• Communications of Mathematical Education
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• v.23 no.2
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• pp.429-459
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• 2009

The purpose of this study was to help the students deepen their mathematical understanding and practitioner improve her mathematics lessons. The teacher-researcher developed mathematical situation based problem solving instruction model which was modified from PBL(Problem Based Learning instruction model). Three lessons were performed in the cycle of reflection, plan, and action. As a result of performance, reflective knowledges were noted as followed points; students' mathematical understanding, mathematical situation based problem solving instruction model, improvement of mathematics teachers.

• Communications of Mathematical Education
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• v.32 no.2
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• pp.147-174
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• 2018

The purpose of this study was to verify the effect of mathematical disposition and attitude through the foster self-confidence and learning motivation by STAD cooperative learning. For this purpose, we made up an experimental class. And then we investigated the students' change in these aspects after the foster self-confidence and learning motivation by STAD cooperative learning. As a result of the experiment, we find that significant changes on the students' mathematical disposition and attitude utilizing the foster self-confidence and learning motivation by STAD cooperative learning. Therefore, in this study, I want to solve the particular problems that follow. First, what is the reaction of utilizing the foster self-confidence and learning motivation by STAD cooperative learning mathematical program for students? Is it effective utilizing the foster self-confidence and learning motivation by STAD cooperative learning to improve students' mathematical disposition? Third, does utilizing the foster self-confidence and learning motivation by STAD cooperative learning have a positive impact on students' mathematical attitude?

• School Mathematics
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• v.15 no.1
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• pp.77-99
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• 2013

The purpose of this study is to develop authentic assessment model of school mathematics completed an integral part of the classroom in the real situation to do authentic assessment about students's mathematics learning ablity. To do this, it is performed literature researches on authentic assessment system of school mathematics, situation cognition class design model, Lincoln & Guba's the forth generation assessment model, NAEP high ability assessment model, Guliker & Bastiaens & Kirschner's authentic assessment model. And it is extracted authentic assessment elements of school mathematics from them, and it is developed authentic assessment model completed an integral part of the classroom in the real situation. This authentic assessment model of school mathematics is confirmed the proper model in assessing mathematical activities and achievement by applying authentic assessment tasks with class's integrated part, and each factor and phase was regarded as the proper thing in the teaching and learning for experts in studies of mathematical education.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.107-122
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• 2015

This research aims to suggest a math-based convergence instructional model. The convergence instructional model with emphasis on problem solving ability was developed based on each subject and the STEAM model. Then, the appropriateness and limit of the classroom model were investigated, through examining the aspects of its realization in each stage of the class instruction model while enacting a four part lesson on 6th graders. As a result, each stage of the classroom instruction model influenced in helping the students discover various problem solving skills, critically examine the process of the solving, and attain positive perspectives on the classroom instruction. However, appropriate intervention of the teacher was needed to lead the students to further synthesize the explored issues in mathematics and to expand the scope of their emotional experience. This paper closes with suggestions in implementing math based convergence lessons.

• Communications of Mathematical Education
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• v.12
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• pp.141-153
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• 2001

지금의 수학교육현장은 결과적인 완성된 지식을 교사 주도하에 연역적으로 지도하는 것에 대해 문제가 있는 것으로 지적되어 그에 대한 대안으로 본 논문은 인지갈등을 통한 수학과 학습 모형을 이용한 교수-학습 방법을 제시하고자 한다. 인지 갈등을 유발하여 학습동기를 부여한 후 학생과 교사가 함께 그 갈등을 풀어 나감으로서 동기유발과 수학적 능력을 길러 줄 수 있을 것이다. 특히, 보편화된 컴퓨터 환경은 이러한 수업을 더욱 용이하게 함에 주목하고 또 문제 설정 등 다양한 기법을 통한 수업 모형을 효과적으로 활용할 수 있으며 주제에 따라서는 수학사적 내용을 첨가하여 흥미 있는 수업을 할 수 있다. 이러한 수업방법은 학생들의 흥미와 참여를 유도하게 되어 효과적일 것이다.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.12 no.2
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• pp.265-274
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• 1992

A mathematical model was proposed to predict the fate of a priority organic pollutant, anthracene, accidently spilled into a stream. The model consists of 6 differential equations with 5 input variables and 9 rate constants. Volatilization, biodegradation, adsorption/desorption, photodegradation as well as the convective inputs and outputs are included in the model. As a result of a series of dynamic simulations and sensitivity analyses under the given conditions, the concentrations of the organic chemical could be predicted within a detection limit in the stream. It was also suggested that the rate constant for diffusion/transport and adsorption rate constant are the most influential ones for predicting the chemical conentrations in dissolved and particulate phase. The model proposed appears to be a useful tool for assessing chemical spills.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.587-603
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• 2020

This study is a basic study to effectively develop a mathematics experience object, an important tool and educational tool in mathematics education. Recently, as mathematics education based on action theory is emphasized, various mathematics experience objects are being developed. It is also used through various after-school activities in the school. However, there are insufficient cases in which a mathematics experience teaching tools is developed and used as a tool for explaining mathematics concepts in mathematics classrooms. Also, the mathematical background of the mathematics experience teaching tools used by students is unclear. For this reason, the mathematical understanding of the toolst for mathematics experience is also very insufficient. Therefore, in this study, a development model is proposed as a systematic method for developing a mathematics experience teaching tools. Also, in this study, we developed 'the Great Common Divisor' mathematics experience teaching tool according to the development model. Through the model proposed through this study and the actual mathematics experience teaching tool, the development of various tools for mathematical experience will be practically implemented. In addition, it is expected that various tools for experiencing mathematics based on mathematical foundations will be developed.

• Proceedings of the Korea Multimedia Society Conference
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• 2001.11a
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• pp.752-757
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• 2001

본 논문은 웹 상에서 자기 주도적 문제풀이 학습을 통하여 학습자가 자기 주도적으로 학습할 수학교과의 학습목표 및 내용, 관련된 학습자료를 탐색하고, 교수자나 다근 학습자와 서로 상호작용을 하여 문제를 해결하기 위한 원격강의 프로그램을 개발하고자 일반적인 멀티미디어 체계적 교수설계 모형을 기초로 웹 기반 코스웨어 설계모형을 제시하고 학습자 중심의 실시간 수학문제 풀이 원격학습 시스템을 구현하였다. 이는 웹 기반의 수학 코스웨어 및 텍스트 모드로 제작 설계되었으며 자기 주도적인 수학 문제 풀이 단계학습을 목적으로 한다.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.255-274
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• 2010

The main goal of this study is to provide a practical help to teachers who want to practice Problem-Based Learning in mathematics for establishing and realizing PBL environment. This study also produces mathematics PBL Learning Model and Criteria to Judge to help practice and to vitalize PBL in mathematics. To solve the research topics, I reviewed theoretical issues related to PBL, which became theoretical bases of this study. And then, from the theoretical background, items of criteria to judge mathematical problems in mathematics PBL are abstracted. And, through checking on content validity by experts, criteria to judge mathematical problems in mathematics PBL are completed. Also, based on previous PBL models, learning model in mathematics PBL that takes characteristics of mathematics into account is suggested through case studies by observing, a qualitative research method, on PBL study to materialize it. This research is expected to help teachers who want to practice PBL in mathematics.

• Education of Primary School Mathematics
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• v.14 no.2
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• pp.135-145
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• 2011

When mathematicians solve the new problems, they present the solutions to their colleagues for getting the approval. If the solution is accepted, it will be theorems. This phenomenon also happens to classrooms in elementary and secondary school. That is main reason to emphasize mathematical communication activities in mathematics education. This study is aimed to develop teaching and learning model for the improvement of mathematical communication ability, applicate the teaching and learning model to two groups and analyze for mathematical thoughts. This study is a case study of 3rd grader's activities. Eight students, four are group applied the teaching and learning model and four are traditional group. The results have been drawn as follows: First, students in the teaching and learning model group induced richer interactions for student's understanding and investigation when we compare to those of traditional group. Second, students in the teaching and learning model group have the chance to explain their thoughts. And we can observe students to clear on their thought through speaking and discussing. This model makes students to enhance organizing, forming and clearing in their mathematical thoughts and is effective to estimate of students thought for teacher.