• Journal of Educational Research in Mathematics
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• v.26 no.2
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• pp.173-188
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• 2016

Research on didactic transposition in mathematics education has about 25-year and about 35-year long history in and out of Korea, respectively. This study attempts to investigate in trends of those research and to suggest tasks needed to be tackled. Major findings are followed. First, studies done in Korea tended to focus on the application of the didactic transposition theory for proving its effectiveness in understanding mathematics textbooks and mathematics lessons in-depth. It is suggested to conduct meta-analysis of the accumulated results or analysis of further applications of the didactic transposition theory to improve theoretical aspects of didactic transposition. Second, new categories for extreme teaching phenomenon were found and new typology in knowledge to be considered in the didactic transposition was developed in a few studies done in other subject matter education. Application of these to mathematics education may enhance research in didactic transposition of mathematical knowledge. Third, praxeology or a complex of praxeology for Korean school mathematics should be explored as did in other countries. Fourth, there have been rich attempts to link perspectives in didactic transposition to other perspectives or fields such as anthropology, human and education in technology era, praxeology theory in economics, epistemology in other countries but not in Korea. It is suggested to extend the scope of discussion on didactic transposition and to relate various concepts given in other disciplines. Fifth, clarification or negotiation of meaning for the main terms used in the discussion on didactic transposition such as personalization, contextualization, depersonalization, decontextualization, Topaze Effect, Meta-Cognitive Shift is suggested by comparing researchers' various descriptions or uses of the terms.

• Journal of the KSME
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• v.22 no.6
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• pp.456-462
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• 1982

재래의 공학적 해석과정에서는, 주어진 시스템에 대한 정량적 해석을 위해 우선 시스템에 대한 수학적 모형을 가정.도입하고, 미지계수에 대한 결정은 시스템으로부터 관측된 자료에 의존하게 된다. 반면 DDS에 의한 모형화는 시스템에 대한 사전 지식이 없어도 시스템으로부터의 자료에 대한 체계적인 정량적 해석을 통해서 시스템을 특성화시키는 미분방정식을 유도할 수 있게 하며 오히려 시스템에 대한 이해를 돕게 한다. 이 때 결정되는 모형은 최소오차자승법(least square error method)에 의한 통계학적으로 가장 적합한 근사모형으로 결정된 모형의 계수로부터 시 스템의 물리적 특성을 규명(identify)할 수 없는 경우에도 그 모형으로 표현되는 추상시스템을 바탕으로 특성화, 예측 내지 제어 목적으로 활용할 수 있다. DDS는 단일변수(univariate)및 다 변수(multivariate) 자료에 모두 적용 가능하며 전달 함수 규명(Transfer Function Identification) 및 닫힘 루우프 시스템(closedloop system)의 모형화 및 해석에도 이용되고 있다.

• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.511-536
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• 2017

The present study aims to investigate ways in which pre-service secondary mathematics teachers anticipate 1) students' responses to specific mathematical tasks which are chosen or devised by the participating pre-service teachers as requiring students' higher cognitive demand and, 2) their roles as math teachers to scaffold students' mathematical thinking. To achieve the goal, we had our pre-service teachers to engage in an adapted version of Spangler & Hallman-Thrasher(2014)'s Task Dialogue writing activity whose focus was to develop pre-service elementary teachers' ability to orchestrate mathematical discussion. 14 pre-service teachers who were junior at the time enrolled in the Mathematics Teaching Method Course were subjects of the current study. In-depth analysis of both Task Dialogues which pre-service secondary mathematics teachers wrote and audiotapes of the group discussions while they wrote the dialogues suggests the following results: First, the pre-service secondary teachers anticipated how students would approach a task based on their own teaching experiences. Second, they were challenged not only to anticipate more than one correct students' responses but to generate questions for the predicted correct-responses to bring forth students' divergent thinking. Finally, although they were aware that students' knowledge should be the crucial element guiding their decision-making process in teaching, they tended to lower the cognitive demands of tasks by providing students with too much guidance which brought forth the use of procedural knowledge. The study contributes to the field as it provides insights as to what to attend in designing teacher education course whose goal is to provide a foundation for developing pre-service teachers' ability to effectively orchestrate mathematical discussion.

• Communications of Mathematical Education
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• v.21 no.4
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• pp.575-596
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• 2007

This study investigates preservice teachers' development of subject-matter knowledge and pedagogical content knowledge in teaching function concept. This development takes place in the pedagogical mathematics courses in which the theory of constructivism and cooperative learning theory are aligned. Pre and post courses test were administered to examine the development and the follow-up interviews were conducted to gain more details. Analysis of the written questionnaire results and interview transcripts reveal that their limited concept image can be extended and developed in depth through pedagogical mathematics courses that apply reformed teaching methods.

• School Mathematics
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• v.15 no.4
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• pp.667-682
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• 2013

Though teachers' lesson plays, this article analysed teachers' knowledge for mathematical teaching about mathematical definitions and their pedagogical difficulties in teaching defining. Although the participant teachers didn't transmit definitions to students and suggested possible definitions of the given geometric figure in their imaginary lessons, they didn't teach defining as deductive organization of properties of the geometric figure. They considered mathematical definition as a mere linguistic convention of a word, so they couldn't appreciate the necessity of deductive organization in teaching definitions, and the arbitrary nature of mathematical definitions. Therefore, for learning to teach definitions differently, it is necessary for teachers to reflect the gap between the everyday and mathematical definitions in teachers'education.

• 전기의세계
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• v.39 no.12
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• pp.21-32
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• 1990

퍼지 논리를 이용한 제어시스템에 관하여 핵심 개념을 중심으로 기술하고자 한다. 요약컨데 이 퍼지제어기의 특징은 1) Parallel(distributed) control 2) logic control 3) linguistic control등이며 퍼지 제어가 효과적일 수 있는 제어대상(plant)로서는 수학적 모델을 적용하기 힘든 시스템으로서 경험적으로 또는 수동적인 방법으로 제어가 잘되고 있는 대상을 들 수 있다. 그 뿐만 아니라 간단한 제어기가 필요한 경우로서 보다 효과적인 제어측 Software를 쓰거나 센서 또는 필터없이 사용가능하고, Inverted Penedulum의 자세 제어처럼 정확성보다는 속도 응답 제어가 요구되는 경우 등에 효과적으로 쓸 수 있는 것으로 알려지고 있다. Fuzzy 제어는 지식 베이스의 규모에서 인공지능형 Expert System보다 Compact하고 선형.비선형 플랜트에 공히 이용될 수 있으며, 설계자는 오퍼레이터와의 접촉을 통해 룰을 구축하므로 사용자가 시스템을 이해하기 쉬운 잇점등이 있기도 한다. 그러나 가장 큰 문제는 구축해 놓은 시스템의 안전성(Stability)를 이론적으로 사전에 검증하기가 어렵고, 같은 제어대상이라 할지라도 추론방법, 소속함수의 형태선택, 룰수 등에 따라 제어성능이 바뀔수 있으나, 무엇이 어떤 영향을 주는지 규명되지 않은점 등 여러가지 연구되어야 할 내용이 많이 있다.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.297-312
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• 2022

Word problems can lead learners to more meaningfully learn mathematics by providing learners with various problem-solving experiences and guiding them to apply mathematical knowledge to the context. This study attempted to provide implications for the textbook writing and teaching and learning process by examining the word problem of elementary mathematics textbooks from the perspective of practical context. The word problem of elementary mathematics textbooks was examined, and elementary mathematics textbooks in the United States and Finland were referenced to find specific alternatives. As a result, when setting an unnatural context or subject to the word problem in elementary mathematics textbooks, artificial numbers were inserted or verbal expressions and illustrations were presented unclearly. In this case, it may be difficult for learners to recognize the context of the word problem as separate from real life or to solve the problem by understanding the content required by the word problem. In the future, it is necessary to organize various types of word problems in practical contexts, such as setting up situations in consideration of learners in textbooks, actively using illustrations and diagrams, and organizing verbal expressions and illustrations more clearly.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.443-465
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• 2023

This study examines the content of vectors and matrices in Artificial Intelligence Mathematics textbooks (AIMTs) from the 2015 revised mathematics curriculum. We analyzed the implementation of foundational mathematical concepts, specifically definitions and related sub-concepts of vectors and matrices, in these textbooks, given their importance for understanding AI. The findings reveal significant variations in the presentation of vector-related concepts, definitions, sub-concepts, and levels of contextual information and descriptions such as vector size, distance between vectors, and mathematical interpretation. While there are few discrepancies in the presentation of fundamental matrix concepts, differences emerge in the subtypes of matrices used and the matrix operations applied in image data processing across textbooks. There is also variation in how textbooks emphasize the interconnectedness of mathematics for explaining vector-related concepts versus the textbooks place more emphasis on AI-related knowledge than on mathematical concepts and principles. The implications for future curriculum development and textbook design are discussed, providing insights into improving AI mathematics education.

• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.11-22
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• 2011

The purpose of the research is examine the effect of STEM integration education using educatinal robot on academic achievement and subject Attitude of mathematics and science. The participants were 73 students of two classes, sampled from 6th graders of an elementary school. They were divided into a control group who learned a traditional mathematics and sciences education based textbooks and an experimental group who learned STEM integration education using educational robot during 12 sessions. The results are summarized as follows : First, there is a significant difference in academic achievement between two groups. STEM integration education using educational robot based group accomplished higher achievement than textbook based instruction group. Especially, post test analyzes results on the three factors of academic achievement, knowledge, understanding and adaptation, indicate statistically meaningful difference between two groups in understanding and adaptation area except knowledge area. Second, it shows that it greatly affected a positive influence on experimental group's attitude toward subjects in affective area. So we can expect STEM integration education using educational robot to be an alternative for stimulating children's higher learning interest on mathematics and science subject.

• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.289-294
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• 2006

지금 세계는 지식 정보화의 물결에 휩싸여 있다. 인터넷의 급속한 보급으로 인하여 사람들은 자신들이 원하는 정보를 쉽게 구할 수 있게 되었으며 이러한 정보를 누가 생산하고 분배하느냐에 따라서 국가경제에 미치는 영향도 점점 커지고 있다. 이러한 사회적인 흐름은 교육에도 영향을 미치게 되었다. 서로의 정보 공유가 용이하고 시 공간의 구애를 받지 않으며 한 번에 많은 사람들이 동시에 접속할 수 있는 웹의 특성상 교육에 미치는 영향도 많을 것이다. 특히 초등학교에서 수학 교육은 교구를 이용하거나 원리를 이해하는 면에서 교과서만을 가지고는 많은 어려움이 따른다. 특히 도형 단원에서는 아동들이 직접 도형을 가지고 조작할 수 있는 환경이 중요한 데 이를 웹이 어느 정도 보안할 수 있는 것이다. 이에 본문에서는 초등학교 수학과 도형단원의 학습 자료를 개발하여 아동들의 학업성취도를 향상시킬 수 있는 프로그램을 설계하였다.