• Title/Summary/Keyword: 수학과교육과정

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Analysis of the ability to interpret and draw a graph of the function to high school students (고등학생의 함수의 모양 그리기와 해석하는 능력 분석)

  • An, Jong-Su
    • Journal of the Korean School Mathematics Society
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    • v.15 no.2
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    • pp.299-316
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    • 2012
  • In this paper, we examine high school in order to know their ability for understanding about fundamental functions, such as polynomial, trigonometric, logarithm and exponential functions which have learned from high school. The result of this study shows as follows. More than half students are not able to draw shape of given functions, except polynomial. More students do not fully understand about function properties such as domain, codomain, range, maximum and minimum value.

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Problems and Alternatives on Teaching for Repeating Decimal (순환소수 지도에서의 문제점과 해결방안)

  • Lee, Kang-Sup;Uhm, Gyu-Yeon
    • School Mathematics
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    • v.9 no.1
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    • pp.1-12
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    • 2007
  • The purpose of this study is searching for the problems and alternatives on teaching for repeating decimal. To accomplish the purpose, we have analyzed the fifth, sixth, and seventh Korean national curriculums, textbooks and examinations for the eighth grade about repeating decimal. W also have analyzed textbooks from USA to find for alternatives. As the results, we found followings. First, the national curriculums blocked us verifying the relation between rational number and repeating decimal. Second, definitions of terminating decimal, infinite decimal, and repeating decimal are slightly different in every textbooks. This leads seriously confusion for students examinations. The alternative on these problems is defining the terminating decimal as following; decimal which continually obtains only zeros in the quotient. That is, we have to avoid the representation of repeating decimal repeated nines under a declared system which apply an infinite decimal continually obtaining only zeros in the quotient. Then, we do not have any problems to verify the following statement. A number is a rational number if and only if it can be represented by a repeating decimal.

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Eye Movements in Understanding Combinatorial Problems (순열 조합 이해 과제에서의 안구 운동 추적 연구)

  • Choi, In Yong;Cho, Han Hyuk
    • Journal of Educational Research in Mathematics
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    • v.26 no.4
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    • pp.635-662
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    • 2016
  • Combinatorics, the basis of probabilistic thinking, is an important area of mathematics and closely linked with other subjects such as informatics and STEAM areas. But combinatorics is one of the most difficult units in school mathematics for leaning and teaching. This study, using the designed combinatorial models and executable expression, aims to analyzes the eye movement of graduate students when they translate the written combinatorial problems to the corresponding executable expression, and examines not only the understanding process of the written combinatorial sentences but also the degree of difficulties depending on the combinatorial semantic structures. The result of the study shows that there are two types of solving process the participants take when they solve the problems : one is to choose the right executable expression by comparing the sentence and the executable expression frequently. The other approach is to find the corresponding executable expression after they derive the suitable mental model by translating the combinatorial sentence. We found the cognitive processing patterns of the participants how they pay attention to words and numbers related to the essential informations hidden in the sentence. Also we found that the student's eyes rest upon the essential combinatorial sentences and executable expressions longer and they perform the complicated cognitive handling process such as comparing the written sentence with executable expressions when they try the problems whose meaning structure is rarely used in the school mathematics. The data of eye movement provide meaningful information for analyzing the cognitive process related to the solving process of the participants.

A Study on the Development of Mathematical-Ethical Linkage·Convergence Class Materials according to the Theme-Based Design Model (주제기반 설계 모형에 따른 수학-윤리 연계·융합 수업 자료 개발 연구)

  • Lee, Dong Gun;Kwon, Hye Joo
    • Communications of Mathematical Education
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    • v.36 no.2
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    • pp.253-286
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    • 2022
  • This study is a study in which four teachers from the same school who participated in a teacher learning community program at the school field developed interdisciplinary linkage and convergence data using Plato as a collaborative circle in ethics and mathematics subjects. In particular, this study aimed to develop practical and shareable lesson materials. The data development procedure was developed according to the following four procedures. 'Development of data development plan, data development, verification of development data, and development of final data that reflects the verification opinions' At this time, in the data development stage, a theme-based design model was applied and developed. In addition, the development data were verified by conducting CVR verification for field teachers to focus on the validity and class applicability, and the final data were presented after the development data being revised to reflect the verification results. This study not only introduced the developed data, but also described the procedure of the data development process and the trial and error and concerns of the developers in the process to provide information on the nature of basic research to other field researchers who attempt data development.

21세기를 대비한 전기전자공학 교과과정과 대학인정평가제도

  • 장수영
    • 전기의세계
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    • v.39 no.4
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    • pp.10-18
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    • 1990
  • 우리나라 전기전자공학과는 완전히 분리되어 있고 그 외에도 제어계측공학과, 전산기공학과, 전자통신공학과 등으로 분리되어 있으나 선진국에서는 하나의 학과로 되어 있다. 그리고 우리나라의 교과과정은 졸업에 필요한 과목수가 지나치게 많아서 한과목을 깊게 공부하는대산 여러과목을 훑어보는 식으로 운용되어 왔다. 전공과목수가 9개(실제로는 미분방정식과 졸업논문을 제외하면 7개) 밖에 안된다고 해서 M.I.T.의 전기전자공학 교육이 우리나라보다 못하다고 말 할 수는 없다. MIT의 교과과정이 오늘과 같이 된데에는 오랜 연구와 경험이 필요하였다. 즉 기술 과목만을 많이 가르쳐서 졸업시키면 졸업생의 대부분이 인문사회 출신 사장 아래에서 기술자 역할밖에 못한다는 것을 알았던 것이다. 2차 대전 당시 레이다를 포함한 각종 신형전자장비를 개발한 것은 공대출신보다는 물리학과 수학과 출신의 역할이 컸던 것이다. 특히, SPUTNIK이 1957년에 발사된 이후 미국의 공대들은 과학과목에 큰 비중을 두게 되었던 것이다. 최근에는 그 반작용으로 설계과목에 비중을 두기 시작하였다. 졸업후 2-3년 지나면 별로 쓸모없는 과목들을 많이 가르치는 것보다는 기초적인 과목만을 충실하게 가르치는 것이 훨씬 좋다고 본다.

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A Study on the Development of Person-Based Class Materials in Subject (<수학과제 탐구> 과목의 인물 중심 수업 자료 개발 관련 연구)

  • Lee, Dong Gun
    • Communications of Mathematical Education
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    • v.35 no.4
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    • pp.475-504
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    • 2021
  • This study is a study that developed class materials that can be applied directly to classes by field teachers in consideration of ' research on the development is valuable as a field support study.', 'In material development, organizing data centering on the knowledge composition and inquiry activities of characters related to the mathematics concept can help develop class materials', and 'The fact that the development of subject data for has been insufficient'. To this end, this study went through the procedure of 'establishing a data development plan, data development, verifying field teachers on development data, verifying subject experts on development data, and developing final data reflecting verification opinions.' Therefore, based on the 1st 50 minutes reflecting the task exploration model, it was possible to develop class materials for the 3rd time. In this study, development data were presented with a 17-week curriculum plan, a class guidance plan that presents teacher-student interaction, and a task development form that students fill out and submit in class. This study was developed with the developed data in mind to be applied to actual classes. Therefore, a follow-up study is needed to apply the developed data to actual classes and analyze the results.

A Study on the Understanding of the Base Area of Solid Figures in the Elementary Mathematics (초등수학에서 입체도형의 밑넓이 이해에 대한 연구)

  • Kim, Sung Joon
    • Journal of the Korean School Mathematics Society
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    • v.17 no.2
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    • pp.167-191
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    • 2014
  • In this study, we investigate the term-sets of 'base' or 'bottom': 'the bottom side of a polygon' and 'the base side (of a geometrical figure)'. And we study the concept of 'the base area' in the solid figures and the formula of 'the bottom dimensions'. We start from the 6th grade math problem: 'Find the bottom dimension of the rectangular.' The primary answer is that it does not use the term('the bottom dimensions') in the elementary mathematics. However, in the middle school mathematics, 'the base area' is used as means of 'the area of one bottom side', which is not explained anywhere from the elementary mathematics to middle school mathematics. In addition, the base is defined and 'the surface area' and 'the side area' is taught in the elementary mathematics, so we naturally think of 'the base area'. Therefore we first investigate the term-sets of 'base' or 'bottom' which has two elements: 'the bottom side of a polygon' and 'the base side (of a geometrical figure)'. Next we discuss 'the base area' through curriculum and textbooks, dictionary definitions and so on. In addition, we survey pre-service teachers and teachers about the solid figures and analyse the understanding of 'the base side' and 'the base area' comparatively. In particular, we compare the changes and the tendency of correct answers from the first question to the last question. As a result, we verify 'the cognitive gap' between the elementary mathematics and the middle school mathematics, we suggest the teaching of 'the base area' and succession subjects to teach figure domain in the elementary mathematics.

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지구과학 그래프에 대한 고등학생의 그래프 해석 능력과 인식 분석

  • Lee Jin-Bong;An Hui-Su
    • 한국지구과학회:학술대회논문집
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    • 2006.02a
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    • pp.94-99
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    • 2006
  • 본 연구에서는 고등학교 지구과학 교과서 분석을 통해 지구과학 그래프의 주요 유형과 특징을 파악하고 지구과학 그래프 관련 검사지를 제작, 투입하여 고등학생들의 지구과학 그래프 해석 능력과 인식을 분석하였다. 지구과학 그래프는 타 과학 과목에 비해 그래프의 수가 많고 그 유형이 다양했다. 특히, 선 그래프와 등치선도가 많았으며, 선 그래프 중에는 다중 선 그래프와 YX 그래프 등의 비율이 높았다. 고등학교 2, 3학년생 111명을 대상으로 한 검사지 1단계에서는 '마그마의 생성 조건', '지구 자기장의 영년 변화', '과냉각 물방울과 빙정의 포화 수증기압', 'H-R도' 등에 관한 문항의 정답률이 특히 낮았다. 검사지 2단계에서는 약 $56\%$의 학생들이 지구과학 그래프의 유형이 타 과학 및 수학 과목의 그래프와 차이가 있다고 응답했다. 검사지 3단계에서는 동일한 내용이라 하더라도 그래프의 형식이나 구체적인 표현 방법에서 학생들의 이해를 높일 수 있는 방안에 대한 고민이 필요함을 알 수 있었다. 본 연구에서 학생들은 '그래프의 유형'에 대한 이해가 다소 부족하고 자신에게 익숙한 그래프를 쉽다고 생각하는 경향을 보였다. 따라서, 과학 교육자나 과학 교육과정 설계자들은 학생들에게 그래프 연습의 기회를 많이 부여하고, '그래프' 자체에 관한 교육은 물론 지구과학의 학문적 특성과 관련지어 '그래프의 유형'에 관해 체계적인 교육을 해야 할 필요가 있다.

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Elementary school students' metaphors of angle concepts (초등학생의 각 개념 형성에 나타난 수학적 은유)

  • Kim Sangmee
    • The Mathematical Education
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    • v.62 no.1
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    • pp.79-93
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    • 2023
  • This study used metaphors as a analysis tool to investigate elementary school students' formation and development of angle concepts. For this purpose, the students were asked to write words associated with angle, right angle, acute angle and obtuse angle and to explain why. In case of angle and right angle, responses of 268 students from 3rd to 6th graders were analyzed and for acute angle and obtuse angle, those of 192 students from 4th to 6th graders were examined. As the results of categorizing the metaphors, they can be classified into categories such as; (1) qualitative aspects: 'things metaphor', 'personality metaphor', 'emotions metaphor' etc., (2) quantitative aspects: 'motions metaphor', 'changes metaphor', 'emotions metaphor' etc., and (3) relational aspects: 'shape relations metaphor.' The metaphoric expressions were prominent in 'qualitative aspects' associated with shapes. As for the other aspects, 'quantitative aspect'- the size of angles and the amount of spread and 'relational aspects' - elements of angle and relationship with another shapes, the frequency increses were shown to as grade levels were up. In case of right angle and acute angle, 'qualitative aspects' associated with shapes were outstanding and the frequency of the metaphoric expressions of obtuse angle was distributed similarly in three aspects. As the figure strand and the measurement strand are integrated to an strand in the 2022 revised curriculum, we need more discussion of multifaced aspects of angle and the learning sequences in the 'figure and measurement' strand.

Development of Standards and Instructional Model of Future Mathematics Classroom (미래 수학 교실 기준과 수업 모형의 개발)

  • Kim, Bumi;Lee, Chong Hee
    • Journal of the Korean School Mathematics Society
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    • v.15 no.4
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    • pp.673-698
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    • 2012
  • In this study, we suggest the standards for future mathematics classroom from environment, teachers, and students aspects. Future mathematics classroom should have the three environmental standards that perform responsible roles and appropriate functions of physical resources and classroom space. In the teacher standards' domain, we presented as a total of eight kinds. Concretely, we proposed the four standards for improvement of mathematical teacher's instructional expertise and the four standards for improvement of abilities of learners. The students standards consist of 4 domain a such as 3 standards of mathematical investigation and problem solving, 3 standards of cooperation and communication, 1 standard of utilization and operation of mathematical technologies and learning support systems, 2 standard of digital ethics and citizenship. Also, we developed the mathematical convergence instruction model and reported the results of its application after the lessons conducted in the classroom equipped with advanced environmental and technologies. We presented the convergence instruction model and scenarios focused on thoughts and actions of teachers and students in the future mathematics classroom.

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