• Communications of Mathematical Education
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• v.30 no.2
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• pp.161-178
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• 2016

Mathematics problem based learning(PBL), which has recently attracted much attention, is a teaching and learning method to increase mathematical ability and help learning mathematical concepts and principles through problem solving using students' mathematical prerequisite knowledge. In spite of such a quite attention, it is not easy to apply and practice PBL actually in school mathematics. Furthermore, the recent instructional situations or environments has focused on student's self construction of their learning and its process. Because of this reason, to whom is related to mathematics education including math teachers, investigation and recognition on the degree of students' acquisition of mathematical thinking skills and strategies(for example, inductive and deductive thinking, critical thinking, creative thinking) is an very important work. Thus, developing mathematical thinking skills is one of the most important goals of school mathematics. In particular, recently, connection or integration of one subject and the other subject in school is emphasized, and then mathematics might be one of the most important subjects to have a significant role to connect or integrate with other subjects. While considering the reason is that the ultimate goal of mathematics education is to pursue an enhancement of mathematical thinking ability through the enhancement of problem solving ability, this study aimed to implement basically what is the meaning of the integrated thinking ability in problem based learning theory in Mathematics. In addition, using historical materials, this study was to develop mathematical materials and a sample of a concrete instructional guideline for enhancing integrated thinking ability in problem based learning program.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.411-431
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• 2022

In this paper, implications for future curriculum compilation were sought by analyzing the process and results of compiling books for elementary school mathematics textbooks government published according to the 2015 revised curriculum. The 2015 revised elementary mathematics textbooks government published was operated with a systematic compilation system so that academia and school field experts across the country could demonstrate their expertise. As improvements in content, the unit and time to strengthen basic computational skills were increased, and the mathematical concept and principle introduction method and algorithm presentation method were improved, and the internal connection between contents was strengthened. The learning period was adjusted, such as moving and arranging contents that are difficult for students to understand to the upper semester or the upper grade. In the 1st and 2nd graders, the amount of reading was drastically reduced to suit the students' level of Korean, and sentences and vocabulary were improved, and instructions were briefly revised. As for editing and design improvements, illustrations of each unit's introduction and contextual pictures were presented in detail, and the characters in the textbook were consistently presented across all grades, giving children characters a role to actively participate in learning in the textbook. In the process of compiling, the media, the National Assembly, and civic groups raised opinions that sentences and vocabulary in first-year textbooks are more difficult than students' level of Hangeul education, that reducing textbooks makes it difficult for students to understand. Accordingly, efforts to improve textbook compilation and the results were viewed. Through the overall analysis as above, for future compilation of state-authored textbooks and certified textbooks, a plan to improve textbook compilation for students and teachers and a plan to operate compilation was proposed.

• School Mathematics
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• v.16 no.1
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• pp.19-37
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• 2014

This study investigated the degree of understanding pre-service teachers' random variable concept, based on the attention and the importance for developing pre-service teachers' ability on statistical reasoning in statistics education. To accomplish this, the subject of this study was 70 pre-service teachers belonged to three universities respectively. The teachers were given to 7 tasks on random variable and requested to solve them in 40 minutes. The tasks consisted of three contents in large; 1) one was on the definition of random variables, 2) the other was on the understanding of random variables in different/diverse conditions, and 3) another was on problem solving relevant to random variable concept. The findings are as follows. First, while 20% of pre-service teachers understood the definition of random variable correctly, most teachers could not distinguish between random variable and variable or probability. Second, there was a significant difference in understanding random variables in different/diverse conditions. Namely, the degree of understanding on the continuous random variable was superior to that of discrete random variable and also the degree of understanding on the equal distribution was superior to that of unequality distribution. Third, three types of problems relevant to random variable concept dealt with in this study were finding a sample space and an elementary event, and finding a probability value. In result, the teachers responded to the problem on finding a probability value most correctly and on the contrary to this, they had the mot difficulty in solving the problem on finding a sample space.

• Journal of Korean Society of Environmental Engineers
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• v.34 no.6
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• pp.365-372
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• 2012

Recently, regional society requires engineers to understand the international affairs and to be global experts endowed with leadership. General education appropriate to engineers should fulfill these needs and provide wide understandings in humanity. General sciences education should be also reinforced for the students taking low level science courses under 7th education program to improve learning ability of the major subjects in college. A general education component including humanity for the engineers could be trained continuously from primary school to college under the 2009 revised education program. Various opportunity for education should be provided through the special curriculum development at the college or department level, which trains experts who fulfill the need of community. Multi-major program is a substitute for offering the educational opportunity to the students in environmental engineering, one of multidisciplinary programs. Emphasized criteria of the curriculum requirements and adequate contents of general education need be also developed for supporting the students to take advanced courses in major.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.2
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• pp.185-202
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• 2012

This study is focused on the gifted education program, "EEE" of Columbia Public Schools in Missouri. This program is recommended to follow NAGC Pre-K-Grade 12 Gifted programming standards(NAGC, 2010) and Missouri school laws(MDESE, 2012b), but is allowed to run autonomically without any support in a federal or state level. The characteristics of EEE are as follows: ${\cdot}$ emphasizing not only on the cognitive development but also on the social and affective/emotional development of the gifted students ${\cdot}$ encouraging each student's own interest by allowing him/her to select his/her major and minor ${\cdot}$ the variety of classes ${\cdot}$ the call-up class - discriminating from regular classes ${\cdot}$ the interdisciplinary approach - connecting many subjects around the main idea ${\cdot}$ the activity-based learning such as hands-on activities, projects, and simple experiments ${\cdot}$ using the individual activity as well as pair or group activity In special, this paper also contains an example of program about mathematics and suggests some implications for gifted education programs in Korea.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.185-187
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• 2022

Because of the rapid change in the educational paradigm in the Fourth Industrial Revolution Era, Artificial Intelligence (AI) Education is becoming increasingly important today. The 2022 Revised Curriculum focuses on AI Education that can cultivate the fundamental skills and competencies needed in the future society. The following are the directions presented in this study for improving computational thinking and mathematical thinking in AI Education in elementary and secondary schools. First, studying teaching principles that allow students to understand AI concepts and principles and develop their ability to solve real-life problems is necessary in terms of computational thinking skills education. Second, an educational program is required for students to acquire algorithms using formulas and learn principles in the process of computers thinking like humans as part of their mathematical thinking ability to understand AI. A study on expectations through the analysis of competent learning effects that may arise from the relationship between instructors and learners was proposed as a future research project.

• 대한공업교육학회지
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• v.32 no.2
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• pp.23-46
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• 2007

The purpose of this study was to present improvement directions of college scholastic ability test on industry department. Industry department test were classify and abstracted sampling test on contents and movement domain, analyzed example items of college scholastic ability test on industry department. Research methods used in this study were review of related literature, the item analysis and item pattern analysis between college scholastic ability test on introduction to industry and curriculum, contents of textbook. After finding a problem of developing items, trying to find a solution to the problem and developing an up-to-date method of items was to present improvement. Based on the result of the study, some recommendations for future researches were made as follows: First, a phenomenon of making same contents items over again and no making items not on made the items ever have to cut. Second, Time to read and make sense of items have to reduce because depend on the degree of difficulty related on time to understand of items. Third, the depth of textbook contents has to develop on curriculum this year. Fourth, the succeeding study on linkage between college scholastic ability test and simulation of college scholastic ability test. Fifth, verification validity on contents of new movement domain is developed new and striking test items.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.723-744
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• 2010

The aim of this study was to find the effects of open-ended problems on mathematical creativity and brain function. In this study, one class of first grade students were allocated randomly into two groups. Each group solved different problems. The experimental group solved the open-ended problems and the comparison group solved the closed-problems. Mathematical creativity was tested by the paper test. And Brain function was tested by an EEG(electroencephalogram) tester. The results of this study are as follows. Firstly, this study analyzed how the open-ended problems are effective on mathematical creativity. This analysis showed that it had a meaningful influence on the mathematical creativity(p=0.46). Accordingly, we could find out that open-ended problems make the student connect the mathematical concept and idea and think variously. Secondly, this study analyzed the effect of open-ended problems on brain function. This analysis showed that it did not have a meaningful influence on the brain function(p=.073) statistically but the experimental group's evaluation was higher than comparison groups' at the post-test. It also had a meaningful influence on the brain attention quotient(left) (p=.007), attention quotient(right) (p=.023) and emotion tendency quotient(p=.025). As a result of such tests, we could find out that open-ended problems are effective on brain function, especially on the attention ability. With the use of the open-ended problems, students could show quick understanding and response. An emotion tendency is also developed in the process. Because various answers are accepted, the students gain an internal reward at the process of finding an answer. Putting the above results together, we could find that open-ended problem is effective on mathematical creativity and brain function.

• Journal of Science Education
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• v.45 no.1
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• pp.129-141
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• 2021

With the change of the undergraduate medical education system, many medical schools have recently run or developed a medical education curriculum. The premedical curriculum should be designed according to the sequencing and level of the medical curriculum, but there were no discussions on the standards or evidence for the basic science-related subjects. Therefore, this study examines Physics I, Physics II, Life sciences I, Life sciences II, Chemistry I, and Chemistry II, which are the subjects of need assessment exploration. The need assessment used mean, mean difference, and Borich demand, The locus for focus of memory degree and importance, and the result was converted into 76 keywords. The results of this study are expected to be used as basic data for the development of subjects related to basic science in premedical curriculum.

• Journal of the Korean earth science society
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• v.40 no.5
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• pp.518-537
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• 2019

This study examined the implications of a place-based earth science program integrated with Mathematics. 11 pre-service earth science teachers and 22 middle school students participated in the service education activities of earth science for 30 hours focusing on the measurement of the earth's size through earth science experiments as part of the middle school curriculum. In order to minimize errors that may occur during the earth's size measurement experiments using Eratosthenes's shadows length method of the ancient Greek era, the actual data were collected after triangulation ratios were conducted in the locations of two middle schools: one in remote metropolitan and the other in rural area. The two schools' students shared the final estimate result. Through this process, they learned the mathematical method to express the actual data effectively. Participants, experienced the importance and difficulty of the repetitive and accurate data acquisition process, and also discussed the causes of errors included in the final results. It implies that a Place-Based Earth Science Program activity can contribute to students' increased-understanding of the characteristics of earth science inquiry and to developing their problem solving skills, thinking ability, and communication skills as well, which are commonly emphasized in science and mathematics in the 2015 reunion curriculum. It is expected that a place-based science program can provide a foundation for developing an integrated curriculum of mathematics and science.