom. For this purpose, 45 pre-service teachers participated in the study and they completed both pre- and post-surveys including questions about Technology Adopter Category Index(TACI) and Technological Pedagogical Content Knowledge(TPACK). They were also asked to write self-reflections on mathematics softwares(Geometer's Sketch Pad(GSP), Geogebra, Cabri 3D). Results show that the teacher education program in the use of technology-friendly flipped classroom affected pre-service teachers' cognitions of TACI and TPACK, and they perceived that technology integration helped students' mathematics learning process. Findings from this study indicate that ideas about how to develop a technology-friendly teacher education program are more specified..

Handtool의 인간공학적 설계를 위한 체계적인 접근방법

  • 유재우
    • Proceedings of the ESK Conference
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    • 1995.10a
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    • pp.231-239
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    • 1995
  • 인간중심의 작업설계는 오래전 부터 공학의 중요한 과제로 여겨왔다. 이에 인간은 여 러가지 다양한 형태의 도구를 만들고 개선해 왔으며, 이 중 Handtool은 중요한 도구 중의 하나 이다. 인간과 도구가 그 사용에 있어 최적의 조화를 이루어갈 때 위험요소는 사라지게 되고 작업의 부하는 줄어들며, 작업시간의 단축과 함께 작업의 정확도는 나아지게 된다. 기술의 발달은 갈수록 복잡하고 위력적인 도구를 발명해 내고 있지만 아직도 우리의 주변에는 이의 설계에 있어 인간공학적인 요소가 충분히 고려되고 있다고는 할 수 없다. 실제로 최근에 와서는 많은 수 공구들이 동력화되고, 그 성능은 갈수록 나아져 가고 있는 반면, 이의 사용 으로 인한 사고라든지, CTS(Carpal Tunnel Syndrom)과 같은 누적외상병은 별로 나아짐이 없이 경우에 따라서는 오히려 심해져가고 있다. 따라서 도구의 인간공학적인 다지인의 목적은 위험요소의 제거, 작업부하의 절감 그리고 작업능력의 향상에 있다고 할 것이다. 기존의 연구 중 개별적인 Handtool의 인간공학적인 디자인의 예는 이미 많이 연구가 되어 있다. 그러나 이 러한 연구들의 사례는 일관된 시스템적인 접근방식을 갖지 못하여 본 연구에서는 인간공학적인 측면에서 Handtool의 설계를 위해 고려되어야 할 요소와 함께 그 체계적인 접근방식을 제시한다.

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The Effects of Engineering Tools on Students' Math Academic Achievement and Math Learning Attitude in Middle School Mathematics Geometrical Unit (중학교 수학 기하 단원에서 공학적 도구 활용이 학생들의 수학 학업 성취도와 수학 학습 태도에 미치는 효과)

  • Park, Rae-Seong;Kwon, Jong-Kyum;Lee, Dong-Yub
    • Journal of Digital Convergence
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    • v.17 no.12
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    • pp.67-75
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    • 2019
  • This study was conducted to analyze the effects of mathematics classes using engineering tools on students' mathematics academic achievement and mathematics learning attitude, focusing on the basic figure and drawing sections of the first grade of middle school. Eighty students of first-grade at H Middle School in South Gyeongsang province were divided into two groups, taking a total of six weeks of classes using engineering tools(Algeomath) and traditional tools, and covariate analysis(ANCOVA) was used to analyze students' mathematics academic achievements and changes in mathematical learning attitude. The analysis found that classes using engineering tools were effective in students' mathematics academic achievements and attitude of learning math. Based on the results of the study, the necessity of utilizing various engineering tools in the future secondary school math class and the prospect and implications of the classes were discussed.

Teachers' Perceptions on Process-Focused Mathematics Assessment Using Manipulatives and Technological Devices (교구 및 공학도구를 활용한 수학적 과정중심 평가에 관한 교사들의 인식)

  • Choi-Koh, Sang Sook;Park, Mangoo;Han, Hyesook
    • Journal of the Korean School Mathematics Society
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    • v.16 no.4
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    • pp.675-694
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    • 2013
  • The purposes of this study were to investigate teachers' perceptions on process-focused mathematics assessment using manipulatives and technological devices and to propose the direction of the process-focused mathematics assessment. This study was conducted by the survey method with a total of 332 elementary and secondary school mathematics teachers working in Seoul or Gyeonggi areas who had experienced in using manipulatives and technological devices. According to the results, the use of manipulatives and technological devices in the process-focused mathematics assessment will facilitate the use of various alternative assessment methods such as research-report, project, and discussion for the process-focused mathematics assessment. Those alternative assessment methods enable teachers to diagnose students' learning in more accurate and holistic views and contribute to improving teachers' teaching practices focused on the mathematical process.

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An Exploratory Study with Grounded Theory on Secondary Mathematics Teachers' Difficulties of Technology in Geometry Class (기하 수업에서 중등 수학교사가 경험한 공학도구 사용의 어려움에 대한 근거이론적 탐색)

  • Jeon, Soo Kyung;Cho, Cheong-Soo
    • Journal of Educational Research in Mathematics
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    • v.24 no.3
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    • pp.387-407
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    • 2014
  • This study investigeted secondary math teachers' difficulties of technology in geometry class with grounded theory by Strauss and Corbin. 178 secondary math teachers attending the professional development program on technology-based geometry teaching at eight locations in January 2014, participated in this study with informed consents. Data was collected with an open-ended questionnaire survey. In line with grounded theory, open, axial and selective coding were applied to data analysis. According to the results of this study, teachers were found to experience resistance in using technology due to new learning and changes, with knowledge and awareness of technology effectively interacting to lessen such resistance. In using technology, teachers were found to go through the 'access-resistance-unaccepted use-acceptance' stages. Teachers having difficulties in using technology included the following four types: 'inaccessible, denial of acceptance, discontinuation of use, and acceptance 'These findings suggest novel perspectives towards teachers having difficulties in using technology, providing implications for teachers' professional development.

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Prospective Mathematics Teachers' Perceptions of the Use of Hands-On Manipulatives and Technological Tools in Teaching Quadratic Curves (이차곡선 수업에서 공학도구 사용과 수작업 교구 활동에 대한 예비 수학교사들의 인식)

  • Kim, Somin
    • Journal of the Korean School Mathematics Society
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    • v.24 no.1
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    • pp.151-172
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    • 2021
  • In this study, I investigated prospective mathematics teachers' perceptions of activities using Wax-paper, a hands-on material (manipulatives), and GeoGebra, a technological tool, in teaching quadratic curves. Twenty prospective mathematics teachers in the Mathematics Education Department of a local university participated in a survey on their perception of the use of hands-on materials and technological tools in teaching quadratic curves. According to the results of this study, prospective mathematics teachers generally preferred the use of technological tools for learning and teaching quadratic curves. Additionally, mathematics teachers thought that the tool helped students develop intuitive thinking through visualizing quadratic curves, enabling the exploration of various mathematical properties, assisting the comprehension of various concepts, and increasing students' interest levels. However, they were concerned about the immature use of technological tools by students or teachers, and recognized that the advantages and disadvantages of using hands-on material and technological tools were complementary. Based on these findings, it is suggested that hands-on material and technological tools should be used complementally in mathematics classes, and the development and dissemination of class materials that are not affected by students' or teachers' ability to use technological tools is important.

The development of an Instrument for Measuring the Creative Engineering Problems Solving Propensity for STEAM (융합인재교육(STEAM)을 위한 창의적 공학문제해결 성향 검사 도구 개발)

  • Kang, Ju-Won;Nam, Younkyeong
    • Journal of the Korean Society of Earth Science Education
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    • v.9 no.3
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    • pp.276-291
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    • 2016
  • This study is to develop a valid and reliable instrument for measuring students' creative engineering problem solving propensity. The creative engineering problem solving is operationally defined in this study as a creative problem solving skill in an engineering context. To develop the instrument, first we define seven common constructs between engineering problem solving skill and creative problem solving skill through an intensive literature review; motivation, context, personal character, engineering design, engienering habits of mind, understandings of engineering and engineers, communication skill, and collaboration skill. Based on the seven constructs and the face validity test conducted by two in-service science teachers and 4 experts in science education research, 40 preliminary items were developed. Then the preliminary instrument was implemented in a science gifted highschool to measure the reliability of the instrument. From the 40 items, 34 items were selected through the initial reliability test by Cronbach's ${\alpha}$(>.75). Finally through the three times of factor analysis process, 28 items in five construct categories were selected; motivation (3 items), engineering design (6 items), engineering habits of mind (9 items), understandings of engineering and engineers (4 items), communication and collaboration skill (6 items). The factor analysis result showed that the reliability of each construct category was between .733 to .892., meaning that the instrument is reliable in terms of the higher structural validity (each item is categorized in an appropriate construct category). We expect that the creative engineering problem solving propensity instrument developed in this study can be used in various contexts for STEAM education research as a reliable and valid instrument.

Excel Grapher: Dynamical Graphing Tool (Excel Grapher: 역동적 함수 그래프 도구)

  • Kim, Kyung-Won;Lee, Sang-Gu;Lee, Jae-Hwa
    • Communications of Mathematical Education
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    • v.25 no.2
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    • pp.309-321
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    • 2011
  • In this paper, we introduce how we developed a dynamic Excel Grapher which can be used for mathematics education. Developed tools can be used in college mathematics as well as a secondary school mathematics education. It can be downloaded for your test or teaching. (http://maxtrix.skku.ac.kr/2010-ExcelGrapher/index.htm)

7차 교육과정의 수학에서의 공학적 도구의 이용에 관하여

  • Lee, Sang-Gu;Yang, Jeong-Mo;Wellman, R.
    • Communications of Mathematical Education
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    • v.11
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    • pp.355-365
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    • 2001
  • 본 연구는 7차 교육과정의 수학에서의 공학적 도구의 이용 중 계산기와 그래프 그리는 도구를 중심으로 대안을 제시하고자 한다. 방법은 JAVA 언어로 개발된 계산기와 Graphing tool을 Web에 올려놓음으로써 우리 학생과 교사 모두가 언제 어디서나 접속하여 신뢰하고 이용하는 것이 가능하도록 하여 7차 교육과정이 추구하는 목표에 맞는 교육환경을 제공하는 것을 주된 목적으로 한 것이다.

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SAGE MATRIX CALCULATOR AND FULL SAGE CONTENTS FOR LINEAR ALGEBRA (Sage 행렬계산기와 선형대수학 Sage 콘텐츠)

  • Lee, Sang-Gu;Kim, Kyung-Won;Lee, Jae Hwa
    • Korean Journal of Mathematics
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    • v.21 no.4
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    • pp.503-521
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    • 2013
  • For over 20 years, the issue of using an adequate CAS tool in teaching and learning of linear algebra has been raised constantly. And a variety of CAS tools were introduced in many linear algebra textbooks. In Korea, however, because of some realistic problems, they have not been introduced in the class and the theoretical aspect of linear algebra has been focused on in teaching and learning of it. In this paper, we suggest Sage as an alternative for CAS tools overcoming the problems mentioned above. And, we introduce full contents for linear algebra and matrix calculator that Sage was used to develop. Taking advantage of them, almost all the concepts of linear algebra can be easily covered and the size of matrices can be expanded without difficulty.