• Communications of Mathematical Education
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• v.11
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• pp.279-290
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• 2001

교사와 학생사이의 수학적 활동의 대표적인 매개체가 수학 문제이다. 그러나, 수학 교육 분야에서 객관화된 연구 대상으로서 수학 문제에 대한 개념 규정, 수학 문제의 분류, 수학 문제의 구조 등에 관한 심도있는 연구는 드물다. 본 연구에서는 객관적인 대상으로서의 수학 문제 자체에 대한 분석적 고찰을 통해, 수학 문제에 대한 개념 규정, 수학 문제의 특성들, 그리고 수학 문제의 구조에 대한 본질을 규명할 것이다.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.581-605
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• 2015

The purpose of this study is to build an instruction method focused on the mathematical process and apply it to 12, 5-year-olds from Kindergarten located in Seoul with a view to explore the changes in their mathematical thinking. In addition, surveys with parents and teachers, as well as those conducted in the field of early childhood education, were conducted to analyze the current situation. The effects focused on the five mathematical processes, namely problem solving, reasoning and proof, connecting, representing and communication was found to help the interactions between teacher-child and child-child stimulate the mathematical thinking of the children and induce changes. The mathematical process-focused instruction aimed to advance mathematical thinking internalized mathematical knowledge, presented an integrated problematic situation, and empathized the mathematical process, which enabled the children to solve the problem by working together with peers. As such, the mathematical thinking of the children was integrated and developed within the process of a positive change in the mathematical attitude in which mathematical knowledge is internalized through mathematical process.

• School Mathematics
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• v.12 no.3
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• pp.337-351
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• 2010

Blackout game on a certain size of the Go table, which looks simple, involves a variety of mathematical modeling. This study uses a research and education method. While the mathematically gifted students were playing blackout game, the author, as the instructor, observed the ways in which they approached various mathematical models. Based on the data, this study examines the effects of blackout game on the children's cognitive processes. This study further discusses the issues of questions.

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.139-153
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• 2024

This analysis was intended to present pedagogical implications related to the guidance of solid figures in elementary mathematics textbooks. The definitions of mathematical concepts and visually represented examples presented in the prism and pyramid units were analyzed. As a result of the analysis, differences were observed in both the method and content of defining mathematical concepts, even though the same curriculum was reflected. Additionally, various forms of visual examples were provided during the learning process of prisms and pyramids. Based on the results of this analysis, it is necessary to understand the definition of mathematical concepts and to teach students in an appropriate manner, considering the goals of each session and the objectives of the activities involved in presenting visual examples.

• School Mathematics
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• v.15 no.3
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• pp.619-632
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• 2013

One area where research is especially needed is their elaboration process and how they elaborate their idea as a group in a mathematical board game re-creation project. In this research, this process was named 'Mathematical Elaboration Process'. The purpose of this research is to understand how the gifted children elaborate their idea in a small group, and which idea can be chosen for a new board game when they are exposed to a project for making new mathematical board games using the what-if-not strategy. One of the gifted children's classes was chosen in which there were twenty students, and the class was composed of four groups in an elementary school in Korea. The researcher presented a series of re-creation game projects to them during the course of five weeks. To interpret their process of elaborating, the communication of the gifted students was recorded and transcribed. Students' elaboration processes were constructed through the interaction of both the mathematical route and the non-mathematical route. In the mathematical route, there were three routes; favorable thoughts, unfavorable thoughts and a neutral route. Favorable thoughts was concluded as 'Accepting', unfavorable thoughts resulted in 'Rejecting', and finally, the neutral route lead to a 'non-mathematical route'. Mainly, in a mathematical route, the reason of accepting the rule was mathematical thinking and logical reasons. The gifted children also show four categorized non-mathematical reactions when they re-created a mathematical board game; Inconsistency, Liking, Social Proof and Authority.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.149-162
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• 2016

The focus of the present study is to seek the ways of using popular culture for teaching mathematics. Thus, this study theoretically investigated concepts of popular culture and the meanings of using popular culture for mathematics teaching and learning. And the current study analyzed both the influence of popular culture of mathematics learning and how mathematics is represented through popular culture. Finally, this study suggested teaching models using popular culture and implications for further research in mathematics education about popular culture.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.163-183
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• 2009

The purpose of this study was to provide useful information for teachers by analyzing mathematical communication emphasized through 'exploratory activity' and 'story corner' in elementary textbooks based on the revised curriculum. Two classrooms from the first grade and second grade respectively were observed and videotaped. Mathematical communication of each classroom was analyzed in terms of questioning, explaining, and the sources of mathematical ideas. The results showed that only one classroom focused on students' thinking processes and explored their ideas, whereas the other classrooms focused mainly on finding answer. Particularly, this tendency often appeared when implementing 'story corner' than 'exploratory activity'. The reason for this was inferred that teachers were not familiar with teaching mathematics in stories and that teachers' manual did not include concrete questions and students' expected responses. This paper included implications on how to promote mathematical communication specifically in lower grades in elementary school.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.565-584
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• 2009

This study is aimed at providing the theoretical framework of characteristics of mathematical thinking processes and structuring the thinking process patterns of the mathematical gifted students through the analysis of their cognitive thinking processes. For this purpose, this study is trying to analyze characteristics of mathematical thinking processes of the mathematical gifted students in an objective and a systematic way, by using think-aloud method. For comparative study, the analysis framework with the use of the thinking characteristic code as a content-oriented method and the problem-solving processes code as a process-oriented method was developed, and the differences of thinking characteristics between the two groups chosen by the coding system which represented the subjects' thinking processes in the form of the language protocol through thinking-aloud method were compared and analyzed.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.239-250
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• 2004

수학적 힘의 함양과 문제해결력의 신장을 위한 수학교육에서 확률영역은 중요한 학습소재임에도 불구하고, 확률영역은 어려운 것으로 고착되었다. 이 연구에서는 학생들이 확률영역의 어떤 부분을 어려워하고 이해하기 힘들어하는지를 구체적 문항분석을 통하여 알아봄으로서 교수-학습의 기초자료를 제공하고자한다. 이를 위하여, 지난 10년간 출제되었던 대학수학능력시험의 확률영역 16문항을 고등학교 학생 220명에게 실시하고, 고전검사이론과 문항반응이론울 적용하여 그 결과를 분석하였다. 고전검사이론에서는 신뢰도와 변별도를 측정하였고, 문항반응이론에서는 Rasch 1-모수 문항반응모형에 근거한 BIGSTEP을 사용하여 내적타당도와 난이도를 측정하였다.

• Communications of Mathematical Education
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• v.15
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• pp.65-70
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• 2003

문제 해결이 수학교육의 한 목표로 강조되고 있음에도 문제 해결 지도에 있어서 여러 가지 문제점이 지적되고 있는 것이 현실이다. 이러한 문제점 중의 하나는 문제 해결에 대한 교사들의 이해와 그 역할에 대한 인식 부족을 들 수 있다. 본 연구는 수학적 문제 해결 지도에서 교사의 역할 행동을 비교 분석하고, 교사의 역할 행동이 아동의 활동과 문제 해결에 대한 신념에 미치는 영향을 분석하는데 있다.