• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.31-49
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• 2009

Utilizing the mathematical materials in elementary mathematics education is known to increase the learners' creativity and interests for mathematics. Although the effects of mathematical materials have been frequently researched, a practical plan and a process to utilize the mathematical materials has been rarely researched. The dependence on the mathematical materials is tested by the students' responses to the mathematical problems in the class that allowed to use mathematical materials. The activities in the text book are reorganized to seven chapters for utilizing the mathematical materials. The dependence on the mathematical materials when solving the mathematical problems is investigated by the textbook, students' answers, and handouts. The conclusions of this study are: First of all, the activities using mathematical materials are reorganized within the mathematics education curriculum. The high interests are also investigated in all the learning level of learners. Second, the learners in the high learning level use the mathematical materials for their needs and the correction of their mistakes. The dependence on mathematical materials is lowest compared to the other level learners. Third, the learners in the mid learning level also use the mathematical materials for their needs and their mistakes, but are often confused when utilizing the materials. Fourth, the learners in the low learning level show their interests, and enthusiasm in the mathematical materials themselves. Their interests help to solve mathematical problems. The dependence on the materials is higher than the other level learners, but the dependence is not shown only for the low level learners.

• Communications of Mathematical Education
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• v.10
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• pp.155-168
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• 2000

현대 사회를 살아가는 교양을 갖춘 시민과 지혜로운 소비자가 되기 위해서 통계적 지식 및 확률적 지식은 필수적인 능력으로 간주된다. 자료 주도적 확률과 통계의 학습이란 학생들이 스스로 자료를 수집하고, 조직하고, 표현하고, 해석하는 직접적인 활동을 통해 확률과 통계의 개념, 원리의 터득은 물론 추론과 의사소통능력, 문제해결력 등을 기를 수 있는 학습형태로서, 이런 학습을 완수한 학생들은 수학의 유용성 및 실생활과의 연결성을 더 잘 이해할 수 있게 된다. 따라서, 모든 확률과 통계 수업에서는 실제자료를 학생들이 직접 다루는 활동이 수행되어야 하며, 이를 위한 테크놀로지의 적절한 사용이 병행되어야 한다. 이 글에서는 이러한 자료 주도적 확률과 통계의 학습의 예와 그에 병행되는 그래픽 계산기의 활용 방안을 제시하고자 한다.

• Journal of Educational Research in Mathematics
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• v.27 no.4
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• pp.747-764
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• 2017

Problems in mathematics textbooks are very important because there is a high reliance on textbooks in elementary school mathematics classes and there is a strong belief that mathematics is to find the solution to problems. Considering this importance, we analyzed problems in elementary mathematics textbooks quantitatively and qualitatively. Concretely, problems of addition and subtraction with carry on in the range of two digit numbers in the mathematics textbooks from the 1st to the 2015 national revised curriculum were analyzed. As a result, the problems in each textbook were found to reveal important features of the textbook reflecting changes in curriculum and educational background. And the problem of textbooks has changed in the direction of enhancing students' reasoning, communication, and problem solving ability. Based on these results, we suggested several implications for dealing with problems in elementary mathematics textbooks.

• 한국정보교육학회:학술대회논문집
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• 2007.01a
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• pp.157-164
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• 2007

로봇은 지식기반사회에서의 요구하는 기초 능력과 문제해결력 함양을 위한 학습을 충족시켜줄 것으로 기대된다. 또한 로봇교육은 공학적으로 여러 기술이 관련되어 있으므로 통합적인 기초 교육이 가능하게 할 것이다. 그러나 학습 내용, 학습 방법 및 학습 교재에 대한 연구가 부족하므로 외국에서 실시하고 있는 로봇교육과정을 분석하였다. 해외 사례 분석 결과 로봇을 통해 기초 능력과 문제해결력을 함양하기 위한 교육목표를 체계적으로 달성하기 위해서는 학교 교육과정으로 운영되어야 하며 로봇의 특성과 관련된 과학, 수학, 기술, 공학의 내용 요소들을 추출하며 로봇소양에 대한 내용뿐만 아니라 로봇활용에 대한 내용으로도 구성해야 하며 로봇 창작 시스템을 이용하여 단순한 로봇 조립보다는 창작 및 프로그래밍의 과정이 이루어질 때 효과적으로 학습의 성과를 거둘 수 있을 것이다.

• Communications of Mathematical Education
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• v.10
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• pp.461-485
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• 2000

21세기 정보화 시대에는 알고 있는 지식의 대부분이 짧은 생성 주기를 가지게 되어, 다양한 변화의 시대가 될 것으로 예상하며 우리는 이것을 체험하고 있다. 열린수업에 대한 연구가 끝나기도 전에 수준별수업, 이번에는 멀티미디어 수업, 올해는 수행평가와 체험수업 등으로 다양한 변화를 권장받고 있다. 그리고 변화는 더욱 가속될 것이며, 또 다른 새로운 이름의 학습모형이 계속해서 나올 것이지만 그래도 일관된 방향성을 찾는다면, 가르친다는 것이 '지식의 전달'에 근거한 권위적인 모델로부터 '배움의 자극'을 제공하는 학생중심의 수업으로, 개별적인 학습활동과 더불어 소집단 공동학습활동을 중시하여, 발표${\cdot}$토의 활동과 관찰, 조사 등의 자기주도적인 학습능력과 협력 학습능력을 배양하는 쪽으로 바뀌어 가는 것이다. 다음의 예는 구서여자중학교 중심 MathPower 교과연구회에서 수행하고 있는 수학적 힘을 기르는 몇 가지 방법으로, 수학적 개념을 가르치는데 가장 적절한 예는 아닐 수도 있지만, ${\cdot}$ 학습수준을 고려한 교양으로서의 수학. ${\cdot}$ 협동적으로 사고하고 문제를 해결하는 의사소통 수단으로서의 수학. ${\cdot}$ 창의성과 인재에 중점을 둔 수학. 교육으로, 다양한 학습자료의 제작 및 활용으로 교실이 다른 사람과 협동적으로 사고하며, 수학적인 아이디어를 나누는 장소가 되어, 가슴이 따뜻하며, 재기발랄한 아이들이 IQ와 EQ, 그리고 창의력을 두루 맛볼 수 있었으면 하는 바램으로 정리한 것입니다.

• Korean Journal of Cognitive Science
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• v.16 no.1
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• pp.53-67
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• 2005

Present study identified categorization pattern differences between experts and novices and examined whether categorization training has positive effects on problem solving. In experiment I, we examined categorization differences between groups according to expertise using mathematical equation problems. Experts classified problems based on deep structure related to problem solution methods whereas novices classified problems based on surface features. However, in the labeled categorization condition, novices' categorization pattern was not different from experts'. These results suggest that novices have difficulty identifying deep structure of problems. In experiment 2, we examined whether categorization training showing subjects deep structure of problems explicitly increases transfer performance. The results showed that solution training was more effective to expert group whereas categorization training was more effective to novice group. We have discussed that different training methods should be applied according to expertise.

• Journal for History of Mathematics
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• v.23 no.3
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• pp.141-168
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• 2010

Mathematical communication is necessary to exchange mathematical idea among participants in teaching-learning process. The promotion of mathematical communication competence is clearly stated in many parts of the 2007 revised curriculum. As a result, mathematical communication tasks are contained in 'high school Mathematics' textbook. At this point of time when increasing importance of mathematical communication is realized, we will check over mathematical communication and analyze communicative tasks corner in 'high school Mathematics' textbook in this paper And thereby we hope this study help prepare for practical communicative tasks corner suggesting a way for invigoration of mathematical communication.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.485-506
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• 2020

The purpose of this study is to analyze of the effect in Mathematics Teachers beliefs on their students beliefs by Latent Class Regression Model (LCRM). For this analysis, the study used the findings and surveys of Kang, Hong (2020) who developed a belief profile by analyzing the mathematical beliefs of 60 high school teachers and 1,850 second-year high school students learning from them through the Latent Class Analysis (LCA). As a result It was observed that 'Nature of Mathematics', 'Mathematic Teaching' and 'Mathematical Ability' of mathematics teachers beliefs influence the mathematical beliefs of students. The teacher's belief of 'Nature of Mathematics' statistically significant effects on students' beliefs in 'School Mathematics', 'Problem Solving', 'Mathematics Learning'. The teacher's belief of 'Teaching Mathematics', 'Mathematical Ability' statistically significant effects on students' beliefs in 'School Mathematics', 'Problem Solving', 'Self-Concept'. The results of this study can give a preview of the phenomenon in which teacher's mathematical beliefs are reproduced into student's mathematical beliefs. In addition, the results of observation of this study can be used to the contents that can achieve the purpose of reorientation for mathematics teachers.

• Proceedings of The KACE
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• 2018.08a
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• pp.99-102
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• 2018

제4차 산업혁명 시대에 접어들면서 창의융합형 인재에 대한 관심이 고조되고 있다. 특히 과학, 수학, 정보 교육 진흥법의 제정 및 시행과 함께 컴퓨팅 사고력을 바탕으로 실세계의 문제를 창의적이고 융합적으로 해결할 수 있는 사고력의 중요성이 커지고 있다. 따라서 본 연구에서는 과학고 학생들의 다양한 융합적 문제 해결 능력을 신장시킬 수 있는 컴퓨팅 사고력 기반의 소프트웨어 융합교육 프로그램을 개발하고, 그 효과를 탐색하고자 한다. 본 연구의 결과는 학교 현장에서의 융합 교육을 위한 이해와 지식을 얻기 위한 기초자료로서 활용되고, 향후 체계적인 실험연구의 방향을 제시하는데 기여할 것이다.

• Journal of Elementary Mathematics Education in Korea
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• v.6 no.1
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• pp.41-58
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• 2002

This study examines effects of small group cooperative learning on areas of mathematics such as number and calculation, figure, and measurement, and changes of attitude-interest in math in elementary schools. Seventy eight second graders from Jinhae City were divided into the experimental group and the control group. The experimental group was subdivided into small groups of four students who belonged in different levels of math performance. The subdivision was renewed whenever each area was covered. An examination paper which had been developed by Ministry of Education & Human Resources Development and Kyeongsangnamdo Office of Education was given to the subjects. Also, a questionnaire was developed and given to the participants. The results show that, in general, the small group cooperative learning had good effects on the students' ability to solve math problems and, in articular, greater effects on the ability of low-level students. It is revealed that the interaction between the students in small groups affected their attitudes toward and interest in mathematics in a positive way, but did not make perceivable changes in self-confidence of the young Learners.