• Title/Summary/Keyword: 그래핑계산기

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An Analysis of Inquiry Learning Situation Using Graphing Calculator: On the Viewpoint of Mathematical Communication/Visualization (그래핑계산기를 활용한 탐구 학습 상황 분석: ‘수학적 의사소통/시각화’의 관점에서)

  • Kang, Yun-Soo
    • Journal of the Korean School Mathematics Society
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    • v.8 no.1
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    • pp.19-33
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    • 2005
  • In this paper, we analyzed the qualitative data which collected from the inquiry learning situation on small group using TI-92 graphing calculator. From the analysis, we found the followings: First, TI-92 graphing calculator promote the mathematical communication between students or students and teacher on the small group inquiry learning process through it be a role of catalyzer to make opened atmosphere. Second, TI-92 graphing calculator give a chance to students to explore the advanced mathematical relations through it provide the new learning environment relate to the visual imagery.

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그래핑 계산기가 고등학교 학생의 탐구에 미치는 영향

  • Hongliang Shi;Shiqi Li
    • Proceedings of the Korea Society of Mathematical Education Conference
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    • 2006.04a
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    • pp.45-52
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    • 2006
  • 이 글에서 우리는 탐구를 위해 그래핑 계산기를 사용할 때 탐구의 경험과 능력, 태도를 포함한 학생에 대한 영향을 조사하였다. 그래핑 계산기가 수학 탐구 과정의 기초를 형성한 이후에, 두 학생이 인터뷰되었고 당시 과정을 수료한 162명의 학생이 조사되었다. 결과는 그래핑 계산기가 학생의 탐구 능력을 개발하는데 유용한 도구라는 것을 보여준다. 대부분의 학생들은 그래핑 계산기에 대한 긍정적인 태도를 가졌고 그 사용에 흥미를 느꼈다.

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Mathematics Teachers' Beliefs about Graphing Calculator Use in Mathematics Classrooms (수학수업에서의 그래핑 계산기 활용에 대한 교사들의 인식 조사)

  • Kang, JooSuk;Kim, Gooyeon;Jeon, MiHyun
    • Journal of the Korean School Mathematics Society
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    • v.20 no.4
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    • pp.537-560
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    • 2017
  • This study aims to investigate secondary mathematics teachers' beliefs about graphing calculator use in mathematics classrooms. For the purpose, we adopted a research instrument that was developed by Brown et. al(2007) and surveyed 32 mathematics teachers about their beliefs about graphing calculator use and teaching practice with calculators in their mathematics instruction. The data analysis suggested that the teachers rarely used calculators in their instruction and they have not had opportunities to use calculators in learning and teaching mathematics. Also, results suggested that the many teachers showed "Crutch beliefs"about the use of calculators in mathematics instruction.

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Conceptual Understanding of Functions through a Graphing Calculator (그래핑 계산기를 이용한 함수의 개념적 이해)

  • Choi-Koh Sangsook;Lee Yunkyoungs
    • Journal of the Korean School Mathematics Society
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    • v.8 no.2
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    • pp.203-222
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    • 2005
  • The purpose of this study is to investigate students' understanding of functions based on concept image and concept definition suggested by Vinner, For the study a graphing calculator was provided as a tool for students to use for their exploration. Three students participated in the study using the qualitative research method to identify their processes of understanding functions. The student with previous experiences of the functions had various concept images about the functions and did not have many opportunities to modify their images because the student did not want to depend on the calculator. However, the student who did not have many chances to study about the functions before used the calculator effectively for developing the concept definition on the functions. The calculator played an important role in connecting different representations and finding relationships between these representations supported by dynamic exploration.

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A Study on the Linear Function using Graphing Calculator and CBL - A Case Study Focused on Mathematics Education for the Gifted - (그래핑 계산기와 CBL을 활용한 1차 함수 탐구 - 초등 영재아를 중심으로 한 사례연구 -)

  • Lee, Heon-Soo;Park, Jong-Youll;Lee, Kwang-Ho
    • Journal of the Korean School Mathematics Society
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    • v.12 no.3
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    • pp.347-364
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    • 2009
  • In this paper, the researchers investigated the influence of graphing calculator in learning the concept of linear function for the gifted students. Elementary students who were taking a course in enrichment mathematics at Science Education Institute for the Gifted in Mokpo National University were selected for this study. The researchers analyzed students' processes of mathematical inference and conjecture, and students' algebraic description. We found the facts that the visualization using a graphing calculator and CBL is helpful to the gifted students in understanding concepts of liner function, finding the relationship between variables, analyzing and presupposing of graph. But, using graphing calculator can be a factor that disturbs learning of students who have too much of curiosity on graphing calculator.

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Exploring a Teaching Method of Limits of Functions with Embodied Visualization of CAS Graphing Calculators (CAS 그래핑 계산기의 임베디드 시각화를 통한 함수의 극한 지도 방안 탐색)

  • Cho, Cheong-Soo
    • Communications of Mathematical Education
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    • v.25 no.1
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    • pp.63-78
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    • 2011
  • The purpose of this study is to explore a teaching method of limits of functions with more intuitive and visual of CAS graphing calculators rather than with the rigorous ${\epsilon}-{\delta}$ method. Texas Instruments Voyage200 CAS graphing calculators are used for studying the possibility of the use of technology in calculus course. For this, various related theoretical constructs are reviewed: concept image, concept definition, cognitive conflict, the use of visualization of technology for calculus concepts, the theory of APOS, and local straightness. Based on such theoretical constructs this study suggests a teaching method of limits of functions with embodied visualization of CAS graphing calculators.

Analysis on the Argumentation in Exploring the Pick's Formula Using the Geoboard of Graphing Calculator in Math-Gifted 5 Grade Class (초등영재학급을 대상으로 그래핑 계산기의 지오보드를 활용한 Pick 공식의 탐구 과정에서 나타난 논증활동의 분석)

  • Kim, Jin Hwan;Kang, Young Ran
    • School Mathematics
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    • v.18 no.1
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    • pp.85-103
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    • 2016
  • This study was to find characteristics of argumentation derived from a discourse in a math-gifted 5 grade class, which was held for finding a Pick's formula using Geoboard function of TI-73 calculator. For the analysis, a video record of the class, transcript of its voice record, and activity paper were used as data and Toulmin's argument schemes were applied as analysis standard. As a result of the study, we found that the graphing calculator helped the students to create an experimental environment that graphing a grid-polygon and figuring out its area. Furthermore, it also provided a basic demonstration through 'data->claim' composition and reasoning activities which consisted of guarantee, warrant, backing, qualifier and refutal for justifying. The basic argumentation during the process of deriving the Pick's theorem by the numbers of boundary points and inner points was developed into a 'collective argumentation' while a teacher took a role of a conductor of the argumentation and an authorizer on the knowledge at the same time.

A study on the development of assessment tools using graphing calculators for the assessment of mathematical process -focused on middle school mathematics- (그래핑 계산기를 활용한 수학적 과정의 평가도구 개발에 관한 연구 -중학교 수학을 중심으로-)

  • Choi-Koh, Sang Sook;Joo, Hongyun;Han, Hyesook
    • The Mathematical Education
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    • v.53 no.2
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    • pp.163-184
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    • 2014
  • The purpose of this study was to develop the assessment tools using graphing calculators for the assessment of the mathematical process which was emphasized in 2009 reformed mathematics curriculum. In this paper, we presented three sample calculator-based test items for the assessment of students' mathematical process abilities and scoring rubrics for the paper and pencil assessment and assessment based on observation on each item. In order to improve mathematics teachers' understanding of the assessment tools using graphing calculators and to show the procedures of assessment using technological devices, we also drew up assessment guidelines. We hope the results of the study contribute to the promotion of assessment environment encouraging the use of graphing calculators in assessments.

Mathematical, Cognitive, and Pedagogical Fidelities in Learning the Conic Section Using a Graphing Calculator (그래핑 계산기를 활용한 이차곡선에서 예비교사들의 수학적, 인지적, 교수적 충실도에 관한 연구)

  • Choi-Koh, Sang Sook
    • Journal of the Korean School Mathematics Society
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    • v.17 no.1
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    • pp.45-71
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    • 2014
  • In learning the conic session, there is a gap between the curricula of the high school and the university level for the pre-service math teachers. So through the art of problem posing, 38 number of pre-service teachers worked in a pair to find fidelities in the environment of hand-held graphing calculator. We concluded that the cognitive fidelity showed three different properties using "what if not" strategy which the mathematical fidelity between the representations supported. Also, the exploration using a calculator in the pedagogical fidelity strongly helped them to apply and to expand their learning.

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