• Communications of Mathematical Education
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• v.37 no.4
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• pp.653-674
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• 2023

The development of mathematical problem solving ability and the making(transforming) mathematical problems are consistently emphasized in the mathematics curriculum. However, research on the problem making methods or the analysis of the characteristics of problem making methods itself is not yet active in mathematics education in Korea. In this study, we concretize the method of deductive problem making(DPM) in a different direction from the what-if-not method proposed by Brown & Walter, and present the characteristics and phases of this method. Since in DPM the components of the problem solving process of the initial problem are changed and problems are made by going backwards from the phases of problem solving procedure, so the problem solving process precedes the formulating problem. The DPM is related to the verifying and expanding the results of problem solving in the reflection phase of problem solving. And when a teacher wants to transform or expand an initial problem for practice problems or tests, etc., DPM can be used.

• The Journal of Korean Association of Computer Education
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• v.14 no.6
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• pp.41-51
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• 2011

Informatics curriculum has been revised for informatics principles and concepts to effectively teach. According to the revised curriculum, researches are verifying the educational effects of algorithmic thinking and problem-solving abilities using programming language by applying it to various area. However, researches in programming education considering the level of student are yet incomplete. This research has analyzed the impact of the perceived level of problem solving on the performance of project completeness. As results of difference of project completeness, a high perceived level of problem solving group's performance of project completeness was higher than a low perceived level of problem solving group's one. Analysis of the impact of the perceived level of problem solving on the performance of project completeness, 'problem finding' factor had a significant impact. This research suggested the importance of 'problem finding' and self-reflecting introspective 'reviewing' stages in problem solving process using programming language.abstract of your study in English. This space is for the abstract of your study in English. This space is for the abstract of your study in English.

• 정보화사회
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• s.118
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• pp.12-14
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• 1997

문제해결을 위해서는 제일 중요한 것이 사항의 심각성을 빨리 인식해야 한다는 것과 시간 관리를 철저히 해야 한다는 것이다. 심각성을 인식하는 순간부터 2000년 이전까지의 어떤 방법으로 해결할것인가, 어떤 툴을 이용해서 해결할거라는 생각을 버리고 우리 조직이 이런 문제를 해결하기 위해서 문제를 해결하기 위한 과정에 대한 계획을 세우고, 과정을 진행하면서도 피드백을 통해서 철저하게 관리를 해야 한다는 것이다.

• Communications of Mathematical Education
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• v.15
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• pp.153-159
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• 2003

수학 학습의 목표를 수학적 사고력의 신장이라는 측면에서 보았을 때 이를 위하여 문제에 대한 다양한 해법을 찾는 활동은 중요하다. 문제에 대한 다양한 접근은 문제해결의 전략을 학습시키고 사고의 유연성을 길러줄 수 있는 방법이 된다. 문제에 대한 다양한 해법을 찾는 과정에서 이미 알고 있는 지식이 어떻게 응용되는지를 알게 된다. 특히 기하 문제에 대한 다양한 접근은 문제해결의 전략을 학습시킬 수 있는 좋은 예가 된다. 본고에서는 문제해결을 통한 수학적 일반성을 발견하기 위한 방법으로서 문제에 대한 다양한 해법을 연역과 귀납에 의하여 일반화하는 과정을 탐색하고자 한다. 특히 수학 문제에 대한 다양한 해법을 찾는 것은 문제해결 전략으로서 뿐만 아니라 창의적 사고의 신장 측면에서 시사점을 던져준다.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.563-581
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• 2016

Studies on meta-affect in problem solving tried to build similar structures among affective elements as the structure of cognition and meta-cognition. But it's still need to be more systematic as meta-cognition. This study defines meta-affect as the connection of cognitive elements and affective elements which always include at least one affective element. We logically categorized types of meta-affect in problem solving, and then observed and analyzed the real cases for each type of meta-affect based on the logical categories. We found the operating mechanism of meta-affect in mathematical problem solving. In particular, we found the characteristics of meta function which operates in the process of problem solving. Finally, this study contributes in efficient analysis of meta-affect in problem solving and educational implications of meta-affect in teaching and learning in problem solving.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.1
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• pp.59-74
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• 2019

According to previous studies, it shows that the metacognitive ability that makes the positive element of the problem solver positively affects the problem-solving process of mathematics. In order to accurately grasp causality, this study investigates the specific characteristics of the meta-affect factor in the process of problem-solving. To do this, we analyzed the types and frequency of data collected from collaborative problem-solving situations composed of 4th~6th grade mathematically gifted children in small group of two. As a result, it can be seen that the type of meta-affect in the problem-solving process of mathematically gifted children is related to the correctness rate of the problem. First, regardless of the success or failure of the problem-solving, the meta-affect appeared relatively frequently in the meta-affect types in which the cognitive factors related to the context of problem-solving appeared first, and acted as the meta-functional type of the evaluation and attitude. Especially, in the case of successful problem-solving of mathematically gifted children, meta-affect showed a very active function as meta-functional type of evaluation.

• The Journal of Korean Association of Computer Education
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• v.11 no.1
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• pp.33-46
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• 2008

There exist many differences between new Informatics curriculum and the current Computer curriculum. Since the new curriculum introduces new section of "Problem-solving methods and procedures" which are not included in current computer curriculum, it is required to define and specify objectives and content units of "problem solving methods" and "programming" topics for the new section. In this paper, we define and specify the objectives and detailed contents by surveying various computer curriculums used in many other countries. Then, the specified objectives and content units are validated by a group of computer education experts. The final results of specified objectives show that areas of "comprehension", "application" and "synthesis" take relatively high percentage over the other areas. In the content specification, we set the content structure by describing how to solve a given real-world problem with a non-computerized way, followed by representing or transforming it with a corresponding computerized model.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.365-388
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• 2009

In this paper we solve various triangle construction problems given by three points(a midpoint of side and other two points). We investigate relation between these construction problems, draw out a base problem, and make hierarchy of solved construction problems. In detail we describe analysis for searching solving method, and construction procedure of required triangle.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.1099-1115
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• 2013

Collective intelligence has been focused because it plays an important role for creating knowledge. In order to solve a problem with collective intelligence, collaborative works sharing information are required. In this study, we have investigated what informations are shared while 4 science gifted students are asked for scientific explanation to the problem which is cognitive conflict. They have shared presupposition and problem in stage of problem finding, aims and means of problem solving in stage of setting up hypotheses, and constraints for evaluation and results of evaluation in stage of hypotheses evaluation. Our research tells that group can create knowledge through sharing information and make a change of their concepts. Our foundation of these spontaneous conceptual change gives an implication for gifted education.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.583-605
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• 2016

Problem solving has been consistently emphasized in national mathematics curricula, whereas the foci of such an emphasis have been changed. Given this background, this study traced down major changes in emphasizing problem solving from the first national mathematics curriculum to the most recent 2015 curriculum. In particular, both the 2009 and the 2015 revised curricula were analyzed in detail to figure out the latest emphasis and trends. This paper then investigated whether a series of mathematics textbooks were aligned to the emphases of recent curricula. It finally discussed some issues that we need to reconsider with regards to problems, problem solving strategies, and the process of problem solving. As such, this study is expected to provide textbook developers with detailed implications on how to employ problem solving in new series of textbooks.