• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.115-120
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• 2006

제 7차 교육과정부터 규칙성 영역의 학습이 도입되고 중요하게 다뤄지고 있지만, 학생들이 규칙성을 찾거나 도형 패턴을 나타내는 데 어려움을 겪고 있기 때문에, 본 논문에서는 규칙성을 LOGO 프로그래밍 언어를 통해 학습하고 그 효과를 분석하였다. 수학적 패턴의 유형은 생성방식에 따라서 (1) 반복패턴, (2) 대칭패턴, (3) 증가패턴, (4) 회전패턴, (5) 혼합패턴의 다섯 가지이다. 논 논문에서는 규칙성 영역에 대한 LOGO 수업의 효과를 분석하기 위해서, 각각 패턴에 대하여 평가 문항을 만든 후 수업전과 LOGO를 통한 수업 후에 평가를 실시하여 분석하였다. 사전평가 M 4.74에서 LOGO 수업을 실시 한 후에 평가에서 M 5.22로 LOGO 수업의 효과가 유의미(p<.05, p=0.016)하게 나타났다. 특히, 도형패턴에서 높은 향상도를 나타냈다.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.769-789
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• 2016

Pattern activities are useful to develop functional thinking of young students, but there has been lack of research on how to teach patterns. This study explored teaching methods of geometric patterns for developing functional thinking of elementary school students, and then analyzed the lessons in which such methods were implemented. For this, three classrooms of fourth grades in elementary schools were selected and three teachers taught geometric patterns on the basis of the same lesson plan. The lessons emphasized noticing the commonality of a given pattern, expanding the noti ce for the commonality, and representing the commonality. The results of this study showed that experience of analyzing the structure of a geometric pattern had a significant impact on how the fourth graders reasoned about the generalized rules of the given pattern and represented them in various methods. This paper closes with several implications to teach geometric patterns in a way to foster functional thinking.

• Communications of Mathematical Education
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• v.5
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• pp.215-229
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• 1997

• Proceedings of the Korean Information Science Society Conference
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• 2003.10a
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• pp.85-87
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• 2003

보행 로봇은 두발로 걷는 인간형 로봇으로 인간과 유사한 운동성을 가지는 로봇을 일컫는다. 그러나 다리로 걷는 기능을 구현하기에는 기술적으로 경제적으로 많은 시간이 걸리고, 수학적 모델로 풀 수 있는 문제가 아니기 때문에 보행 로봇의 보행 패턴을 구하는 것은 쉽지 않다. 따라서 본 논문에서는 2관절 보행 로봇의 최적의 보행 패턴을 찾기 위하여 진화 알고리즘을 연구하였다. 또한, 기존의 언덕 오르기법과 진화기법인 누적적 선택 및 유전자 알고리즘에 의해 보행 패턴 학습을 하는 시뮬레이터를 각각 구현하였으며, 세 가지 실험에 대한 결과를 비교 분석하였다.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.205-225
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• 2014

This study analyzed how two sixth graders recognized, generalized, and represented functional relationships in exploring geometric growing patterns. The results showed that at first the students had a tendency to solve the given problem using the picture in it, but later attempted to generalize the functional relationships in exploring subsequent items. The students also represented the patterns with their own methods, which in turn had an impact on the process of generalizing and applying the patterns to a related context. Given these results, this paper includes issues and implications on how to foster functional thinking ability at the elementary school.

• Communications of Mathematical Education
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• v.16
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• pp.175-180
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• 2003

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.1-12
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• 2019

This study examined the attention and attention shift of general students and mathematically gifted students about pattern by the types of mathematical patterns. For this purpose, we analyzed eye movements during the problem solving process of 5th general and mathematically gifted students using eye tracker. The results were as follows: first, there was no significant difference in attentional style between the two groups. Second, there was no significant difference in attention according to the generation method between the two groups. The diversion was more frequent in the incremental strain generation method in both groups. Third, general students focused more on the comparison between non-contiguous terms in both attributes. Unlike general students, mathematically gifted students showed more diversion from geometric attributes. In order to effectively guide the various types of mathematical patterns, we must consider the distinction between attention and attention shift between the two groups.

• Education of Primary School Mathematics
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• v.26 no.1
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• pp.45-63
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• 2023

The activity of finding rules is useful for enhancing the algebraic thinking of elementary school students. This study analyzed the pattern activities of a finding rules unit in 10 different government-authorized mathematics curricular materials for fourth graders aligned to the 2015 revised national mathematics curriculum. The analytic elements included three main activities: (a) activities of analyzing the structure of patterns, (b) activities of finding a specific term by finding a rule, and (c) activities of representing the rule. The three activities were mainly presented regarding growing numeric patterns, growing geometric patterns, and computational patterns. The activities of analyzing the structure of patterns were presented when dealing mainly with growing geometric patterns and focused on finding the number of models constituting the pattern. The activities of finding a specific term by finding a rule were evenly presented across the three patterns and the specific term tended to be close to the terms presented in the given task. The activities of representing the rule usually encouraged students to talk about or write down the rule using their own words. Based on the results of these analyses, this study provides specific implications on how to develop subsequent mathematics curricular materials regarding pattern activities to enhance elementary school students' algebraic thinking.

• Proceedings of the Korea Contents Association Conference
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• 2015.05a
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• pp.201-202
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• 2015

이 연구는 리듬이 만들어지는 원리를 수학적 관점인 경우의 수로 해석하여 얻어진 사각형 모양의 한 박자 단위를 16가지 리듬패턴과 이 리듬패턴들을 이어주는 두 박자 단위의 225가지 리듬패턴으로 제시한다. 기존의 리듬교육에 새로운 지각적 인지 방법으로 시범 적용하여 리듬교육 방법을 증명하고 결과를 도출한다.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.697-715
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• 2023

The purpose of this study is to investigate the overall understanding of patterns by second- and third-grade elementary school students. For this purpose, 12 classes per grade were selected from 10 schools, and a 46-item test was administered to 216 second graders and 223 third graders. The results of the study showed that in most cases, there was no statistically significant difference in the understanding of patterns between second- and third-graders. The exception occurred regarding the 10 items of identifying the structure of a pattern: Second-graders did better than third-graders regarding 8 items, whereas vice versa regarding 2 items. The items that both second- and third-graders struggled with included finding multiple components of a given pattern, comparing the structures between patterns, and guessing a particular term in an open pattern. Based on these findings, this paper discusses second- and third-graders' understanding of patterns and suggestions for further instruction.