• Journal of Educational Research in Mathematics
• /
• v.8 no.2
• /
• pp.745-752
• /
• 1998

컴퓨터의 급속한 보급으로 시각화는 수학 교육자사이의 논의에 자주 등장하는 소재가 되었다. 우리는 다양한 소프트웨어를 사용하여 준비한 수업에 학생들로 임하게는 하지만 거의 그들의 사고 발달과정에는 관심을 갖지 못하고 있다. 이 논문은 구성주의(Constructivism)와 정보처리체계(Information-Processing System)에 입각하여 수학의 시각화를 생각해보고 어떻게 시각화 환경을 준비해야하는지 논해보고자 하였다. 구성주의의 시각화에서는 반영적 추상(reflective abstraction), 반복되는 경험(repeated experience), 그리고 지식 위계성이 학습의 기능 체계를 이루므로 발견적 학습을 통해 학생 스스로 의미를 구성할 수 있도록 Thomas (1992)의 세 가지 제안을 이용하여 수업을 준비할 수 있다. 정보처리체계에서는 지식은 서술적인 것과 과정적인 것으로 나뉘어지고, 시각적 표상을 수록하고 삭제하는 과정과 조작 가능한(manipulative) 환경과의 상호작용으로 기호적 시각으로 표상을 변화하는 과정을 통해 개념을 습득하게된다. 시각화는 스키마와 개념상을 통해서 일어난다. 그래프, 애니메이션, 그리고 다른 시각적 표상 등은 이 개념상에 직접적 효과를 주므로 매우 중요하다. 이런 논란을 바탕으로 교사는 반영적 추상화를 위해 시간을 충분히 제공해야하고, 비슷한 문제를 가지고 여러번 시도를 할 수 있게 하며, 학생을 잘 관찰하여 그들의 지식 위계성을 이해하고 방향을 제시하며, 논리적이고 잘 연결된 시각적 표상을 제공하고, 상징적 사관으로 확장할 수 있게 조작할 수 있는 환경에서 시각화에 대해 학생과 많은 대화를 하도록 수업을 준비해야한다. 그한 예로 타원을 가르치기 위해 몇 가지 테크놀로지를 활용한 시각화 환경을 구성해보았다.ates of bisected bovine embryos by micromanipulator and micropipett were 29.2% and 19.1%, respectively. The rates of non-bisection embryos(46.7%) were significantly higher than those of bisection embryos. 2. The in vitro developmental rates of bisected bovine embryos by micromanipulator, micropipett and pipetting method were 32.4%, 19.4% and 25.6%, respectively.3. The in vitro developmental rates of with and without-zona pellucida of bisected bovine embryos by raicromanipulator were 30.8% and 25.0%, respectively. The rates of nonbisection embryos(53.1%) were significantly higher than those of bisection embryos.랑크톤 군집내 종 천이와 일차생산력에 크게 영향을 미칠 수 있음을 시사한다.TEX>5.2개)였으며, 등급별 회수율은 각각 GI(8.5%), GII(13.4%), GIII(43.9%), GIV(34.2%)로 나타났다.ments of that period left both in Japan and Korea. "Hyojedo" in Korea is supposed to have been influenced by the letter design. Asite- is also considered to

• Journal of Korean Elementary Science Education
• /
• v.41 no.2
• /
• pp.173-185
• /
• 2022

The purpose of this study is to present a reflective review of the earth and universe units from the revised elementary curriculum of 2007-2015 and suggest changes in the 2022 revised curriculum. For this purpose, we conducted an FGI with earth science educators and elementary school teachers regarding the content elements and system, the achievement standards and inquiry activity composition, and the vertical and horizontal curriculum connectivity. Free response and weighted hierarchical analysis items were incorporated into the FGI to ensure logical consistency of the inductively derived improvement. This analysis revealed that the composition of units by grade group had been unevenly distributed among each of the "earth systems" until the 2015 revised curriculum was finalized. Furthermore, the basic concept was still insufficient. We suggest that achievement standards centered on the learning content and skills must state specific scientific core competencies, and inquiry activities should include rigorous critical thinking, student written responses, and student inquiry and analysis. In the hierarchical analysis items, FGI emphasized the inclusion of essential content elements rather than reduction of content elements, understanding-oriented concept learning rather than interest-centered phenomenon learning, basic concept division learning before integration between subjects, and expanding vertical-horizontal connectivity rather than repeating and advancing learning. There is a limit to the generalizing the suggestions proposed in this study to the common opinion of elementary earth science experts. However, since the main vision of the 2022 revised curriculum is to gather opinions through educational entities' participation in a variety of educational subjects, it is suggested that our results should be incorporated as one of the opinions proposed for the 2022 curriculum revision.

• Journal of The Korean Association For Science Education
• /
• v.40 no.4
• /
• pp.385-398
• /
• 2020

This study aims to examine genetics problem-solving processes of high school students with different learning approaches. Two second graders in high school participated in a task that required solving the complicated pedigree problem. The participants had similar academic achievements in life science but one had a deep learning approach while the other had a surface learning approach. In order to analyze in depth the students' problem-solving processes, each student's problem-solving process was video-recorded, and each student conducted a think-aloud interview after solving the problem. Although students showed similar errors at the first trial in solving the problem, they showed different problem-solving process at the last trial. Student A who had a deep learning approach voluntarily solved the problem three times and demonstrated correct conceptual framing to the three constraints using rule-based reasoning in the last trial. Student A monitored the consistency between the data and her own pedigree, and reflected the problem-solving process in the check phase of the last trial in solving the problem. Student A's problem-solving process in the third trial resembled a successful problem-solving algorithm. However, student B who had a surface learning approach, involuntarily repeated solving the problem twice, and focused and used only part of the data due to her goal-oriented attitude to solve the problem in seeking for answers. Student B showed incorrect conceptual framing by memory-bank or arbitrary reasoning, and maintained her incorrect conceptual framing to the constraints in two problem-solving processes. These findings can help in understanding the problem-solving processes of students who have different learning approaches, allowing teachers to better support students with difficulties in accessing genetics problems.

• Journal of Elementary Mathematics Education in Korea
• /
• v.5 no.1
• /
• pp.37-53
• /
• 2001

This paper tries to find out about organizational and managemental aspect of Korean curriculum through a comparison between Korea's 7th elementary mathematics curriculum and that of Japan's elementary mathematics curriculum, which will start in m2 through researching various literatures. The main characteristic of this elementary mathematics curriculum is that Korea has organized a teaming program that tended to individual differences, and focused on student-centered activities and communication based on constructivism. On the other hand, Japan reduced learning contents a lot by running 5-schooldays a week so that 80% of teaching time can be spent to help the students master mathematical contents of the textbook. This leaves 20％ of teaching time to be used for improving mathematical thinking power as a foundation of creativity through mathematical activities. Korea's teaching time spent for elementary mathematics is about 80％ of Japan's, which is also less than that of other country's. Less time in teaming mathematics will lead to decrease in teaming ability. Therefore, there is a need for increased teaching time in mathematics. Korea's revision of curriculum is about 5 years which is often compared to that of Japan's 10 years. Frequent revising is good in that it reflects the social demand, but it can cause much confusion and problems in accepting and applying its program in a real classroom setting, which is why it needs to be looked at again. The direction, objective and assesment of revision fits the demands of international trends and essentials of mathematics. Japan puts its emphasis on learning through repetition and Korea puts its emphasis on problem solving and communication. Regarding assesment, both Korea and Japan is looking for ways to find various assessing ways which will focus on mathematical process rather than the mathematical results, and also will put emphasis on criterion-directed assesment to measure goal achievements. However Japan emphasize on using report cards of assesment to help mathematics learning.

• School Mathematics
• /
• v.19 no.2
• /
• pp.289-317
• /
• 2017

This study aims to explore how Korean middle-school mathematics textbooks on functions provide students an opportunity-to-learn [OTL]. For this purpose, we investigate 3 textbooks in terms of mathematics content and practice, the level of cognitive demands of mathematical tasks, types of student responses, types of context-based tasks, and connections among the tasks. The findings from the data analysis suggest as follows: a) an opportunity-to-learn to connect procedures to functional concepts and new ideas of functions to the existing one is very limited; b) the textbooks seem to provide students an OTL to understand functions as definitions, rules and conventions and to experience repeatedly procedural executions through worked examples and mathematics tasks; c) students may not experience to explain their own ideas/thinking by using mathematical sentence or justify their own cognitive processes; and d) students can be exposed to get a sense of mathematics as a set of fragmented and isolated facts or procedures, rather than to encourage to expand and deepen their understanding of functions.

• School Mathematics
• /
• v.8 no.1
• /
• pp.45-68
• /
• 2006

Singaporean students have demonstrated their superior mathematical achievement and positive mathematical dispositions. Against this background, this study compared Korean elementary mathematics textbooks with Singaporean counterparts focusing on the geometry and measurement strand. The analysis was conducted in many aspects, including an overall unit structure, the contents to be covered in each grade, and the methods of introducing essential learning themes. The textbooks were also compared and contrasted with regard to the main characteristics of constructing mathematical contents. Whereas Korean textbooks used block teaming, Singaporean textbooks used repeated teaming. The latter also employed the activity of classifying multiple figures as the main method of introducing concepts. Whereas Korean textbooks consist of typical examples of figures, Singaporean counterparts include various examples consistent with the principle of mathematical variability.

• Journal of the Korea Society of Computer and Information
• /
• v.17 no.11
• /
• pp.207-214
• /
• 2012

This study tried to propose an optimal instruction-learning model for the cyber home learning system2.0 through grounded theory. In-depth interviews were conducted to investigate causes of underachievement and the causes were categorized according to common concepts. A total of 25 causes of underachievement could be grouped into four categories and eight sub-categories, as a result. Underachievers, then, participated in the lessons utilizing the cyber home learning system2.0 and their cognitive change process about learning was analyzed from reflectional journals and in-depth interviews with a teacher. It was found that underachievers were participated in learning by passing through 5 processes; adaptation to the cyber home learning system2.0, basic knowledge learning, task implementing, rounds of group discussions, feedbacks and evaluation. Based on analysis of these five processes, this study proposed a conditional matrix for the cyber home learning system 2.0 as the most personalized model for underachieving students.

• Communications of Mathematical Education
• /
• v.36 no.4
• /
• pp.589-610
• /
• 2022

This study aimed to derive pedagogical implications by comparing and analyzing how the concept of pi is taught in 10 different elementary mathematics textbooks, which are scheduled to be applied from 2023. We developed a textbook analysis framework by previous studies on the concept of pi and the teaching of pi, and analyzed in terms of three instructional elements (i.e. inferring conceptsof pi, understanding properties of pi, and applying relationships). We derived the need to emphasize various contexts for estimation of pi, presentation of problem situations that provide motivation to actually measure diameters and circumferences, providing an opportunity to explore the properties of measurement, and an experience the flexibility of selecting an approximate value of pi. Based on the above conclusions and pedagogical implications through the research results., we suggested ways to teach the concept of pi in elementary mathematics and improvement points for developing textbooks focusing on the context of introduction of pi and the use of technological tools.

• 한국지구과학회:학술대회논문집
• /
• 2005.09a
• /
• pp.269-275
• /
• 2005

중등 교육의 질을 확보하기 위한 가장 핵심적인 변인은 교사이며 교사의 자질 향상과 전문성 개발은 교육에 있어 중요한 화두이다. 교사의 전문성은 무엇보다도 교사의 가르치는 능력에서 확보되어야 하며 교과 내용 지식의 확보가 이를 위한 첫걸음이라고 할 수 있다. 본 연구에서는 수업과 심층면담에서 드러나는 초임 교사의 내용 지식(knowledge), 실천 행위(practice), 의미 이해 전략(sense-making strategy)을 분석하여 교사의 과학 내용에 대한 전문성을 파악하는 것을 목적으로 한다. 이를 위해 수도권의 중등학교에서 근무하는 여섯 명의 중등 초임 과학교사를 대상으로 각각 두 차례의 수업 관찰과 구조화된 면담, 한 차례의 우선순위 면담을 실시하였으며, 미시건 주립대학의 Knowles팀에서 개발한 분석틀을 사용하여 질적으로 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 초임 교사들은 그들이 지향하는 교사상에 따라 과학 교수 활동에 대해 다양한 의도를 가지고 있었으며 비전공 교과의 과학 내용 지식에 대해서는 다소 어려움을 표현하고 있었다. 둘째, 연구에 참여한 교사들은 대체로 교과서에 의존하여 교육과정에서 제시한 내용과 교과서에 제시된 지도 방법에 크게 의존하여 수업을 진행하고 있었으며 교과서 수준의 개념을 중심으로 나열하는 방식을 주로 사용하였다. 다만, 교사가 스스로 재구성한 내용을 바탕으로 자신의 내러티브로 이끌어가려는 시도가 드러나기도 하였다. 셋째, 학생들의 내용 이해를 돕기 위하여 중요한 과학적 개념을 강조하고 그러한 개념을 반복하는 전략을 주로 사용하였다. 그러나 일부 초임 교사의 사례에서는 적절한 비유와 예시를 도입하려는 시도가 발견되기도 하였다. 한편, 연구에 참여한 초임 교사들은 모두 전문성 개발을 위한 노력이 필요하다고 인식하였으며 교사 양성 과정에서 교직과 관련하여 실제적인 도움을 줄 수 있는 프로그램 개발의 필요성을 주장하였다.주로 나타났으며 우리나라 교육과정수업에서는 DC-DP DP-AD맥락의 반성적 탐구가 나타났다. 정리활동에서 우리나라 교육과정은 반성적 교육과정보다 자료 맥락의 영역개념을 더 자주 이용하고 다양한 맥락의 반성적 탐구가 나오고 있으며, 이는 우리나라 교육과정의 학습지의 활동이나 문제는 학생들에게 익숙하고, 자료 패턴을 가지고 행동결정으로 연결짓는 활동이 명확히 제시되었기 때문이라고 판단된다. 두 그룹의 상호작용 특징에 따른 반성적 탐구의 성향의 차이는 도입단계에서 그룹의 특징과 상관없이 A-AD, AD-SR맥락의 반성적 탐구가 나왔으며 전개와 정리단계에서는 N그룹에서는 DP와 관련된 의미 있는 반성적 탐구가 나오는 반면 M그룹에서는 이러한 맥락의 반성적 탐구는 아주 드물게 나타나며, GN과 관련된 행동결정이 자주 보이고 있었다. 정리활동시 주로 하는 기록 활동에서 N그룹에서는 다양한 맥락에서 반성적 탐구를 하고 있는 것에 비해 비교 그룹에서는 서로 견제하고 확인하는 상호작용의 특징에서 나타나는 AD-SR맥락의 반성적 탐구가 자주 나타났다. 반성적 탐구 척도 두 그룹을 비교 했을 때 CON 상호작용의 특징이 낮게 나타나는 N그룹이 양적으로 그리고 내용적으로 더 의미 있는 반성적 탐구를 했다용을 지원하는 홈페이지를 만들어 자료 제공 사이트에 대한 메타 자료를 데이터베이스화했으며 이를 통해 학생들이 원하는 실시간 자료를 검색하여 찾을 수 있고 홈페이지를 방분했을 때 이해하기 어려운 그래프나 각 홈페이지가 제공하는 자료들에 대한 처리 방법을 도움말로 제공받을 수 있게 했다. 실시간 자료들을 이용한 학습은 학생들의 학습 의욕과 탐구 능력을 향상시켰으며 컴퓨터 활용 능력과 외국어 자료 활용 능력을 향상 시키는데도 도움을 주었다.지역산업 발전을 위한 기술역량이 강화될 것이다.정 ${\rightarrow}$ 분배 ${\rightarrow}$ 최대다수의 최

• 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.