• Journal of Educational Research in Mathematics
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• v.13 no.2
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• pp.123-141
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• 2003

This study investigated the understanding level and the using level of mathematical language for middle school students in terms of Freudenthal' language levels. It was proved that the understanding level task developed by current study for geometric concept had reliability and validity, and that there was the hierarchy of levels on which students understanded mathematical language. The level that students used in explaining mathematical concepts was not interrelated to the understanding level, and was different from answering the right answer according to the sorts of tasks. And, the level of mathematical language that was understood easily as students' thought, was the third level of the understanding levels. Mathematics teachers should consider the students' understanding level and using level, and give students the tasks which students could use their mathematical language confidently.

• School Mathematics
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• v.12 no.1
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• pp.61-77
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• 2010

Understanding of mathematical terms plays one of the key factors in understanding and utilizing related mathematical contents. In order to understand such terms well, it is necessary to define and use them appropriately. In this study, we first investigate specific instances of inappropriate using or representing mathematical terms in elementary school mathematics textbooks from a mathematical point of view and a consistent point of view. We then suggest implications for using and representing such mathematical terms appropriately.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.53-80
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• 2012

This study was designed to find the characteristics of mathematical errors and discourse in simultaneous equations and inequalities for migrant students from North Korea. 5 sample students participated, who attended in an alternative school for the migrant students from North Korea at the study in Seoul, Korea. A total of 8 lesson units were performed as an extra curriculum activity once a week during the 1st semester, 2011. The results indicated that students showed technical errors, encoding errors, misunderstood symbols, misinterpreted language, and misunderstood Chines characters of Koreans and the discourse levels improved from the zero level to the third level, but the scenes of the third level did not constantly happen. Nevertheless, the components of discourse, explanation & justification, were activated and as a result, evaluation & elaboration increased in ERE pattern on communication.

• Annual Conference on Human and Language Technology
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• 2023.10a
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• pp.698-703
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• 2023

최근 ChatGPT와 같은 사전학습 생성모델은 자연어 이해 (natural language understanding)에서 좋은 성능을 보이고 있다. 또한 코드 작업을 도와주고 대학수학능력시험, 중고등학교 수준의 문제를 풀거나 도와주는 다양한 분야에서 활용되고 있다. 본 논문은 사전학습 생성모델을 이용하여 영어 교육을 위해 말뭉치를 확장하는 프레임 워크를 제시한다. 이를 위해 ChatGPT를 사용해 말뭉치를 확장 한 후 의미 유사도, 상황 유사도, 문장 교육 난이도를 사용해 생성된 문장의 교육적 효과를 검증한다.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.105-114
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• 2001

This paper illustrates a calculus module which generates step-by-step solutions using J/Link that connects Java and Mathematica. Such a module provides intermediate and low level students with a practical environment where they can easily follow the solution paths on their own paces. The extra feature of this module depicts graphical images for a given function and its differentiated result to enhance the visual understandings of calculus concepts. Mathematica as a mathematical expert system that provides systematic mathematical knowledge to students with step-by-step solutions will be possibly extended to the tutorial or CMI development. The proposed module is implemented in a Java servlet that links to Mathematica FrontEnd. This approach results in adopting font systems to express two dimensional mathematical expressions in web documents as an alternative typesetting tool.

• Journal of The Korean Association of Information Education
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• v.21 no.2
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• pp.199-208
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• 2017

The present study investigates the potential of an educational programming game as a strategy for enhancing effective domains of mathematics curriculum, which has been criticized as a problem of education in Korea. The process of programming Fortress, an educational game, in conjunction with the lesson on the trigonometric function as part of the middle school mathematics curriculum, was designed for instruction and learning, and its effectiveness was tested. The study was conducted using a nonequivalent pretest-posttest experimental design. Research procedures included the following steps: (1) both the experimental and the comparison groups participated in four classes to understand and apply the concept of the trigonometric function, and (2) the experimental group participated in Fortress game programming activities using Scratch, which was designed in this study, while the comparison group participated in solving a real-life trigonometric problem - calculating the height of a building using the concept of trigonometry. The results of the t-test showed that students' interest and perceived value of the mathematics curriculum were significantly higher in the experimental group than in the comparison group. However, the results of analysis of covariance (ANCOVA) using pretest scores of the interest and perceived value showed the influence of pretest scores on posttest scores for the interest level, although the effect of the experiment on the perceived value of the mathematics curriculum was more significant.

• Journal of Digital Contents Society
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• v.13 no.1
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• pp.67-74
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• 2012

Students with learning disabilities need special education programs. In the traditional class, those students may not be satisfied with their studies. Thus, it is important to provide individualized class for those students. Classes using smart devices may give one of the solutions for individualized class. Unlike the typical mathematical problems, written problems require students to use various cognitive strategies, mathematical reasoning, inference ability, and so on. In this sense, written problems are good tools to develop the logical minds for students with learning disabilities. In this paper, a WOE-based smart learning system is proposed to help those students develop learning abilities. The proposed system has the following characteristics. First, students can learn naturally problem-solving abilities by following the work-out examples given from experts. Second, the proposed system can invoke motivation and interests of students using attractive icons and guidance rules provided with smart phone. Third, the proposed system can provide self-directed study for those students. The proposed system is applied for some students with learning disabilities. The following results are obtained. First, the individualized study can be possible since the system can provide continuous feedbacks and level-differentiated classes. Second, students can increase written problem solving abilities with natural understanding of study contents from smart phone. Finally, satisfaction, study motivation, and self-concept of students are increased through their successful experience during study processes.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.131-156
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• 2013

The purpose of this study was to examine the importance of parental beliefs, parental attitudes and parental behaviors of parents with preschool children and the relationship of the variables in an attempt to help preschoolers to gain multiple-intelligence experiences in an integrated manner in consideration of their interests, needs, strengths and weaknesses. A survey was conducted on the selected parents who had preschool children, and a multiple regression analysis was carried out to look for connections among the variables. The findings of the study were as follows: First, the preschool girls were ahead of the preschool boys in linguistic intelligence, musical intelligence and spatial intelligence, and the latter surpassed the former in logical-mathematical intelligence. Second, whether there would be any differences among the preschoolers in multiple intelligences according to age was analyzed, and those who were at the Western age of five were ahead of the four-year-olds in logical-mathematical intelligence, bodily-kinesthetic intelligence and naturalist intelligence. Third, the parental attitude of the parents was identified as the most influential variable for the multiple intelligences of the preschoolers, followed by parental behavior. Parental beliefs just had a very small impact on their multiple intelligences. The findings of the study imply that parents should be helped to improve their parental attitude and parental behavior to boost the multiple intelligences of their preschool children.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.63-80
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• 2009

This paper has a purpose to find out the important points about linguistic factors suited to the assessment purpose and mathematics teaching/learning that a word-problem sentence has to possess. We also examine the degree of understanding of sentence and the perceptive/emotional reactions of students toward two different kinds of word-problem sentences that have same mathematical contents, but different linguistic structures. The objects of this thesis are 124 students from the third to sixth grade in an elementary school. We execute assessment of simple-sentence-word-problem and complex-sentence-word-problem that have same mathematical contexts, but different linguistic structures. Then we have compared and examined their own process of solving the two types word-problems and we make up questionnaire and have an interview with them. The conclusions are as followings: First, simple-sentence-word-problem is more successful to suggest an information for solving a problem than complex one. Second, it is hard to find the strategy for solving a problem in complex-sentence-word-problem than simple one. Third, students think that suggested information and mathematical knowledge are different according to the linguistic structure in the process of perceiving the information after reading a word-problem. Fourth, in spite of same sentence type, the negative mental reaction is showed greatly to complex-sentence-word-problem even before solving a problem.

• Communications of Mathematical Education
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• v.22 no.4
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• pp.533-543
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• 2008

Recently, many advanced countries have used original ICT tools in their educational courses. But Korea didn't have any effective origin ICT tools in our mathematical education, compared with other countries which have developed various tools, for examples, Web-Mathematica and HP Calculator. Although we have the advanced IT environment, the educational environments in mathematics using ICT seems to be not promising. In this paper, we suggest a new mathematics education tools in ICT and the internet environments in Korea, and a teaching and studyingmodel for the teachers, students and classrooms. It is based on the Sage-Math and RPG. Sage-Math which is the software based on the web and RPG(Random Problem Generator) will give a good answer for the future of Korean mathematics ICT education.