• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.401-420
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• 2010

The purpose of this research is to find out effectiveness of geometry learning through spatial reasoning activities on mathematical problem solving ability and mathematical attitude. In order to proof this research problem, the controlled experiment was done on two groups of 6th graders in N elementary school; one group went through the geometry learning style through spatial reasoning activities, and the other group went through the general geometry learning style. As a result, the experimental group and the comparing group on mathematical problem solving ability have statistically meaningful difference. However, the experimental group and the comparing group have not statistically meaningful difference on mathematical attitude. But the mathematical attitude in the experimental group has improved clearly after all the process of experiment. With these results we came up with this conclusion. First, the geometry learning through spatial reasoning activities enhances the ability of analyzing, spatial sensibility and logical ability, which is effective in increasing the mathematical problem solving ability. Second, the geometry learning through spatial reasoning activities enhances confidence in problem solving and an interest in mathematics, which has a positive influence on the mathematical attitude.

• School Mathematics
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• v.6 no.4
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• pp.325-344
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• 2004

This study was carried out to investigate effects of the mindmap note-taking for the formation of the mathematical concepts structure and the matjematical creativity. Two classes were randomly chosen for this study from the third grade students of a middle school located in a medium size city. Thirty one lecture hours of the mindmap note-taking on the quadratic equation and functions were administered to the experimental class of 41 students, while same lecture hours of the ordinary instruction on the same contents were administered to the control class of 40 students. It was shown from this experiment that there ware significant evidences of improvement both in the formation of students' mathematical concepts structure and mathematical creativity through the mindmap note-taking lecture. Hence, the mindmap note-taking lecture is suggested for the improvement in the formation of student's mathematical concepts structure and mathematical creativity.

• Communications of Mathematical Education
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• v.10
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• pp.461-485
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• 2000

21세기 정보화 시대에는 알고 있는 지식의 대부분이 짧은 생성 주기를 가지게 되어, 다양한 변화의 시대가 될 것으로 예상하며 우리는 이것을 체험하고 있다. 열린수업에 대한 연구가 끝나기도 전에 수준별수업, 이번에는 멀티미디어 수업, 올해는 수행평가와 체험수업 등으로 다양한 변화를 권장받고 있다. 그리고 변화는 더욱 가속될 것이며, 또 다른 새로운 이름의 학습모형이 계속해서 나올 것이지만 그래도 일관된 방향성을 찾는다면, 가르친다는 것이 '지식의 전달'에 근거한 권위적인 모델로부터 '배움의 자극'을 제공하는 학생중심의 수업으로, 개별적인 학습활동과 더불어 소집단 공동학습활동을 중시하여, 발표${\cdot}$토의 활동과 관찰, 조사 등의 자기주도적인 학습능력과 협력 학습능력을 배양하는 쪽으로 바뀌어 가는 것이다. 다음의 예는 구서여자중학교 중심 MathPower 교과연구회에서 수행하고 있는 수학적 힘을 기르는 몇 가지 방법으로, 수학적 개념을 가르치는데 가장 적절한 예는 아닐 수도 있지만, ${\cdot}$ 학습수준을 고려한 교양으로서의 수학. ${\cdot}$ 협동적으로 사고하고 문제를 해결하는 의사소통 수단으로서의 수학. ${\cdot}$ 창의성과 인재에 중점을 둔 수학. 교육으로, 다양한 학습자료의 제작 및 활용으로 교실이 다른 사람과 협동적으로 사고하며, 수학적인 아이디어를 나누는 장소가 되어, 가슴이 따뜻하며, 재기발랄한 아이들이 IQ와 EQ, 그리고 창의력을 두루 맛볼 수 있었으면 하는 바램으로 정리한 것입니다.

• Journal of Educational Research in Mathematics
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• v.27 no.1
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• pp.69-88
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• 2017

One of the most important activities in the process of mathematical modeling is to build models by conjecturing mathematical rules and principles in the real phenomena and to validate the models by considering its validity. Due to uncertainty and ambiguity inherent real-contexts, various strategies and solutions for mathematical modeling can be available. This characteristic of mathematical modeling can offer a proper environment in which creativity could intervene in the process and the product of modeling. In this study, first we analyze the process and the product of mathematical modeling, especially focusing on the students' models and validating way, to find evidences about whether modeling can facilitate students'creative thinking. The findings showed that the students' creative thinking related to fluency, flexibility, elaboration, and originality emerged through mathematical modeling.

• Journal for History of Mathematics
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• v.17 no.3
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• pp.109-120
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• 2004

This study investigated three pre-service teachers' mathematical problem solving among hand-in-write-ups and final projects for each subject. All participants' activities and computer explorations were observed and video taped. If it was possible, an open-ended individual interview was performed before, during, and after each exploration. The method of data collection was observation, interviewing, field notes, students' written assignments, computer works, and audio and videotapes of pre- service teachers' mathematical problem solving activities. At the beginning of the mathematical problem solving activities, all participants did not have strong procedural and conceptual knowledge of the graph, making a model by using data, and general concept of a sine function, but they built strong procedural and conceptual knowledge and connected them appropriately through mathematical problem solving activities by using the computer technology.

• Communications of Mathematical Education
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• v.9
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• pp.227-239
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• 1999

영재교육의 이론적 근거를 제시한 연구물이 국내에는 그다지 많지 않다. 뿐만 아니라 지금 한국과학재단에서 지원하고 있는 전국의 9개 대학 과학영재교육센터 역시 실천적인 차원의 활동을 벗어나지 못하고 있다. 외국의 대학부설 연구소들이 30년 이상 이와 같은 연구와 서비스를 지속적으로 실천해오고 있는 사례들을 우리는 쉽게 찾을 수 있다는 점을 거울 삼아 모처럼 마련된 국가적 차원의 지원을 토대로 그 바람직한 실천과 연구를 위한 방안을 다음과 같이 제시해본다. 첫째, 질적 연구의 집적에 힘써야 한다. 영재교육이라는 특수한 상황을 전제로 할 때는 더구나 그렇듯이 일반화를 전제로 한 양적 연구보다는, 사례연구와 같은 질적 연구물들의 집적에 노력을 아끼지 말아야할 것이다. 둘째, 교수-학습 활동은 활동이론과 구성주의 이론의 적절한 조화가 요망된다. 구성주의 이론에 입각한 교수-학습 활동의 모습을 단적으로 말하자면, 학습자 자신이 주어진 문제 상황에서의 탐구를 통하여, ‘구체적인 것에서 추상적인 것으로’ 나아가 스스로 지식을 구성하는 것이다. 그러나, 활동이론에 입각한 교수-학습 활동의 요지는 활동은 정말로 전형적인 활동에 국한하고 나머지는 교사의 설명에 의해 학습자들이 ‘추상적인 것에서 구체적인 것으로의 소급’이 가능하도록 하는 것이다. 완전히 정반대의 주장을 하는 것 같으면서도 일면 그 타당성들을 갖고 있는 것으로 볼 수 있다. 셋째, 학제적 ${\cdot}$ 통합적 연구가 절실하다. 연구의 측면에서 수학반 아동과 과학반 아동들의 활동상의 차이점이나 유사점 등에 대한 질적 연구를 시도해보는 것은 매우 의미있는 일이 될 것이다.

• 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.

• School Mathematics
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• v.16 no.3
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• pp.613-631
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• 2014

The aim of this study was to investigate how the small group activity system influences individual to form concepts of prime number and composite number through activity theory on learning process of mathematically gifted 5th-grade students. Student's worksheets, recorded video, and interview were gathered and transcribed for analyzing data. Process of concept formation and using symbol behavior were used to derive the stage of mathematical concept from students, and the activity system and stage of concept formation process were schematized through analysis of whole class activity system and small group activity system based on activity theory. According to the results of this study, two students who were in different activity groups separated into the state of semi-concept and the stage of complex thinking respectively, and therefore, social context and the activity system had effects on process of concept formation among the students.

• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.469-482
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• 2006

It ill give much interest both to the teacher and student that paper crane makes interesting mathematical investment possible. It is really possible for the middle school students to invest mathematical activity such as the things about triangle and square, resemblance, Pythagorean theorem. I reserched how this mathematical investment possible through folding and unfolding paper crane and analyzed the mathematical meaning.

• School Mathematics
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• v.16 no.3
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• pp.409-444
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• 2014

There have been many discussions of teaching and learning mathematics through modeling activities in mathematics education research community. Although there has been some agreement regarding modeling activity as an alternative way to support mathematics teaching and learning, there is still no clear consensus on these issues. This paper reports a case study which aims to identify ways to design modeling tasks and instruction to foster meta-level learning, and investigate how modeling activities can facilitate meta-level learning. From the results of teaching experiment, this study examines the potential of modeling activities in mathematics teaching and learning.