• Title/Summary/Keyword: 수학과교육과정

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Teaching and Learning of University Calculus with Python-based Coding Education (파이썬(Python) 기반의 코딩교육을 적용한 대학 미적분학의 교수·학습)

  • Park, Kyung-Eun;Lee, Sang-Gu;Ham, Yoonmee;Lee, Jae Hwa
    • Communications of Mathematical Education
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    • v.33 no.3
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    • pp.163-180
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    • 2019
  • This study introduces a development of calculus contents which makes to understand the main concepts of calculus in a short period of time and to enhance problem solving and computational thinking for complex problems encountered in the real world for college freshmen with diverse backgrounds. As a concrete measure, we developed 'Teaching and Learning' contents and Python-based code for Calculus I and II which was used in actual classroom. In other words, the entire process of teaching and learning, action plan, and evaluation method for calculus class with Python based coding are reported and shared. In anytime and anywhere, our students were able to freely practice and effectively exercise calculus problems. By using the given code, students could gain meaningful understanding of calculus contents and were able to expand their computational thinking skills. In addition, we share a way that it motivated student activities, and evaluated students fairly based on data which they generated, but still instructor's work load is less than before. Therefore, it can be a teaching and learning model for college mathematics which shows a possibility to cover calculus concepts and computational thinking at once in a innovative way for the 21st century.

Botany: A Modern Natural Science Book written by Mathematician Sang-Seol Lee (수학자 이상설이 소개한 근대자연과학: <식물학(植物學)>)

  • Park, Young-Min;Kim, Chae-Sik;Lee, Sang-Gu;Lee, Jae-Hwa
    • Communications of Mathematical Education
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    • v.25 no.2
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    • pp.341-360
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    • 2011
  • This paper deals with contents that Sang-Seol Lee contributed to the natural science in the 19th century Korea. Prof. Sung-Rae Park, the science historian, called Sang-Seol Lee Father of the Modern Mathematics education of Korea. Sang-Seol Lee wrote a manuscript Botany with a brush in late 19th century. Botany was transcribed from Science Primers: Botany (written by J. D. Hooker), which is translated into Chinese by Joseph Edkins in 1886. The existence of Sang-Seol Lee's book Botany was not known to Korean scientists before. In this paper, we study the contents of Botany and its original text. Also we analyze people's level of understanding Western sciences, especially botany at that time. In addition, we study authors of 16 Primers jar Western Knowledge. We study the contribution of mathematician Sang-Seol Lee to science education in the 19th century Korea.

Artificial Intelligence and College Mathematics Education (인공지능(Artificial Intelligence)과 대학수학교육)

  • Lee, Sang-Gu;Lee, Jae Hwa;Ham, Yoonmee
    • Communications of Mathematical Education
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    • v.34 no.1
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    • pp.1-15
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    • 2020
  • Today's healthcare, intelligent robots, smart home systems, and car sharing are already innovating with cutting-edge information and communication technologies such as Artificial Intelligence (AI), the Internet of Things, the Internet of Intelligent Things, and Big data. It is deeply affecting our lives. In the factory, robots have been working for humans more than several decades (FA, OA), AI doctors are also working in hospitals (Dr. Watson), AI speakers (Giga Genie) and AI assistants (Siri, Bixby, Google Assistant) are working to improve Natural Language Process. Now, in order to understand AI, knowledge of mathematics becomes essential, not a choice. Thus, mathematicians have been given a role in explaining such mathematics that make these things possible behind AI. Therefore, the authors wrote a textbook 'Basic Mathematics for Artificial Intelligence' by arranging the mathematics concepts and tools needed to understand AI and machine learning in one or two semesters, and organized lectures for undergraduate and graduate students of various majors to explore careers in artificial intelligence. In this paper, we share our experience of conducting this class with the full contents in http://matrix.skku.ac.kr/math4ai/.

Development and Application of Convergence Education about Support Vector Machine for Elementary Learners (초등 학습자를 위한 서포트 벡터 머신 융합 교육 프로그램의 개발과 적용)

  • Yuri Hwang;Namje Park
    • The Journal of the Convergence on Culture Technology
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    • v.9 no.4
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    • pp.95-103
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    • 2023
  • This paper proposes an artificial intelligence convergence education program for teaching the main concept and principle of Support Vector Machines(SVM) at elementary schools. The developed program, based on Jeju's natural environment theme, explains the decision boundary and margin of SVM by vertical and parallel from 4th grade mathematics curriculum. As a result of applying the developed program to 3rd and 5th graders, most students intuitively inferred the location of the decision boundary. The overall performance accuracy and rate of reasonable inference of 5th graders were higher. However, in the self-evaluation of understanding, the average value was higher in the 3rd grade, contrary to the actual understanding. This was due to the fact that junior learners had a greater tendency to feel satisfaction and achievement. On the other hand, senior learners presented more meaningful post-class questions based on their motivation for further exploration. We would like to find effective ways for artificial intelligence convergence education for elementary school students.

Analysis of Students' Responses on the Items of Chemistry II in the College Scholastics Ability Test (대학수학능력시험 화학II 문항에 대한 학생들의 응답 분석)

  • Hong, Mi-Young;Jeon, Kyung-Moon;Yi, Bum-Hong;Lee, Yang-Rak
    • Journal of The Korean Association For Science Education
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    • v.22 no.1
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    • pp.204-213
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    • 2002
  • In this study, the students' responses on the items of chemistry II in the College Scholastics Ability Test (CSAT) implemented for the past 3 years since 1999 was investigated. The number of applicants and mean score of chemistry II, average percent correct by contents and inquiry process, and the items with high and/or low percent correct are analysed and discussed. The percentage of applicants for natural science track is reduced each year. However, more than 25% of natural science track applied to chemistry II, which ranked second to biology II. The mean score of chemistry II was increased in 2001 along with those of other subjects. There is no difference in average percent correct either by contents or inquiry process. Students performed generally poor at solving test items relating to 'colligative properties of solution' such as 'boiling point elevation' or 'osmotic pressure', and very well at solving test items relating to 'reaction rates'. Educational implications are discussed.

Effects of the Problem-based Learning Utilizing Cognitive Algorithms in Elementary Mathematics Education (인지 기제 활용 문제 기반 학습의 수학 교육 효과 분석)

  • Lee, Myung-Geun;Kang, Su-Yeon
    • Journal of the Korea Society of Computer and Information
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    • v.16 no.11
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    • pp.145-152
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    • 2011
  • The study analyzed effects of the problem-based learning utilizing cognitive algorithms in elementary mathematics education in terms of academic achievement and math attitude changes. In order to solve the research questions, a cognitive algorithm-based PBL model was derived based on N. Landa's algorithm-based instructional design theory. And the model was applied to a part of second semester math curriculum for 4th grade of an elementary school located in Seoul. The results showed that the PBL utilizing algorithms can be said to have effects on academic achievement. The PBL model is also considered to have positive effects in enhancing mathematical attitudes of the learners.

Discrepancy between Reading and Writing Equality Number Sentences in Korean Language (등호 해석의 두 시간적 차원인 읽기.쓰기의 불일치와 그 해소)

  • Yim, Jaehoon
    • Journal of Elementary Mathematics Education in Korea
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    • v.17 no.2
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    • pp.207-223
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    • 2013
  • Teachers unfold a series of timeless mathematical symbols such as 5+2=7 in time by verbalizing the symbols in classrooms. A number sentence 5+2=7 is read in Korean as '5 더하기 2는(five plus two) 7과(seven) 같다(equals). Unlike in English, 5+2 and 7 are read first before the equal sign in Korean. This sequence of reading in Korean conflicts with the conventional linguistic sequence of writing from left to right. Ways of resolving the discrepancy between reading and writing sequences can make a difference students' understanding of the equal sign. Students would be in danger of perceiving the equal sign as an operational symbol, if a teacher resolves the discrepancy by subordinating reading sequence to linguistic convention of writing. This way of resolving results in the undesired phenomenon of changing the reading expressions in Korean elementary math textbook which represent relational notion of the equal sign into other reading expressions that represent operational notion of it. For understanding of relational notion of the equal sign, the discrepancy should be resolved by changing writing sequence in accordance with reading sequence. In addition, teaching of verbalizing the equal sign should be integrated with teaching of verbalizing inequality signs.

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The Effects of Mathematical Activities using 4D-Frame on Young Children's Mathematical Ability and Attitude towards Mathematics (포디프레임(4D-Frame)을 활용한 수학활동이 유아의 수학적 능력과 수학적 태도에 미치는 영향)

  • Yang, Hyo-Sook;Park, Young-Suk;Cho, Kwang-Hyun
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.19 no.8
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    • pp.146-159
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    • 2018
  • The purpose of this study was to investigate the effects of Mathematical Activities using 4D-frame on 5-year-old children's mathematical ability and attitude towards Mathematics. For the study, E, K, and Y preschools located in S city were selected: 28 children from Y preschool as the experimental group(I: n=14, II: n=14) and 28 children from E and K preschool as the comparative group(III: n=14, IV: n=14). During the 8 weeks, the experimental group performed Mathematical Activities using 4D-frame and in the comparison group, Nuri-Curriculum's mathematical activities and mathematics-science integration programs were conducted. The analysis of covariance(ANCOVA) was conducted with the pre-test scores of the experimental group(I, II) and the comparison group(III, IV) as covariance. The results showed that there were statistically significant differences between the experimental and comparative groups. Mathematical Activities for Young Children using 4D-frame enhanced 5-year-old children's mathematical ability and attitude towards Mathematics. The results of this study provide an understanding of the efficiency of early childhood mathematical activities using the 4D-frame in early childhood education and provide basic data for the improvement of mathematical ability and attitude of young children and the applicable educational methods at the field.

Factor Analysis and Measurement Invariance Test of Mathematical Affectiveness in High Mathematical Achievement Countries (수학 학업성취도가 높은 국가의 수학-정의적 영역 요인 분석 및 측정 동일성 검증)

  • Lee, Chong-He;Kim, Ki-Yoen;Kim, Soo-Jin
    • School Mathematics
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    • v.13 no.2
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    • pp.307-321
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    • 2011
  • Recognizing the importance of affective factors in mathematical learning and achievement, international comparative assessment as PISA and TIMSS survey affective achievement as well as scholastic achievement. On the affective survey those items of PISA are categorized by 5 factors ; interest of mathematics, instrumental motivation, Mathematics self-efficacy, mathematics anxiety, mathematics self-concept) and those of TIMSS are categorized by 3 factors; Positive affect toward mathematics (PATM), Students' Self-Confidence in Learning Mathematics(SCM), and Students' Valuing Mathematics(SVM). In this study we carried out Exploratory Factor Analysis, Confirmatory Factor Analysis and Measurement Equivalence/Invariance to find whether the constructs are well defined and divided. As a result of our analysis, some factors were overlapped in PISA whereas the items of TIMSS were categorized as intended in TIMSS study. Based on these results, it is confirmed that the questionnaire items need to be developed to understand our students affective characteristics. Also, how questionnaire of large-scaled international assessment can give implication to the development of the questionnaire of Korean specific.

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Vygotsky's Sociocultural Theory and its Implications to the Role of Teachers in Students' Learning of Mathematics

  • Jeon, Kyung-Soon
    • Research in Mathematical Education
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    • v.4 no.1
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    • pp.33-43
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    • 2000
  • The purpose of this paper was to introduce sociocultural theory which is a different epistemological perspective from constructivism and to understand the sociocultural theory in a systemic way by providing four specific criteria for a sociocultural theory from the analysis of Vygotsky's ideas. The four criteria are the followings: first, the origin of learning is not at the individual level, but at the social. Second, Learning takes place in a sociocultural framework through ZPD and there exists the stage of pseudo concept before it gets to a true concept. Third, a clear focus on action, especially mediated action, and the concept of psychological tools should be discussed in the boundary of a sociocultural theory. Fourth, actors in a learning process are not an individual child alone. In consequence, the role of adults, particularly teachers, are significant in a child's learning, and this fact provides a great potential for the active role of teachers in the students' learning of mathematics from the sociocultural perspective.

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