• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.101-113
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• 2003

The purpose of this study is to analyze students misunderstood types relate to trigonometric function and to devise its teaching method using GSP. To do this, we performed several steps as followings: First, we performed questionnaire survey to 70 students belong to second year at high school to find students comprehension degree about radian angle representation and trigonometric function graph. Second, we devised the teaching-learning materials relate to trigonometric function graph using GSP. And then, we used them in the class of 35 students who are at the time to learn trigonometric function in the first year at high school. Third, we conducted Questionnaire survey to students studied through teaching and learning materials using GSP. As a result of doing the survey, we found that general students were interested in the class using GSP and they could also operate computer without difficulty.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.785-801
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• 2009

The education of mathematics is comprised of formal thoughts so students lose interest and they don't have a chance to have a liberal mind. To solve this problem, recently, the flow of mathematic education is changing from formal mathematics to experimental mathematics, which focuses on student's activity and experience. Experimental mathematics can improve student's interest and participation. This study is about teaching methods of trigonometric functions through experimental mathematics measuring height and width of buildings. For measuring height of buildings we use clinometer and for measuring width of buildings we developed a mathematical tool with which we can measure angle for width of buildings. Through this activity, students obtained an interest in mathematics and they gained a positive attitude for the lesson. If we use this experimental mathematics method in high school, it's possible to reduce fears of mathematics and to increase an interest for mathematics.

• School Mathematics
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• v.11 no.1
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• pp.111-129
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• 2009

This paper is about didactical transposition, which is to transpose academic knowledge into practical knowledge intended to teach. The research questions are addressed as follows. 1. Are the 13 mathematics textbooks of the 10-Na level indisputable regarding with the didactical transposition, in terms that the order of arrangement and the way of explaining the knowledge of trigonometric functions being analyzed and that its logical construction and students' understandings are considered? 2. Can some transpositions for easier use of didactical manipulative, for more practical and for more principle based be proposed? To answer these questions, this research examined previous studies of mathematics education, specifically the organization of the textbook and the trigonometric functions, and also compared orders of arranging and ways of explaining trigonometric functions from the perspective of didactical transposition of 13 versions of the 10-Na level reorganized under the 7th curriculum. The paper investigated what lacks in the present textbook and sought a teaching guideline of trigonometric functions(especially about sector and graph, period, characters of trigonometric function, and sine rule).