• Title/Summary/Keyword: 넓이

Search Result 482, Processing Time 0.027 seconds

An Analysis of Teaching Areas of Triangles and Quadrilaterals in Elementary School Mathematics Textbooks (초등학교 수학 교과서에 나타난 삼각형과 사각형의 넓이 지도 방법에 대한 분석)

  • Kim, Shin-Young;Kang, Wan
    • Journal of Elementary Mathematics Education in Korea
    • /
    • v.9 no.2
    • /
    • pp.161-180
    • /
    • 2005
  • The purpose of this study is to delve into how elementary mathematics textbooks deal with the areas of triangles and quadrilaterals from a viewpoint of the Didactic Transposition Theory. The following conclusion was derived about the teaching of the area concept: The area concept started to be taught perfectly in the 7th curricular textbook, and the focus of area teaching was placed on the area concept, since learners were gradually given opportunities to compare and measure areas. As to the area formulae of triangles and quadrilaterals, the following conclusions were made: First, the 1st curricular, the 2nd curricular and the 3rd curricular textbooks placed emphasis on transposition by textbooks, and the 4th curricular, the 5th curricular and the 6th curricular textbooks accentuated transposition by teachers. The 7th curricular textbooks put stress on knowledge construction by learners; Second, the focus of teaching shifted from a measurement of area to inducing learners to make area formula. Namely, the utilization of area formula itself was accentuated, while algorithm was emphasized in the past; Third, the way to encourage learners to produce area formula changed according to the curricula and in light of learners' level, but a wide range of teaching devices related to the area formulae were removed, which resulted in offering less learning chances to students; Fourth, what to teach about the areas of triangles and quadrilaterals was gradually polished up, and the 7th curricular textbooks removed one of the overlapped area formula of triangle.

  • PDF

How do Korean Elementary Textbooks Pace Students' Learning to Learning Trajectories? : Focus on Area and Volume (초등학교 수학교과서 속 과제의 학습 경로 분석: 넓이와 부피를 중심으로)

  • Ko, Eun-Sung;Lee, Eun Jung;Hwang, Jihyun
    • Journal of Educational Research in Mathematics
    • /
    • v.27 no.2
    • /
    • pp.207-225
    • /
    • 2017
  • With a significant role of textbooks in shaping students' opportunities to learn, textbook analysis is essential to reveal these opportunities to learn the concept of area and volume. This research aims to show how the Korean textbooks pace students' learning of area and volume across grades by scrutinizing the textbooks with students' developmental sequences, called learning trajectories. Tasks about area and volume in all Korean elementary textbooks (grade 1 to 6) are coded with the specific developmental stages suggested in learning trajectories. As a result, we find considerable misalignment between the textbooks and the learning trajectories. The textbooks provide opportunities to experience developmental progressions of area and volume later than ages suggested in the learning trajectories. In addition, learning opportunities are significantly concentrated in grade 5 for area and grade 6 for volume with heavy emphases on applying formulas of area or volume. The findings from this research provides important implications concerning design of textbooks as well as improving students' opportunities in the mathematics classrooms.

A Comparative Analysis of Pi and the Area of a Circle in Mathematics Textbooks of Korea, Japan, Singapore and The US (한국, 일본, 싱가포르, 미국 교과서에 제시된 원주율과 원의 넓이 지도 방안의 비교·분석)

  • Choi, Eunah
    • Journal of the Korean School Mathematics Society
    • /
    • v.21 no.4
    • /
    • pp.445-467
    • /
    • 2018
  • In this study, we analyzed the contents of pi and the area of a circle presented in Korean, Japanese, Singapore, and American mathematics textbooks, and drew implications for the teaching of pi and the area of a circle in school mathematics. We developed a textbook analysis framework by theoretical discussions on the concept of the pi based on the various properties of pi and the area of a circle based on the central ideas of measurement and the previous researches on pi and the area of a circle in elementary mathematics. We drew five suggestions for improving the teaching of pi and three suggestions for improving the teaching of the area of a circle in Korean elementary schools.

A study on the performance of sixth-grade elementary school students about the perimeter and area of plane figure and the surface area and volume of solid figure (평면도형의 둘레와 넓이, 입체도형의 겉넓이와 부피에 대한 초등학교 6학년 학생들의 수행 능력 조사)

  • Yim, Youngbin;Yim, Ye-eun;Km, Soo Mi
    • The Mathematical Education
    • /
    • v.58 no.2
    • /
    • pp.283-298
    • /
    • 2019
  • Among the measurement attributes included in the elementary school mathematics curriculum, perimeter, area, volume and surface area are intensively covered in fifth and sixth graders. However, not much is known about the level of student performance and difficulties in this area. The purpose of this study is to examine the understanding and performance of sixth-grade elementary school students on some ideas of measurement and ultimately to give some suggestions for teaching measurement and the development of mathematics textbooks. For this, diagnosis questions were developed in relation to the following parts: measurement of perimeter and area of plane figure, measurement of surface area and volume of solid figure, and the relationships between perimeter and area, and the relationships between surface area and volume. The performances of 95 sixth graders were analyzed for this study. The results showed children's low performance in the measurement area, especially measurement of perimeter and surface area, and relationship of the measurement concepts. Finally, we proposed the introduction order of the measurement concepts and what should be put more emphasis on teaching measurement. Specifically, it suggested that we consider placing a less demanding concept first, such as the area and volume, and dealing more heavily with burdensome tasks such as the perimeter and surface area.

A Case Study on the Teaching Mathematics Carried by a Researcher as a Parent of One Elementary School Child - Focused on the area of figures in the 5th grade - (부모로서 연구자의 초등 자녀 수학지도에 대한 사례 연구: 초등 5학년 도형의 넓이를 중심으로)

  • Son, Byoung Im;Choi-Koh, Sang Sook
    • Education of Primary School Mathematics
    • /
    • v.22 no.4
    • /
    • pp.261-280
    • /
    • 2019
  • This study is a qualitative study on the case of teaching mathematics between parents and children. 12 lesson units were applied to the 5th grade elementary school child for the first semester, 2019. The purpose of this study was to identify conceptual understanding in the area, the types of problems that child felt difficult during the learning and parents' advantages and difficulties in this setting. For this study, video recording and voice recording were collected for each lesson class. The concept of the area was recognized correctly, the awareness of reconstruction became clear, and the concept of partitioning, unit iteration and structuring an array was more clearly rebuilt. He showed difficulty in conversion between units of the area, in displaying height of the shape whose height is displayed outside and drawing type of figure with same area after the value of the area was offered. In the learning situation of parents and children, parents who are researchers have the advantage of being able to customize up to their children and being free from time and cost constraints. There were difficulties in controlling negative emotion toward the child, determining the level of the children, distribution the class time and deciding the degree of intervention. Furthermore, research on parenting and child-to-parent teaching in mathematics is recommended.

A Study of Teachers' Pedagogical Content Knowledge about Area of Plane Figure (평면도형의 넓이 지도에 대한 교사의 PCK 분석)

  • Park, Sun Young;Kang, Wan
    • Journal of Educational Research in Mathematics
    • /
    • v.22 no.4
    • /
    • pp.495-515
    • /
    • 2012
  • This study is to diversely analyze teachers' Pedagogical Content Knowledge (PCK) regarding to the area of plane figures and discuss the consideration for the materialization of the effective class in learning the area of plane figures by identifying the improvements based on problems indicated in PCK. The subjects of inquiry are what the problems with teachers' PCK regarding to the area of plane figures are and how they can be improved. In which is the first domain of PCK, teachers need to fully understand the concept of the area and the properties and classification of the area and length, recognized the sequence structure as a subject of guidance and improve the direction which naturally connects the flow of measurement by using random units in guidance of the area. In which is the second domain of PCK, teachers need to establish understanding of the concept for the area and understanding of a formula as a subject matter object and improve the activity, discovery and research oriented class for students as a guidance method by escaping from teacher oriented expository class and calculation oriented repetitive learning. They also need to avoid the biased evaluation of using a formula and evenly evaluate whether students understand the concept of the area as a performance evaluation method. In which is the third domain of PCK, teachers need to fully understand the concept of the area rather than explanation oriented correction and fundamentally teach students about errors by suggesting the activity to explore the properties of the area and length. They also need to plan a method to reflect student's affective aspects besides a compliment and encouragement and apply this method to the class. In which is the fourth domain of PCK, teachers need to increase the use of random units by having an independent consciousness about textbooks and supplementing the activity of textbooks and restructure textbooks by suggesting problematic situations in a real life and teaching the sequence structure. Also, class groups will need to be divided into an entire group, individual group, partner group and normal group.

  • PDF

A Study on the Fundamental Theorem of Calculus : Focused on the Relation between the Area Under Time-velocity Graph and Distance (미적분의 기본정리에 대한 고찰 - 속도 그래프 아래의 넓이와 거리의 관계를 중심으로 -)

  • Joung, Youn-Joon;Lee, Kyung-Hwa
    • Journal of Educational Research in Mathematics
    • /
    • v.19 no.1
    • /
    • pp.123-142
    • /
    • 2009
  • Dynamic context is considered as a source for intuitive understanding on the calculus. The relation between the area under time-velocity graph and distance is the base of the dynamic contexts which are treated in the integral calculus. The fundamental theorem of calculus has originated in dynamic contexts. This paper investigated the fundamental theorem of calculus via the relation between the area under time-velocity graph and distance. And we analyzed mathematics textbooks and the understanding of students. Finally we suggest some proposal for the teaching of the fundamental theorem of calculus.

  • PDF

An Empirical Study on the Influence of the Regulatory Focus of Managers on Organizational Learning Activities (관리자의 조절초점이 조직학습활동에 미치는 차별적 영향에 대한 실증 연구)

  • Kim, Young-kyun
    • Journal of Korea Society of Industrial Information Systems
    • /
    • v.25 no.6
    • /
    • pp.85-94
    • /
    • 2020
  • The importance of organizational learning is increasing. Drawing on regulatory focus theory and upper echelon theory, this study aims to identify the relationship of the regulatory focus of managers and three aspects of organizational learning, namely breadth, depth, and speed of organizational learning. While identifying the significant influence of promotion focus on the three aspects of organizational learning, we found that the influence of promotion focus of breadth of organizational learning is statistically stronger than that of prevention focus.