• Journal of the Korean School Mathematics Society
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• v.6 no.2
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• pp.71-85
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• 2003

In this paper we study the usefulness of Maple in school calculus education. The use of computer and calculator is debated in many aspect in mathematics education. By the computer visualization of mathematical image and proper use of computer we can teach inductively and intuitively the mathematical concept and give rise to the students' interest. Maple is very popular in college but is not in middle school because of language. Maple application which is made by Maplet is very useful multimedia teaching-learning tools. We introduce the use of Maplet and some application of the calculus course which we made.

• School Mathematics
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• v.2 no.2
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• pp.459-474
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• 2000

It has been said that concrete materials are useful and necessary when children learn mathematics. But it has been proved by several researches teachers don’t often use them even if they agree that they are useful. This article focuses on the lack of systematic and applicable research on manipulatives. Therefore, it tries to identify the state of current research and to present the concrete domains which need more study in the future, in order to induce both qualitative and quantitative research. The following nine domains cover almost all the research on manipulatives so far affect of manipulatives on achievement. types of learners, mathematical topics, subjects of operation, variety of mainipulatives, instructional method, degree of involvement of mainpulatives in class, selection criteria, and place for use.

• Proceedings of The KACE
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• 2018.08a
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• pp.25-27
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• 2018

교구에 대한 적절한 조작 및 탐구 활동은 수학의 개념과 원리를 이해하는 데 도움을 준다. 본 연구에서는 중학교 수학 교과 과정에 부합하는 함수의 개념과 성질에 대한 이해를 도울 수 있는 안드로이드 기반의 앱을 개발하였다. 개발한 앱은 앱인벤터(App Inventor) 2를 기반으로 사용자가 구체적인 함수 그래프를 그리도록 요구하는 것이 아니라 대략적인 개형을 이해하도록 하여 학습 부담 경감을 도모한다. 즉, 계산 능력 배양을 목표로 하지 않는 교수학습 상황에서 스팀 기반으로 공학적 도구를 이용하여 2015 개정 수학과 교수학습방법에서 요구되는 정보처리 능력 및 문제해결 능력을 함양시킬 수 있도록 학습 도구를 개발하였다.

• The Mathematical Education
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• v.56 no.3
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• pp.257-280
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• 2017

The purpose of this study is to analyze middle school students' learning characteristics they showed on the inquiry-based learning process of circumcenter using various teaching tools, and then to identify the effects of using teaching tools in the middle school students' learning process of circumcenter. For this purpose, we developed teaching materials for inquiry-based learning of circumcenter using textbook, origami, ruler and compass, GeoGebra and sand experiment. Then we applied them on the learning process of circumcenter for five groups of middle school students. From the analyzing of audio/video materials and documents which are collected from the process of participants' inquiry-based learning of circumcenter, we identified the following results. First, inquiry-based learning of circumcenter using various teaching tools promoted mathematical discourses among participants of this study. For example, they conjectured mathematical properties or justified their opinions after manipulated teaching tools in the process of learning circumcenter. Second, inquiry-based learning of circumcenter using various teaching tools promoted participants' divergent thinking. They tried many inquiry methods to find new mathematical properties relate to circumcenter. For example, they tried many inquiry methods to know whether there is unique circle containing four vertices of given quadrangles. Third, we found several didactic implications relate to inquiry-based learning of circumcenter using various teaching tools which are due to characteristics of teaching tools themselves. Participants showed several misconceptions about mathematical properties during they participated inquiry-based activity for learning of circumcenter using various teaching tools. We identified their misconceptions were not due to any other variables containing their learning characteristics but to characteristics of teaching tools.

• The Mathematical Education
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• v.48 no.1
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• pp.1-20
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• 2009

The study was to investigate an effect of students' learning for enhancing spatial ability, using a geometric manipulative recently designed. A mixed methodology was chosen to achieve the purpose of the study. To find students' achievement, 152 of the 8th graders in Kyunggi Do participated in data collection. At the same time. students' performance of the class was videotaped and analyzed to see students' responses, The results showed that the effect of using the manipulative was statistically significant at level, p<.05 to enhance the spatial ability. Specifically, in comparison of each component. spatial orientation was more effective than spatial visualization. In the spatial orientation, the part of field was more effective than the reorganized whole. It showed that students were given more opportunities to find mathematical properties and relations between 2nd and 3rd-dimensional figures through their intuitive observation, and also the manipulative helped the students find the property of the part of field because it gave an easy way to manipulate the property of the find parts of whole which was composed of the frame of the solid figures without surfaces. In using the manipulative, students were very flexible in finding the number of plane figures, but the relations between the 2nd and 3rd dimensional figures need to be clearly guided in consideration of the characteristics of the manipulative, based on the definitions of geometric properties(cf. points can make lines, not surfaces directly).

• East Asian mathematical journal
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• v.25 no.3
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• pp.321-341
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• 2009

The purpose of this study was to examine the effect of the manipulative materials in the Australian Maths 300 program by applying it to Korean Elementary Mathematics Education - based on parts of 'Probability and Statistics', and 'Symbol and Expression'. In order to this purpose, we select appropriate Maths 300's manipulate materials that could be used to obtain learning objectives within class time for each part, four lessons with the materials were taught at to third, fourth, and fifth grade students of elementary School. The effect of the teaching was analyzed by videotape and student opinion. The results of this study are the following: First, the manipulative tools were almost entirely lacking for the 'Probability and Statistics' section without a 'number of cases' unit. The tools presented in the 'Symbol and Expression' section were helpful in the games that were used for checking preceding learning. Second, the results of using the Math 300 manipulative materials in class showed that the students were eager to be involved in the activities using those materials and to find their own solutions in problem-solving questions that were suited to them; these led to them making their own questions. In response to questioning about the use of the manipulative materials, the students stated that it was easy and fun for them to use the manipulative materials, to solve the problems for themselves, and that they would like to continue practicing the activities in the future. Finally, Studies on the presentation of a variety of manipulative materials including those in this study that can used in problem-solving learning and other learning fields, and the methodology for the use of manipulative materials can be enhanced through further studies.

• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.289-294
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• 2006

지금 세계는 지식 정보화의 물결에 휩싸여 있다. 인터넷의 급속한 보급으로 인하여 사람들은 자신들이 원하는 정보를 쉽게 구할 수 있게 되었으며 이러한 정보를 누가 생산하고 분배하느냐에 따라서 국가경제에 미치는 영향도 점점 커지고 있다. 이러한 사회적인 흐름은 교육에도 영향을 미치게 되었다. 서로의 정보 공유가 용이하고 시 공간의 구애를 받지 않으며 한 번에 많은 사람들이 동시에 접속할 수 있는 웹의 특성상 교육에 미치는 영향도 많을 것이다. 특히 초등학교에서 수학 교육은 교구를 이용하거나 원리를 이해하는 면에서 교과서만을 가지고는 많은 어려움이 따른다. 특히 도형 단원에서는 아동들이 직접 도형을 가지고 조작할 수 있는 환경이 중요한 데 이를 웹이 어느 정도 보안할 수 있는 것이다. 이에 본문에서는 초등학교 수학과 도형단원의 학습 자료를 개발하여 아동들의 학업성취도를 향상시킬 수 있는 프로그램을 설계하였다.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.71-97
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• 2009

The study was to develop the instruments including instructional materials and test items for enhancing spatial ability. A mixed methodology was chosen to achieve the purpose of the study. To find students' achievement, 5 units of instructional materials were developed through the qualitative method and test items were tested through the quantitative method with 152 of the 8th-graders. The strategies to develop the instructional materials were: firstly to focus on mathematics properties for developing spacial ability; secondly, to allow students to follow hierarchical procedure o[ mathematical properties from 2-d to 3-d; thirdly, to recognize what the manipulative can do and can not; and fourthly, to guide students tn develop the process oriented thought, not the result oriented thought. For the test, 25 items were analyzed to assess students' achievement using validity, difficulty, and discriminator.

• The Mathematical Education
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• v.58 no.3
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• pp.423-442
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• 2019

Stepping into the beginning of the fourth industrial revolution, we need new mathematics education plans and policies to foster talent in people for future. Investigating the present condition and teachers' perceptions of mathematics education in schools is an essential process in making mathematics education plans and policies that reflect the periodical changes and social needs. Thus, we developed a survey to investigate teachers' perceptions and present condition of mathematics education, conducted the survey for teachers in elementary, middle, and high schools, and analyzed the results of the survey. In this study, focusing on the results of the survey, we interpreted the results and provided implications for mathematics educational policies. Through frequency analysis of individual questionnaires and crosstabulation analysis between questionnaires, we could provide mathematics teachers' overall perceptions of mathematics education and basic information on the conditions of mathematics education in the schools. In addition, the findings of this study suggest that policymakers should consider the followings when developing new mathematics education plans and policies: having the proper number of students per class, reducing non-teaching work, supporting teachers' expertise in evaluation, improving Internet access and technology equipment, supporting the school administrators' change of perceptions of mathematics education, retraining teachers in the active use of ICT or technological tools, and supporting students having difficulty learning mathematics.

• The Mathematical Education
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• v.48 no.3
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• pp.303-328
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• 2009

In this study, we developed the teaching methods using manipulative materials to teach regular polytopes, and applied these to first-year student of middle school who is attending the extra math class. In that class, we focused on the change of the mathematical representations -especially verval, visual and symbolic representations- and mathematical behavioral. By analyzing characterstics the students' work sheets, we obtained affirmative results as follows. First, manipulative materials played an important role on drawing a development figure of regular polyhtopes describing the verval representation definition of regular polytopes. Second, classes utilizing manipulative materials changed students verbalism level of representations the definition of regular polytopes. For example, in the first class about 60% of students are in the $0{\sim}2$ vervalism level, but in the third class, about 65% of students are in the $6{\sim}7$ level. Third, classes utilizing manipulative materials improved visual representation about development figure. After experiences making several development figures about regular octahedron directly, and discussion, students found out key points to be considered for draws development figure and this helped to draw development figures about other regular polytopes. Fourth, students were unaccustomed to make symbolic representations of regular polytopes. But, they obtained same improvement in symbolic representations, so in fifth the class some students try to make symbol about something in common of whole regular polytopes. Fifth, after the classes, we have significant differences in the students, especially behavioral characteristics in II items such as mind that want to study own fitness, interest, attachment, spirit of inquiry, continuously mathematics posthumously. This means that classes using manipulative materials. Specially, 'mind that want to study mathematics continuously' showed the biggest difference, and it may give positive influence to inculcates mathematics studying volition while suitable practical use of manipulative materials. To conclude, classes using manipulative materials may help students enhance the verbal, visual representation, and gestates symbol representation. Also, the class using manipulative materials may give positive influence in some part of mathematical behavioral characteristic. Therefore, if we use manipulative materials properly in the class, we have more positive effects on the students cognitive perspect and behavioral cteristics.