• Communications of Mathematical Education
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• v.36 no.1
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• pp.89-105
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• 2022

In this research, in order to obtain teaching/learning implications for effective use of questions when teaching number and operation area, the types of questions presented in chapters of number and operation area of 2015 revised elementary math textbooks and the function of questions were compared and analyzed by grade cluster. As a result of this research, the types of questions presented in chapters of number and operation area showed a high percentage of occurrences in the order of reasoning questions, factual questions, and open questions not calling for reasoning in common by grade cluster. And reasoning questions were predominant in all grade clusters. In addition, in all grade clasters, the proportion of questions acting as a function to help guess, invention, and solving problems and questions acting as a function to help mathematical reasoning were relatively high. As such, it can be inferred that the types and functions of the questions presented in chapters of number and operation area are related to the characteristics of the learning content by grade cluster. This research will be able to contribute to the preparation of advanced teaching/learning plans by providing reference materials in the questions when teaching number and operation area.

• The Mathematical Education
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• v.60 no.3
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• pp.265-279
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• 2021

In this study, by analyzing of types and functions of questions presented in Data and Chance area of the mathematics textbooks for grades 1-6 of the 2015 revised curriculum, the characteristics of the questions presented in the textbook were identified, and implications for teaching and learning related to the questions in this textbook were obtained. Types and functions of the presented questions showed different proportions of appearance according to the grade clusters, and this seems to be related to the learning contents for each grade clusters and the characteristics of grade clusters. In addition, it can be seen that the functions of questions are related to the types of questions. Teachers should have pedagogical content knowledge about Data and Chance area as well as developmental characteristics for each grade clusters. In addition, the teacher should present an suitable question for the level of grade clusters and the nature of the content to be taught so that effective learning can be achieved based on the understanding of the characteristics and functional characteristics of each type of questions. The results of this study can contribute to statistical teaching in a progressive direction by providing a foundation for textbook writing and teaching/learning.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.313-328
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• 2022

The purpose of this study is to understand the characteristics of the questions presented in shapes area and Measurement area of elementary mathematics textbooks. For this purpose, the types of questions presented in shapes area and measurement area of elementary mathematics textbooks and their working functions were comparatively analyzed by area and by grade cluster. As a result of the analysis, the number of questions per lesson increased sharply in the 3rd and 4th grade cluster compared to the 1st and 2nd grade cluster in both shapes area and measurement area. In these two areas, the most common reasoning questions are presented. It is presented relatively more in measurement area than in shapes area. There was a clear difference between the types of questions presented in shapes area and measurement area. In common with the two areas, questions mainly were acted as a function to help students learn to reason mathematically, a function to help students to determine whether something is mathematically correct, and a function to help students learn to conjecture, invent, and solve problem. The characteristics of the questions identified in this study can provide teaching/learning implications for the design and application of the questions suitable for the guidance of shapes area and measurement area, and can be used as a reference material when writing mathematics textbooks.

• Education of Primary School Mathematics
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• v.24 no.4
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• pp.189-202
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• 2021

The teacher's questions presented in the problem-solving situation stimulate students' mathematical thinking and lead them to find a solution to the given problem situation. In this research, the types and functions of questions presented in chapters of Pattern area of the 2015 revised elementary school mathematics textbooks were compared and analyzed by grade cluster. Through this, it was attempted to obtain implications for teaching and learning in identifying the characteristics of questions and effectively using the questions when teaching Pattern area. As a result of this research, as grade clsuter increased, the number of questions per lesson presented in Pattern area increased. Frequency of the types of questions in textbooks was found to be high in the order of reasoning questions, factual questions, and open questions in common by grade cluster. In chapters of Pattern area, relatively many questions were presented that serve as functions to help guess, invent, and solve problems or to help mathematical reasoning in the process of finding rules. It can be inferred that these types of questions and their functions are related to the learning content by grade cluster and characteristics of grade cluster. Therefore, the results of this research can contribute to providing a reference material for devising questions when teaching Pattern area and further to the development of teaching and learning in Pattern area.

• Journal of the korean Society of Automotive Engineers
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• v.7 no.3
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• pp.30-35
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• 1985

자동차가 처음 만들어진 당시에는 목적지까지 무사히 도착하는 신뢰성이 중요한 과제가 되었으리 라 생각된다. 무사히 도착되니 다음은 어떻게 하면 빨리 도착할 수 있을까하는 요구에서 고속화 즉 기관의 고출력화가 이루어졌다. 자동차의 편리함이 인식되고 또 보급됨에 따라 자동차가 주 위한경에 미치는 영향이 문제가 되어 1960년대 후반부터 자동차배출가스규제가 시작되고 이어서 소음규제가 실시되어 점차 강화되고 있다. 1973년부터 시작된 석유위기이래 자동차의 석유사용 량을 저감시키는 목적으로 미국에서는 연비규제가 실시되기에 이르렀고 다른 국가들도 거기에 따르고 있다. 미국의 1975년 에너지정책, 보존법(Energy Policy and Conservation Act of 1975 )은 1974년의 평균연비 14mile/gallon을 1985년까지는 약 2배의 27.5mile/gallon까지 높이고자 하는 것이다. 가까운 일본에서도 약 35%정도 향상되고 있는 실정이다. 자동차의 저연비특성은 제품기능으로 점차 중요시되는 동시에 국가차원에서는 석유에너지절약의 한 방편으로 사회적으 로도 해결하여야할 입장에 이르렀다. 이 에너지 절약 문제는 자동차의 소형화를 포함한 국제 적인 자동차 재개발문제로 발전, 80년대의 신기술개발의 최대과제가 되고 있다. 또 최근의 사용 자의 요구는 운전성, 실용성에 대해서도 까다롭고 또 다양화하고 있다. 이들 요구와 엄격한 배 출가스규제 및 소용규제를 만족시키면서 연비저감을 꾀하느것인 만큼 실로 어려운 일임에는 틀 림없다. 여기서는 가솔린기관 승용차의 연비저감을 중심으로 규제의 상황, 연비의 향상기술에 대해서 논하고자 한다.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.261-271
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• 1998

This study investigated the influences of applying the Cognitive Conflict Process Model (the Procedural Teaching Model using Cognitive Conflict Strategy: Kwon, 1989) upon students' achievement and attitudes in a middle school science concept instruction. For the treatment group, science instruction to apply the Cognitive Conflict Process Model was used. For the control group, traditional instruction was used. Prior to instruction, students' pre-conceptions test and attitudes test related to the science were administered. After instruction, the above two tests and the regular examinations were measured. Also students' perceptions of their teacher's new teaching style was investigated by questionnaire. But, above all, the main purpose of this study was to investigate the principal accompanying matters of general application of the teaching model to science concept instruction rather than conceptual and attitudinal change. Therefore, this study identified necessary conditions of applying the teaching model to science instruction.

• School Mathematics
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• v.15 no.3
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• pp.651-665
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• 2013

The aim of this study is to find how unformal proof activities contribute to solving problems successfully and to confirm the role of teachers in the progress. For this, we developed a task that can help students communicate actively with the concept of unformal proof activities and conducted a case lesson with 6 graders in Elementary school. The study shows that unformal proof activities contribute to constructing representations which are needed to solve math problems, setting up plans for problem-solving and finding right answers accordingly as well as verifying the appropriation of the answers. However, to get more out of it, teachers need to develop a variety of tasks that can stimulate students and also help them talk as actively as they can manage to find right answers. Furthermore, encouraging their guessing and deepening their thought with appropriate remarks and utterances are also very important part of what teachers need to have in order to get more positive effect from these activities.

• Journal of the Economic Geographical Society of Korea
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• v.6 no.2
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• pp.403-419
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• 2003

Busan Port, Korea, is a region that must take integrated measures against problems such as the excessive handling of cargo volume, the intensification of port congestion, and the construction of a new port to improve port competitive power. In particular, if a great deal of function in the existing area of Busan Port transfers to a new port, then the problems of port redevelopment will occur as shown in the cases of port developed countries explained hereafter. For Korean ports, port redevelopment in a port zone is implemented for improving the port productivity that targets a local area, but the entire and systematic port redevelopment is not accounted for. Focused on this point, the paper is to present the directions for full-scale port redevelopment of the existing zone of Busan Port. The findings are as follows: First, the region of Busan is divided according to a regional classification that is necessary for port redevelopment. Thereby, 4 zones, total 26 regions of redevelopment were selected. Second, overseas case studies were considered for port redevelopment. From these same studies, appropriate types of port development in Korea were extracted and presented. Third, the status and problems of the selected redevelopment regions were analyzed, and types of port redevelopment were assigned. This study was not applied to the strict evaluation technique by quantitative analysis, but the concept and directions for unprecedented port redevelopment were first defined and established. It is significant to select target areas for redevelopment by regional classification and present directions for developing each region by choosing Busan Port as a real case study. This initiation will greatly contribute to the succeeding study.