• Journal of the Korean School Mathematics Society
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• v.13 no.1
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• pp.1-21
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• 2010

This paper analyzed the contents and instructional methods of various plane figures presented mainly in a series of elementary mathematics textbooks on the basis of the analysis of related contents in the 2007 revised national mathematics curriculum. As such, this paper provided detailed analyses of how textbooks would implement the vision and intention of the curriculum, how the definition of each plane figure in the textbooks might be different from its mathematical definition, and how textbooks would introduce each plane figure. It is expected that the issues and suggestions stemming from this analysis will be informative in designing new instructional materials.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.509-531
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• 2011

This study is to determine if teaching of measuring the area of plane figures in elementary school is successful. While they teach to measure the area of figures in elementary school, students don't measure the segment of the figure directly until now. The figures are presented with auxiliary line and numerical information. When students measure the area of such figure, they do only substitute the number and calculate it. This study found that such teaching is not successful and propose the new teaching method of measuring the plane figures.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.549-568
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• 2010

This paper analyzed the topics dealing with three-dimensional figures in most recently revised mathematics textbooks on the basis of the national mathematics curriculum announced in 2007. First, the overall content was analyzed with regard to how textbooks were aligned to the curriculum as well as how the main elements including the definitions of specific solid figures were introduced and developed in different units across grades. Second, the instructional methods of three-dimensional figures were analyzed, which specifically revealed the lack of inquiry phase before introducing cones and pyramids. Third, the instructional methods to foster students' spatial sense with solid figures were analyzed, which showed the increased focus on the prediction and representation of figures. It is expected that the issues and suggestions from this study are informative revising curricular materials and applying them to the classroom.

• Journal of Educational Research in Mathematics
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• v.15 no.3
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• pp.273-286
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• 2005

We teach students to explore geometric figures by its properties and establish relationships between some basic figures. The concept of parallel line play very im-portant roles in such geometry learning process. In this study, 1 investigate the con-cept of parallel line we teaching in elementary school. Students have wrong concept images for parallel line, which is the result of the elementary school mathematics text books, where only typical cases for parallel line Is presented and there is no method to find if two lines is parallel or not. Therefore, we should teach explicitly students to find if two lines is parallel or not. The depth study on it is needed to develope students' geometric thought level.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.461-472
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• 2015

Korean students are taught area formulas of parallelogram and triangle by inductive reasoning in current curriculum. Inductive thinking is a crucial goal in mathematics education. There are, however, many problems to understand area formula inductively. In this study, those problems are illuminated theoretically and investigated in the class of 5th graders. One way to teach area formulas is suggested by means of process of problem solving with transforming figures.

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.85-102
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• 2005

Some properties on the mathematical hyper-dimensional figures by 'the principle of the permanence of equivalent forms' was investigated. It was supposed that there are 2 conjectures on the making n-dimensional figures : simplex (a pyramid type) and a hypercube(prism type). The figures which were made by the 2 conjectures all satisfied the sufficient condition to show the general Euler's Theorem(the Euler's Characteristics). Especially, the patterns on the numbers of the components of the simplex and hypercube are fitted to Binomial Theorem and Pascal's Triangle. It was also found that the prism type is a good shape to expand the Hasse's Diagram. 5 mathematically gifted high school students were mentored on the investigation of the hyper-dimensional figure by 'the principle of the permanence of equivalent forms'. Research products and ideas students have produced are shown and the 'guided re-invention method' used for mentoring are explained.

• 한국정보교육학회:학술대회논문집
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• 2007.01a
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• pp.325-334
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• 2007

수학 교육이 해결해야하는 과제 중 하나는 학습 부진아 문제이다. 수학 학습 부진아 발생 원인은 학생의 수준에 맞지 않는 교재의 사용으로 인해 수학에 대한 흥미 부족, 이를 개선할 수 있는 교재의 미비, 부진아 지도를 위한 교사의 시간 부족 등이 있다. 본 연구에서는 이러한 문제점을 개선하기 위해 '도형아 놀자'라는 수학 학습 부진아 지도를 위한 교수 학습 시스템을 설계하였다. 학습 부진아의 수준에 부합된 맞춤식 교육을 목표로 7차 수학교과서의 도형 영역에 제시된 필수 학습 요소를 중심으로 교재를 재구성하였고, 수학과에 대한 흥미 및 자기 주도적 학습 능력을 길러주기 위해 교수 학습 방법으로 게임을 활용하였으며, 상호작용부분을 강화하여 가정과 연계된 교육이 가능하도록 시스템을 구성하였다. 이 시스템의 학습단계는 여러 가지 모양, 점, 선, 각, 평면도형, 합동과 대칭, 입체도형이라는 5단계로 각 단계의 시작과 끝에 평가를 실시하여 학습부진아의 수준을 정확하게 파악할 수 있도록 설계한다.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.161-194
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• 2017

The aim of this study is to look into sub-factors of spatial sense that can be contained in spatial sense of solid figure of mathematics curriculum and offer suggestions to improve teaching spatial sense of solid figures in the future. In order to attain these purposes, this study examined the meaning and sub-factors of spatial sense and the relations between spatial sense of solid figure and sub-factors of spatial sense through a theoretical consideration regarding various studies on spatial sense. Based on such examination, this study compared and analyzed textbooks used in South Korea, Finland and the Netherlands with respect to contents of mathematics curriculum and textbooks in grades, sub-factors of spatial sense, and realistic contexts for spatial sense of solid figure. In the light of such theoretical consideration and analytical results, this study provided suggestions for improving teaching spatial sense of solid figures in elementary schools in Korea as follows: extending contents regarding spatial sense of solid figures in mathematics curriculum and considering continuity between grades in textbooks, emphasizing spatial orientation as well as spatial visualization, underlining not only construction with blocks but also mental activities in mental rotation and mental transformation, comparing strength and weakness of diverse plane representations of three dimensional objects, and utilizing various realistic situations and objects in space.

• Communications of Mathematical Education
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• v.8
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• pp.91-105
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• 1999

직관력은 현대와 같이 급변하는 사회에서 어떤 문제의 상황을 전체적으로 파악하거나 그 본질을 인식하는데 매우 중요하다. 특히 공간 직관력은 매일을 공간 속에서 생활하고 있는 우리에게는 더욱 소중한 교육적 대상이 된다. 공간 직관력은 눈에 보이는 구체물이나 감각적으로 받아들여진 사물을 통하여 그 배후에 있는 공간으로서 추상적, 이상적인 것을 감지할 수 있는 힘이다. 수학교육학적 관점에서 보면 공간 직관력에는 시각화(도형을 인식하는 능력, 도형을 구성하는 능력 등), 공간적 관계(도형이나 공간의 확장을 이해하는 능력 등), 공간적 방향 파악(위치를 파악하는 능력 등)을 포함한다. 본 연구에서는 이들 공간 직관력을 육성하기 위하여 초등학교 교육과정과 연계하여 적절한 학습 내용 및 방법을 고찰하고자 한다.

• Journal of the Korean Society of Surveying, Geodesy, Photogrammetry and Cartography
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• v.27 no.1
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• pp.735-742
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• 2009

National Geographic Institute recently has produced a national paper map by means of a computer aided editing system using a national digital map 2.0. However, the map generalization should be made due to the portrayal difference between the digital map and the paper one and the criterion of the map generalization should be determined by the visual image. The tolerance limit of the map generalization has to be decided based on human vision. For this purpose, this study attempts to measure the size of the building on various scale map and then analyze its result. As a consequence, this study shows us that the building size eligible for human vision should be over 0.4mm in the short side of building on the map. The tolerance limit of an isolated building, a reduced building and a densely built-up area for the map generalization is based on the criterion mentioned above.