• Journal of the Korean School Mathematics Society
• /
• v.23 no.3
• /
• pp.259-276
• /
• 2020

The purpose of this study was to identify how didactic transposition (teaching and learning methods) has occurred and developed in the teaching of graphs in elementary school mathematics textbooks for third and fourth graders according to the previous and current curricula. In this study, we analyzed the lesson units on bar graphs and line graphs in mathematics textbooks for each curriculum, from the fifth curriculum to the 2015 revised curriculum. We also investigated the implication of statistics education deriving from didactic transposition (teaching and learning methods). We found that the timing of teaching bar and line graphs was rarely changed as the curriculum has changed. In addition, the use of technology was not actively implemented in school statistics, although the curriculum emphasized the use of technology in statistical education. Lastly, the textbooks did not address the variability and distribution of data and the sample or sampling process, which are significant statistical concepts. Based on the findings of this study, we suggest how to teach statistical graphs and what to consider for the next mathematics textbook.

• Journal of the Korean School Mathematics Society
• /
• v.25 no.1
• /
• pp.79-104
• /
• 2022

It is very important to help students learn by examining how well students solve math problems. Therefore, in this study, four methods(error analysis by problem type, schematization analysis, area graph analysis, and broken line graph analysis) were constructed to analyze how the connectivity between concepts of middle school functions affects the problem solving results. The students' learning situation was visually expressed to enable intuitive understanding. This analysis method makes it easy to understand the evaluation results of students. It can help students learn by understanding their learning situation. It will be useful in mathematics teaching and learning as it can help students to monitor their own problems and make a self-directed learning plan.

• Journal of Elementary Mathematics Education in Korea
• /
• v.23 no.1
• /
• pp.169-192
• /
• 2019

This study investigates how well grade 4, 5, and 6 students understand graphs before formal education is done on graphs. For this, we analyzed students' understanding of graphs by classifying them into 'reading data', 'finding relationships between data', 'interpreting data', and 'understanding situations' based on previous studies. The results show that the students have good understanding of graphs that did not have formal education. This suggests that it is necessary to consider the timing of the introduction of the graph. In addition, when we look at the percentage of correctness of each graph, it is found that the understanding of the line graph is weaker than the other graphs. The common error in most graphs was that students relied on their own subjective thoughts and experiences rather than based on the data presented.

• Journal of Elementary Mathematics Education in Korea
• /
• v.23 no.1
• /
• pp.119-141
• /
• 2019

This study was carried out in order to draw some implications for teaching statistical graph in mathematics education with respect to practical statistics education for promoting students' statistical literacy. We analyze 133 graphs appearing in 99 elementary textbooks of other subjects (subjects except from mathematics) by subjects and types, and identify some cases of graphs addressed by other subjects. As a results, statistical graph was most addressed in social studies, and bar graphs, line graphs, tables, and circle graphs are most used in other subjects. Moreover, there are some issues related to contents-(1) the problem of curricular sequencing between mathematics and other subjects, (2) the level of addressing ratio graph, and (3) the use of wavy lines. In terms of forms, (1) the visual variation of graphical representations, (2) representation combining multiple graphs, and (2) graphs specialized for particular subjects are drawn as other issues. We suggest some implications to be considered when teaching the statistical graph in elementary mathematics classes.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.26 no.11
• /
• pp.1571-1576
• /
• 2022

This study aims to analyze the interest of modern people in non-face-to-face medical counseling in the medical industrys. Big data was collected on two social platforms, 지식인, a platform that allows experts to receive medical counseling, and YouTube. In addition to the top five keywords of telephone counseling, "internal medicine", "general medicine", "department of neurology", "department of mental health", and "pediatrics", a data set was built from each platform with a total of eight search terms: "specialist", "medical counseling", and "health information". Afterwards, pre-processing processes such as morpheme classification, disease extraction, and normalization were performed based on the crawled data. Data was visualized with word clouds, broken line graphs, quarterly graphs, and bar graphs by disease frequency based on word frequency. An emotional classification model was constructed only for YouTube data, and the performance of GRU and BERT-based models was compared.

• Journal of Elementary Mathematics Education in Korea
• /
• v.7 no.1
• /
• pp.65-86
• /
• 2003

Mathematics textbooks are substitutive showing real characters of didactic transposition in pseudo-contextualization and pseudo-personalization. This study analyzed statistical graphs in elementary school mathematics textbooks according to the first to the 7th curriculum in Korea. It focused on the didactic principles used in those methods through those view of Didactic Transposition Theory. The features of the elementary school mathematics textbooks in Korea are investigated and described ethnomethodologically according to each curriculum periods in dividing bar graph, line graph, pictograph, graph of ratio, histogram. The teaching sequences and methods of the statistical graphs, order and methods of sub-learning activities, teaming data, matter of the learning activity indicator were summarized. Usually, the teaching sequences, excepting the graphs of ratio, statistical graphs are introduced in the second semester of each grade. The graph of ratio is introduced in the first semester of 6th grade. As a result of analysing sub-Loaming activities, using them increased from the first to the 7th curriculum and its form was fixed constructive and stable at the 4th curriculum textbooks. As a result of analysing the teaming data, the data of the social aspects are used more frequently and the data of the individual preferences trended more gradually. As a result of analysing the matter of the teaming activity indicators, concept-explanation question style were used more frequently. Statement-practice style and consideration style trended gradually. Concluding remarks are: First, the didactic transposition of the elementary school mathematics textbooks developed systematically according to the first to the 7th curriculum; Second, mathematics textbooks gradually introduced the positive learning style of activity and the learners' spontaneousness; Third, more concrete practice activities and reflective activities were variously introduced considering the level and interest of each elementary student.

• Journal of the Korean Chemical Society
• /
• v.63 no.6
• /
• pp.473-485
• /
• 2019

In this study, we investigated the differences of graph constructed by middle school students in daily-life and scientific contexts according to the views on the nature of scientific measurement. A test consisting of three similar data sets regarding daily-life and scientific contexts was developed, and administered to 151 ninth graders. They were expected to construct proportional, inverse-proportional, and increasing and become constant form of graphs for each data set. Graphs constructed were analyzed in the aspects of constructing a trend line (types of a trend line, interpolation/extrapolation), selecting axes variables, scaling axes, and plotting points. Analyses of the results revealed that the students with set paradigm tended to construct a curved trend line, while those with point paradigm constructed a broken trend line in inverse-proportional graph questions. In the aspects of interpolation/extrapolation, most students with set paradigm performed both interpolation and extrapolation better than those with point paradigm in scientific context. Most students with set paradigm performed both interpolation and extrapolation regardless of contexts, while the proportion of interpolation of those with point paradigm was higher in scientific context than in daily-life context. In selecting axes variables, scaling axes, and plotting dots, there were no statistically significant differences between set and point paradigms. On the bases of the results, educational implications for improving graph construction skills of middle school students are discussed.

• Journal of the Korea Society of Computer and Information
• /
• v.17 no.4
• /
• pp.19-29
• /
• 2012

According to the result of PISA and TIMSS, it was reported that interest for Math and Science was far lower compared to high achievement of Them. The purpose of this study is to investigate effects of robot based STEAM education on elementary school students' Math learning behavior and Science motivation. Robot based STEAM education integrated science, mathematics and art with a theme of 'Energy' was practiced for test group and For control group, those three subjects were taught separately in order to achieve this purpose. Curriculum of fourth grade second semester's science, mathematics and art was analysed to teach a robot based STEAM class and STEAM class Model with the theme 'Energy was designed and applied to elementary students. In science class, heat transfer experiment was conducted with robots and the result was related to drawing polygonal lines in mathematics. In art class, robot components were used to describe the heat energy in shapes and colors. The research shows that students' Math learning behavior and Science motivation were improved more with robot based STEAM education than with traditional lessons(p<.05). It proves that robot based STEAM class can be effective for improving interest in elementary Math and Science.