• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.163-186
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• 2004

구성주의에 기반한 7차 교육과정에서 교사 중심의 수업에서 학생 중심의 수업으로 전환을 강조하고 있다. 또한 지식을 객관적인 존재라는 의식에서 벗어나 학생들 스스로에 의해 구성되어진다는 것을 강조하고 있다. 이러한 시점에서 교실 수업의 개선은 당연한 흐름이며 교사들의 의식 전환 또한 당연한 것이다. 7차 교육과정에서 문제해결력을 바탕으로 한 수학적 힘의 신장을 강조하고 있다. 이러한 시대적 요청에 부응하는 교수법의 개발에 있어서 문제해결력과 창의적 사고력 학습법에 대한 연구는 필연적이다. 따라서 본 연구의 목적은 어떤 문제설정 방법이 문제해결력과 창의력을 향상시키는데 보다 더 효과가 있는지 알아보는데 그 목적이 있다.

• Journal of Gifted/Talented Education
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• v.17 no.1
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• pp.1-26
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• 2007

The purpose of this study was to develop a math test for identification of the mathematically gifted on the basis of their math creative problem solving ability and to evaluate the goodness of the test. Especially, testing reliability and validity of scoring method on the basis of fluency only for evaluation of math creative problem solving ability was one of the main purposes. Ten closed math problems and 5 open math problems were developed requiring math thinking abilities such as intuitive insight, organization of information, inductive and deductive reasoning, generalization and application, and reflective thinking. The 10 closed math test items of Type I and the 5 open math test items of Type II were administered to 1,032 Grade 7 students who were recommended by their teachers as candidates for gifted education programs. Students' responses were scored by math teachers. Their responses were analyzed by BIGSTEPS and 1 parameter model of item analyses technique. The item analyses revealed that the problems were good in reliability, validity, item difficulty and item discriminating power even when creativity was scored based on the single criteria of fluency. This also confirmed that the open problems which are less-defined, less-structured and non-entrenched were good in measuring math creative problem solving ability of the candidates for math gifted education programs. In addition, it was found that the math creative problem solving tests discriminated applicants for the two different gifted educational institutions.

• Journal for History of Mathematics
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• v.25 no.4
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• pp.101-119
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• 2012

The removal of the Go Stones is a game that anyone can play through simple rules. It is not only an interesting game but also a mathematical game that requires comprehensive knowledge of several mathematical theories. Through analyzing the rules and theories of this game, students can get a new mathematical perspective and recognize something that they didn't realize as important before. Furthermore, this game is given to students as a mathematical problem unconsciously. This helps them get a mathematical approach to understanding the actual concept of the problem as well as the basic principle of the problem.

• School Mathematics
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• v.19 no.1
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• pp.171-187
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• 2017

To engineering students, calculus is essential knowledges and skills as a mathematical model and give a perspective to observe phenomenon in the future industrial field. However, engineering students' calculus study tends to solve problems by only applying the mechanical calculation and mathematical results. This study aimed to make engineering students realize the importance of calculus and untypical problems, by suggesting problems that could apply the mathematical concepts and principles and even solve the actual conditions of the problems. Students conjectured the anti-derivative graphs by interpreting the given derivate problems. They showed errors in this process and the errors are contributed by their mathematics leaning styles. As a result, the task would be helpful to engineering students.

• The Mathematical Education
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• v.59 no.4
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• pp.313-329
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• 2020

The purpose of this study was to develop an integrated teaching model that integrates mathematics and ethics with social justice theme centric approach. To solve the research problems, the investigator conducted literature studies on the 2015 revised mathematics curriculum, 2015 revised mathematics 3rd to 6th grade textbooks, and the 2015 revised ethics curriculum.. Based on the results of analysis, the mathematics and ethics integrated model for social justice was devised by using the three axes of mathematics subject, ethics subject, and social justice. The integrated class of mathematics and ethics for social justice consists of the steps of problem recognition (ME 1), analysis (ME 2), discussion (ME 3), inquiry and practice (ME 4), and it can be implemented in a total of 27 ways. In order to confirm the effectiveness of the integrated model, two classes of sixth grade were selected as experimental and comparative classes. As a result of the study, the integrated class of mathematics and ethics can be used as a tool to improve the value perception of mathematics, However, it should be conducted with full consideration of students' mathematical tendencies in advance. Also, it can improve students' social consciousness. However, practice and experience-oriented classes are effective to overcome 'reserved agency' problem. Finally, it can improve students' perception of integrated classes and their creative thinking and critical thinking skills.

• The Journal of Korean Association of Computer Education
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• v.14 no.2
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• pp.13-22
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• 2011

The importance of algorithm education has been emphasized for creative problem-solving capability. Especially, algorithm teaching materials related with mathematics and science are under development to enhance logical thinking. However, there are not enough teaching-learning models applicable in the field of education. Therefore, this paper proposed a teaching-learning model for effective algorithm education. The teaching-learning model reflects two characteristics : an algorithm learning process is spiral, and algorithm education is based on logical thinking. Furthermore, a survey was conducted for students' satisfaction, and the result was a mixed teaching-learning model with PBL, SDL, and peer tutoring. Based on the proposed model, examples of classes for mathematics and science are suggested to show the feasibility of effective algorithm education.

• School Mathematics
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• v.15 no.4
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• pp.785-799
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• 2013

The researchers developed the teaching-learning materials for 9th grade mathematically gifted students in terms of the hypothesis that the students would have opportunity for problem solving and develop various mathematical thinking through the mathematical modeling lessons. The researchers analyzed what mathematical thinking abilities were shown on each stage of modeling process through the application of the materials. Organization of information ability appears in the real-world exploratory stage. Intuition insight ability, spatialization/visualization ability, mathematical reasoning ability and reflective thinking ability appears in the pre-mathematical model development stage. Mathematical abstraction ability, spatialization/visualization ability, mathematical reasoning ability and reflective thinking ability appears in the mathematical model development stage. Generalization and application ability and reflective thinking ability appears in the model application stage. The developed modeling assignments have provided the opportunities for mathematically-gifted students' mathematical thinking ability to develop and expand.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.01a
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• pp.309-312
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• 2013

현대사회는 지식정보의 사회로서 이러한 사회에서는 지식을 단순히 암기하는 것보다 주어진 지식과 정보를 이용하여 새로운 지적 가치를 창출할 수 있는 자율적이고 창의적인 인재가 필요하다. 창의성 신장의 측면에서 볼 때, 수학은 문제 해결의 다양성, 사고의 유연성을 길러주므로 매우 중요한 과목이다. 하지만 많은 학생들이 수학의 가치와 필요성을 인식하지 못하고 흥미를 잃어가고 있다. 이에 자발적인 학습을 유도할 수 있는 PBL학습을 도입하고자 한다. 그리고 컴퓨터 프로그래밍은 수학 학습에서 학습자의 알고리즘적 사고력을 향상시킨다. 따라서 본 연구자는 수학 흥미도를 향상시키기 위해 스크래치를 활용한 PBL기반의 수학 학습 컨텐츠 개발을 제안한다.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.19-25
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• 2004

초등학교에서 고학년으로 갈수록 수학에 대한 흥미가 떨어지고 수학을 기피하는 학생들을 많이 볼 수 있다. 그러한 아동들의 대부분은 수학에 대한 어려움을 많이 호소하고 있는데 특히 비정형화된 문제들을 대할 때엔 그 현상은 더욱 심각하다. 초등학교 수학 교과서의 마지막 단원은 '문제 푸는 방법 찾기' 단원인데, 이 단원에 제시된 문제들은 대체로 비정형화된 문제들이다. 정형화된 문제에 익숙한 아동들은 이러한 비정형 문제들을 해결하는 데에 상당히 어려움을 나타내곤 한다. 본교에서는 이러한 아동들의 어려움을 해결할 수 있는 방안으로 협력학습을 택하였다. 또래들과의 상호작용 속에서 비정형화된 문제에 보다 친숙하게 접근하고 해결해 나가는 과정을 반복하다 보면 수학에 대한 흥미를 되찾게 되고, 문제 해결력과 수학적 사고력이 향상될 것으로 기대된다.

• Proceedings of the Korea Information Processing Society Conference
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• 2007.11a
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• pp.617-620
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• 2007

컴퓨터 프로그래밍 학습은 추상적인 개념을 이해하고 주어진 문제를 스스로 해결하도록 한다. 기존 초등학교 프로그래밍 교육에서 BASIC, C와 같은 절차적 프로그래밍 언어에 대한 연구는 많이 있지만 JAVA와 같은 객체지향 프로그래밍 언어를 통한 교육은 찾아보기 힘들다. 본 논문에서는 구조 중립적이며, 분산 인터넷 환경에 적합한 특성을 가지고 있는 객체지향 JAVA 프로그래밍 학습 시스템을 개발하여, 초등학교 학생들로 하여금 활용하도록 하였다. JAVA 학습 시스템 구현을 통한 객체지향 프로그래밍 교육은 초등학생들의 논리적 사고력을 향상시키고, 수학, 과학 과목의 학습 성취도에 긍정적인 영향을 준다는 것을 현장 학습 실험으로 확인하였다. 더불어 컴퓨터에 대한 흥미도가 상승하였다.