• 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.

• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.1-12
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• 2010

초등학교 6학년을 대상으로 6회 총 120분 동안 1996을 활용해서 1에서 100까지 수를 만들게 하는 활동을 한 결과를 제시하고 분석하였다. 이 퍼즐 과제 활동은 아이들의 수학적 사고를 많이 향상시켰으며, 수학적 성향을 강화시켰다. 특히, 이 과제에서 아이들은 협동의 이점을 알게 되었고 수학적 의사소통의 중요성도 경험하는 계기가 되었다. 무엇보다도 지수, 제곱근, 가우스 함수의 아이디어가 먼저 제시되고, 후속학습이 일어났다. 계산기가 어떻게 활용되어야 하는지에 대한 아이디어도 제공했다.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.887-921
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• 2009

Pythagorean theorem is one of mathematical contents which is widely used during human culture have developed. There are many historial records related to Pythagorean theorem made by Babylonian, Egyptian, and Mesopotamian. The theorem has the important meaning for mathematics education in secondary school education. Along with the importance of the proof itself, diverse proof methods and ideas included in their methods are also important since the methods improve students' ability to think mathematics. Hence, in this paper, we classify and analyze 390 proof methods published in the book "All that Pythagorean theorem" and other materials. Based on the results we derive educational meaning in mathematics with respect to main idea of the proof, the preliminaries of the study, and study skills used for proof.

• Communications of Mathematical Education
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• v.8
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• pp.165-177
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• 1999

1989년에 NCTM에서 Curriculum and Evaluation Standards for School Mathematics(이하 Standards)를 발간한 이래로 수학교육은 Standards의 정신에 많은 영향을 받아왔다. 90년대의 수학교육은 학생들의 수학적인 문해능력(literacy)의 중요성을 반영하여 학생들이 수학의 가치를 느끼도록 하며, 자신들의 수학적 능력에 대해서 확신을 가지게 하며, 수학적인 문제해결자가 되도록 하며, 수학적으로 의사소통하는 것을 학습하며, 수학적으로 추론하는 것을 학습함으로서 아동들에게 수학적인 힘을 길러주는데 중점을 두고 있다. 특히 수학적 의사소통능력은 학생들의 수학적인 힘을 기르는데 매우 중요하다. 아동들의 수학적인 의사소통 능력을 향상시키기 위해서 교사는 아동들이 상대방의 아이디어가 받아들일 만한 것인지에 대해서는 비판하고 토론을 하도록 하되 발표한 사람을 비난하는 일이 없도록 각 학급에서는 의사소통과 상호작용에서의 사회적인 규범과 사회-수학적인 규범이 형성되도록 해야 할 것이다. 이런 규범을 바탕으로 교사와 학생이 협력함으로써 서로의 아이디어에 대해 원활한 의사소통을 이룰 수 있다. 그래서 무엇보다 중요한 것은 문화공동체로서의 교실내에 의사소통을 촉진할 수 있는 규범을 형성하는 것이라고 할 수 있다. 이런 규범은 교사 혼자의 노력으로 이루어지는 것이 아니라 교실 구성원 전체의 상호작용에 의해서 장시간에 걸쳐서 형성된다고 할 수 있다.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.201-219
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• 2008

The purpose of this study was to provide useful information for teachers by analyzing various levels of teacher-student communication in elementary mathematics classes and students' mathematical thinking. This study explored mathematical communication of 3 classrooms with regard to questioning, explaining, and the source of mathematical ideas. This study then probed the characteristics of students' mathematical thinking in different standards of communication. The results showed that the higher levels of teacher-student mathematical communication were found with increased frequency of students' mathematical thinking and type. The classroom that had a higher level of Leacher-student mathematical communication was exhibited a higher level of students' mathematical thinking. This highlights the importance of mathematical communication in mathematics c1asses and the necessity of further developing skills of mathematical communication.

• Journal of the Korean School Mathematics Society
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• v.24 no.2
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• pp.217-241
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• 2021

The purpose of this study is to qualitatively examine the effects of graphics representation of trigonometry modelling concerning question generating and idea sharing. The experimental setting(Experiment Group) was one class (N=26) at a public high school. The modelling process was designed as a process-oriented conceptualization divided into three steps i.e., (1) game with idea sharing and question generating, (2) graphic representation, and (3) symbolization in the mathematical applied tasks related to trigonometry function. The result indicates that Graphic Representation with Game Activity increases the opportunity of question generating and idea sharing during experimental work. Also, the results show that the introduction of computer graphics enhances the teaching of mathematical quantity in highschool classrooms.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.245-263
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• 2002

인류 문명의 발달과 함께 폭넓게 활용된 수학적 내용 중의 하나가 피타고라스 정리이다. 특히, 이집트, 메소포타미아, 그리고 중국과 같은 고대 문명의 발생지에서 발굴되는 많은 역사적 기록 속에서 피타고라스 정리에 대한 내용을 찾아볼 수 있다. 피타고라스 정리는 중등학교 수학교육에서 매우 중요한 정리로써, 정리 내용 자체뿐만 아니라 다양한 증명 방법과 증명 과정에 내재된 수학적 아이디어는 수학교육적 측면에서 큰 의미를 가지고 있다. 본 연구에서는 중학교 수학 교과 내용과 관련된 피타고라스 정리의 증명 방법들을 소개하고, 각 증명에 내재된 수학적 아이디어를 기술할 것이다.

• Journal of Educational Research in Mathematics
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• v.13 no.4
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• pp.485-493
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• 2003

The purpose of this study is to suggest the alternative strategies for teaching mensuration of parallelogram raised by Max Wertheimer, a gestalt psychologist who was particularly concerned with mathematics learning and teaching. For this, 77 student teachers were paper and pencil tested and we could get the 7 interesting and useful ideas from their datas in spite of the fact that not many student teachers correctly responsed. Analysing the datas, it turned out all the 7 ideas are related to equivalent transformation and can make children more easily to see the structure of area of Wertheimer's parallelogram than traditional approach.

• The Mathematical Education
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• v.63 no.2
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• pp.255-272
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• 2024

This study aims to design mathematics-integrated classes that cultivate artificial intelligence (AI) thinking and to analyze students' AI thinking within these classes. To do this, four classes were designed through the integration of the AI4K12 Initiative's AI Big Ideas with the 2015 revised elementary mathematics curriculum. Implementation of three classes took place with 5th and 6th grade elementary school students. Leveraging the computational thinking taxonomy and the AI thinking components, a comprehensive framework for analyzing of AI thinking was established. Using this framework, analysis of students' AI thinking during these classes was conducted based on classroom discourse and supplementary worksheets. The results of the analysis were peer-reviewed by two researchers. The research findings affirm the potential of mathematics-integrated classes in nurturing students' AI thinking and underscore the viability of AI education for elementary school students. The classes, based on AI Big Ideas, facilitated elementary students' understanding of AI concepts and principles, enhanced their grasp of mathematical content elements, and reinforced mathematical process aspects. Furthermore, through activities that maintain structural consistency with previous problem-solving methods while applying them to new problems, the potential for the transfer of AI thinking was evidenced.

• Communications of Mathematical Education
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• v.17
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• pp.127-138
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• 2003

아주대과학영재교육원에서 실시되고 있는 수학영재교육에서의 사사에 대한 기본적 아이디어와 과기부 과제 창의적 사사에 대한 생각을 정리하여 본다. 대학교에서 수학영재교육을 실시하는 큰 이유는 수학적 창조자인 수학자에게서 수학논문을 쓰는 법과 수학자로서 필요한 인성을 익히는 일이라고 생각한다.