• The Mathematical Education
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• v.1 no.2
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• pp.5-7
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• 1963

• Communications of Mathematical Education
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• v.27 no.4
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• pp.581-609
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• 2013

Students' learning processes and mathematical levels should be correctly diagnosed in many different methods of assessment to help students learn mathematics. The study developed the model for the process-based assessment while using manipulatives in the middle school in order to improve problem solving, reasoning and communication which are emphasized in 2009 reformed curriculum as the areas of mathematical process. Identifying the principles of assessment, we created the assessment model for each area and carried out a preliminary study. Based on this, we revised the representative items and the observation checklist and then conducted a main study. Through the results of assessment, we found that students' thinking processes were well presented in scoring rubric for their responses on each item. It meant that the purpose of the assessment as a criterion-referenced test was achieved.

• Communications of Mathematical Education
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• v.12
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• pp.57-66
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• 2001

우리는 공간적인 패턴, 모양, 그리고 움직임의 세계-즉, 기하의 세계-에 살고 있다. 아동들은 그들의 환경에 자연스럽게 매혹되고, 보고, 듣고, 움직임으로써 계속해서 정보를 받아들이므로, 그들의 공간적인 능력은 일반적으로 수(數)기능을 능가하기도 한다. 이러한 차원에서 볼 때, 우리나라의 수학과 7차 교육과정에 공간 감각을 기르기 위한 내용이 새로이 추가되었다는 것은 아주 고무적인 일이라고 생각하며, 이와 관련하여 문헌 연구를 통해서 공간감각에 대한 개념을 살펴보고, 교육과정 및 교과서를 분석하여 공간감각을 길러줄 수 있는 내용을 체계화하며, 공간감각을 증진시킬 수 있는 교구 활용 방안을 제시하고자한다.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.151-172
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• 2021

In this study, I investigated prospective mathematics teachers' perceptions of activities using Wax-paper, a hands-on material (manipulatives), and GeoGebra, a technological tool, in teaching quadratic curves. Twenty prospective mathematics teachers in the Mathematics Education Department of a local university participated in a survey on their perception of the use of hands-on materials and technological tools in teaching quadratic curves. According to the results of this study, prospective mathematics teachers generally preferred the use of technological tools for learning and teaching quadratic curves. Additionally, mathematics teachers thought that the tool helped students develop intuitive thinking through visualizing quadratic curves, enabling the exploration of various mathematical properties, assisting the comprehension of various concepts, and increasing students' interest levels. However, they were concerned about the immature use of technological tools by students or teachers, and recognized that the advantages and disadvantages of using hands-on material and technological tools were complementary. Based on these findings, it is suggested that hands-on material and technological tools should be used complementally in mathematics classes, and the development and dissemination of class materials that are not affected by students' or teachers' ability to use technological tools is important.

• 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.

• The Mathematical Education
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• v.5 no.1
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• pp.4-8
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• 1966

• The Mathematical Education
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• v.5 no.2
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• pp.12-15
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• 1966

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2008.05a
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• pp.37-45
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• 2008

• Journal of Educational Research in Mathematics
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• v.14 no.2
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• pp.207-219
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• 2004

There have been studies reporting the increase in student confidence in mathematics when using technology. However, past studies indicating a positive correlation between technology and confidence in mathematics do not explain why they see this positive outcome. With increased availability and easy access to the Internet in schools and the development of free online virtual manipulatives, this research was interested in how the use of virtual manipulatives in mathematics can affect students confidence in their mathematical abilities. Our hypothesis was that the classes using virtual manipulatives which allows students to connecting dynamic visual image with abstract symbols will help students gain a deeper conceptual understanding of math concept thus increasing their confidence and ability in mathematics. The participants in this study were 46 fifth-grade students in three ability groups: one high, one middle and one low. During a two-week unit on fractions, students in three groups interacted with several virtual manipulative applets in a computer lab. Data sources in the project included a pre and posttest of students mathematics content knowledge, Confidence in Learning Mathematics Scale, field notes and student interviews, and classroom videotapes. Our aim was to find evidence for increased level of confidence in mathematics as students strengthened their understanding of fraction concepts. Results from the achievement score indicated an overall main effect showing significant improvement for all ability groups following the treatment and an increase in the confidence level from the preassessment of the Confidence in Learning Mathematics Scale in the middle and high ability groups. An interesting finding was that the confidence level for the low ability group students who had the highest confidence level in the beginning did not change much in the final confidence scale assessment. In the middle and high ability groups, the confidence level did increase according to the improvement of the contest posttest. Through interviews, students expressed how the virtual manipulatives assisted their understanding by verifying their answers as they worked and facilitated their ability to figure out math concept in their mind and visually.

• The Mathematical Education
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• v.60 no.2
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• pp.159-172
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• 2021

The purpose of this study is to compare and analyze the effects of physical manipulative and exploratory geometry software on the spatial sense for 5^th grade elementary school students in learning nets. For this purpose, ton experimental group used Geofix, an operational learning tool, and the experimental group used Cabri 3D, an exploratory geometry software to learn the nets of solids. The comparison group was learned by worksheet only without any manipulative or software. Spatial sense tests were conducted before and after to determine the level, and eye tracking were used to analyze the strategies of students in solving nets problems. As a result, it was confirmed that the using Geofix group was the most effective for the spatial sense, and Cabri 3D could also be a good tool for learning the nets of solids. In addition, after learning the nets of solids, the analytical strategy, which was the most effective strategy for students' solving strategies, increased. In the process of solving spatial tasks such as the spatial sense tasks, eye tracking technology become a very useful tool for exploring students' strategies, so it is expected that objective and useful data will be collected through more active use in the future.