• The Mathematical Education
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• v.15 no.2
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• pp.15-18
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• 1977

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.595-618
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• 2010

To grow as talents with future oriented knowledge and creativity, students need imaginative power and creativeness, and to that end, mathematics and science subjects may help. Students need activities that help gain explorative mind for new things, concentrating ability, researching ability and creativeness, and such attributes can be improved through the activities of making various shapes utilizing space geometry in 4D-frame. Such activities not only contribute to defining ability in mathematics but also cherish the qualifications required as architects and space scientists.

• Communications of Mathematical Education
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• v.14
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• pp.163-176
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• 2001

대부분의 수학 수업이 알고리즘을 숙달시키고, 기계적으로 익힌 절차에 의해 정답을 맞추는 것에 중점을 두어 왔기 때문에, 학생들은 수학은 딱딱하고 어렵고 재미없는 과목이라는 인식을 많이 하고 있다. 그러나, 수학 수업에서 수학 교구의 조작 활동을 한다면 수학적인 흥미를 유발할 수 있을 뿐만 아니라 추상과 형식적인 수학으로의 발달을 돕고 학생들이 활동적으로 수업에 참여할 수 있게 된다. 이러한 맥락에서 제 7차 교육과정의 '도형'영역에서는 조작 활동을 통한 자기 학습능력 개발에 중점을 두고 주위의 실제 생활에서 볼 수 있는 사물을 관찰하여 그 성질을 추상해 낼 수 있도록 구체적인 교구를 이용하는 조작 활동을 강조하고 있다. 본 연구에서는 이러한 관점에서 정규 수학 수업이 아닌 일선학교의 클럽 활동 시간을 이용하여 학생들이 수학 교구를 충분히 조작하고 활용할 시간을 제공하며, 학생들이 수학 교구의 조작 활동을 통한 클럽활동이 학생들의 수학적 성향 및 능력 수준에 따른 도형 학습능력에 어떠한 변화를 미치는 지를 사례를 중심으로 논의하고자 한다.

• Journal of the Korean Institute of Telematics and Electronics
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• v.20 no.3
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• pp.13-20
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• 1983

A method for the detecting defined vertices is described in this paper. An alogrithm detecting vertex position by means of calculating an error and distinguishing the defined inner and outer corners by the chain code of line segments is described. To calculate the error, virtual links are detected by means of a jointing relations of line segments for a contour. And so an error is calculated by measuring a minimum distance from a jointing point between the line segments to virtual link. As a result, this method is more flexible and effective than conventional Freeman's method.

• The Journal of the Korea Contents Association
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• v.2 no.4
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• pp.9-16
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• 2002

A multimedia figure learning system has been designed and implemented by using TOOBOOK. Also, the developed system has been analyzed after use it in classrooms. The analysis result shows that the multimedia system is better for understanding the concepts of revolving entity and cross section than the traditional teaching methods.

• Archives of design research
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• v.11 no.1
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• pp.99-108
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• 1998

The purpose of this study was to exanune the effects of learning training program on university students' creativity. In order to accomplish this purpJse of the study effectively, the following research hypotheses were posited: (Hypothesis 1) The treJltment group trained with the learning program will perform better in technic.al class. (Hypothesis 2) The treatment group trained with the learning program will show the higher degree of progress in diagram creativity than the pre-treatment group. The result of the study were summarized as follows: First, regarding the effects of training, there appeared a significant difference between the groups of post-treatment class and pre-treatment class in the use of learning strategies. Second. there appeared a significant difference between the group of post-treatment class and pre-treatment class in diagranl creativity.

• Journal of the Korean Society of Surveying, Geodesy, Photogrammetry and Cartography
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• v.18 no.4
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• pp.335-342
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• 2000

This study is to integrate and to analyzegraphic and attribute data in features which should be preceding for the ITS construction. A 1:5000 scale map as a national basemap was used and was checked for feasibility. For the convenience of position confirmation, the analysis component was developed and was linked to addresses. Also, the attribute information was considered on the shortest route, and optimal route was selected by investigating traffic volumes on main crossroads depending on the time zone. The optimal route could be selected by analyzing user's demands, position and statistical data, and the position information could be provided efficiently by combining the graphic information with the land register information.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.167-191
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• 2014

In this study, we investigate the term-sets of 'base' or 'bottom': 'the bottom side of a polygon' and 'the base side (of a geometrical figure)'. And we study the concept of 'the base area' in the solid figures and the formula of 'the bottom dimensions'. We start from the 6th grade math problem: 'Find the bottom dimension of the rectangular.' The primary answer is that it does not use the term('the bottom dimensions') in the elementary mathematics. However, in the middle school mathematics, 'the base area' is used as means of 'the area of one bottom side', which is not explained anywhere from the elementary mathematics to middle school mathematics. In addition, the base is defined and 'the surface area' and 'the side area' is taught in the elementary mathematics, so we naturally think of 'the base area'. Therefore we first investigate the term-sets of 'base' or 'bottom' which has two elements: 'the bottom side of a polygon' and 'the base side (of a geometrical figure)'. Next we discuss 'the base area' through curriculum and textbooks, dictionary definitions and so on. In addition, we survey pre-service teachers and teachers about the solid figures and analyse the understanding of 'the base side' and 'the base area' comparatively. In particular, we compare the changes and the tendency of correct answers from the first question to the last question. As a result, we verify 'the cognitive gap' between the elementary mathematics and the middle school mathematics, we suggest the teaching of 'the base area' and succession subjects to teach figure domain in the elementary mathematics.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.85-108
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• 2012

The comprehensive implication in justification activity that includes the proof in the elementary school level where the logical and formative verification is hard to come has to be instructed. Therefore, this study has set the following issues. First, what is the mathematical justification type shown in the Number and Operations, and Geometry? Second, what are the errors shown by students in the justification process? In order to solve these research issues, the test was implemented on 62 third grade elementary school students in D City and analyzed the mathematical justification type. The research result could be summarized as follows. First, in solving the justification type test for the number and operations, students evenly used the empirical justification type and the analytical justification type. Second, in the geometry, the ratio of the empirical justification was shown to be higher than the analytical justification, and it had a difference from the number and operations that evenly disclosed the ratio of the empirical justification and the analytical justification. And third, as a result of analyzing the errors of students occurring during the justification process, it was shown to show in the order of the error of omitting the problem solving process, error of concept and principle, error in understanding the questions, and technical error. Therefore, it is prudent to provide substantial justification experiences to students. And, since it is difficult to correct the erroneous concept and mistaken principle once it is accepted as familiar content that it is required to find out the principle accepted in error or mistake and re-instruct to correct it.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.523-532
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• 2005

Moving figures and piling up some boxes are newly the introduced studying contents in the 7th curriculum of mathematics and it will be able to form the sense of space of the students. Against the studying contents for the sense of space formation, the teachers of site speak instruction is very difficult and the student's scores are low. Elementary school mathematics studying which inclusive of figure studying is the most effective when they operate the actual object. But in the school site, the instruction with actual object is very difficult because many reasons. And web based studying data system which is for forming the sense of space the students is not abundant because it started initially. From this dissertation, studying contents will be taken out and web base figure studying system will be designed and embodied. The interaction will be active in the system. Student will be able to understand the principle by the medium of the animation from the system and they can improve their sense of space by the interesting game.