• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.47-57
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• 1998

This thesis is a research to develop mathematical problems related to every day life, and to apply to mathematical extracurricular activity. The conclusions are as followings; (1) The materials of mathematical extracurricular activity totaling 34 hours' class time were developed and its theaching methods were thought out. (2) Through studying the mathematical problems related to everyday life, we could create a lively atmosphere in the classroom. (3) Through studying the mathematical problems related to everyday life, we could change the learning attitude of students affirmatively and make the students solve the problems for themselves. (4) We could try to build up to the management of mathematical extracurricular activity.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.365-388
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• 2009

In this paper we solve various triangle construction problems given by three points(a midpoint of side and other two points). We investigate relation between these construction problems, draw out a base problem, and make hierarchy of solved construction problems. In detail we describe analysis for searching solving method, and construction procedure of required triangle.

• Journal of the Korean School Mathematics Society
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• v.3 no.2
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• pp.155-164
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• 2000

The future society will demand that enables one to solve in many fields by connecting various informations in many fields and then creating his own information. In the coming society, creativeness will be regarded much important. This ability can be developed with materials through group activities experimental class in math classes. This classes using these materials are not teacher-oriented, explanatory classes but student-oriented ones. They offer students opportunities to think by themselves and expand their potential abilities. They are suitable for rising and keeping student's interests. Therefore experimental classes through group activities enable students to think mathematically and make them recognize the importance of mathematical approach by letting them work connecting other subjects or things in real life. They can develop not only expressive, communicative ability and cooperative spirit, but also the ability to transcend the class itself and then reorganize facts in new insights. Besides, math classes with experiments can arouse student's curiosity familiarizing them with mathematics. Moreover, they can expand student's originative and problem-solving abilities.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.509-531
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• 2011

This study is to determine if teaching of measuring the area of plane figures in elementary school is successful. While they teach to measure the area of figures in elementary school, students don't measure the segment of the figure directly until now. The figures are presented with auxiliary line and numerical information. When students measure the area of such figure, they do only substitute the number and calculate it. This study found that such teaching is not successful and propose the new teaching method of measuring the plane figures.

• East Asian mathematical journal
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• v.35 no.4
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• pp.509-528
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• 2019

As various changes in education in general and learning environment in particular have promoted different needs and expectations for learning at both personal and social levels, the roles that schools and school teachers typically have with respect to their students are being challenged. Especially with the recent, rapid progress of the artificial intelligence(AI) field, AI could serve beyond the way in which it has been used. Based on a review of some of the related literature and the current development of AI, a view on utilizing AI to be a collaborative, complementary partner with an human mathematics teacher in the classroom in order to support both students and teachers will be discussed.

• East Asian mathematical journal
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• v.37 no.2
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• pp.197-221
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• 2021

In this study, a men-tutoring model was applied to four second-year high school students in mathematics learning counseling that could cultivate cognitive and affective domains. By observing and analyzing the cases, we examined the effects of mathematics learning counseling on students' mathematical attitudes and self-regulated learning ability. The results of mentoring applied to mathematics learning counseling had a positive effect on reinforcing prerequisite learning, improving self-regulated learning ability, strengthening mathematical strategies, and inducing learning motivation and maintaining interest. We are looking forward to that men-tutoring can be used effectively for students who have difficulty learning mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.317-332
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• 2011

The purpose of this study is to suggest an effective plan for teaching the definition of prism by integrating and analyzing the theories related to the instruction of definitions. The subjects in this study to realize these objectives were as follows. First, it looks to theoretical backgrounds regarding the instruction of the definition of solid by functions of definition in mathematics education. Second, it explores the instructional way to form the definition of solid through function of definition, by analyzing the unit of solid in the 6th grade. Third, after conducting the real practice with the 5th graders who before learn solid in 6th curriculum, according to plan of instruction, it examined student's response and testify its effectiveness, and then propose a teaching scheme which is designed to be useful based on the outcomes. In terms of theoretical background, it investigated the precedent research in relation to the instruction of the definition that mathematical definition is not given perfectly but the process of making knowledge that mathematization activity is necessary. It investigated the effects of the instruction of definitions, based on the effects of teaching and interviews with the 5th graders, and analysis of student's handout. The followings were the results of this study. First, 'Making Definitions' activities through remove counterexample process was possible to analytic thinking not intuitively thinking, and it effects the extend of awareness in definition that definition is not fixed but various. Second, it need the step of organize terms that is useful on solid's definition through activate of background knowledge. Third, it is effective that explore characters of the solids after construct the solids. Fourth, interactive discussion that students correct their mistakes each other through mathematical communication and they can think developmental is useful on making definition more than individual study.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.139-166
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• 2014

The purpose of the study is to enhance the teaching competence for pre-service elementary teacher by using DGE in order to enhance SMK and PCK for them. To do this, we investigated the initial SMK and PCK for 23 pre-service elementary teachers, the reality of implementation activity of DGE and the change of SMK and PCK after quest activity by DGE. As results, 3 pre-service elementary teachers made errors which are misunderstanding a general angle as special angle, an excessive jump of logic and a circulation logic in the aspect of an initial SMK. In the aspect of contents of PCK, most of pre-service elementary teachers proposed teaching focused on the character using in the problem solving. And most of pre-service elementary teachers proposed teaching methods which are based on explanation, measurement and material manipulation. The reality of implementation activity of DGE was classified 4 cases which are a difficulty in understanding the concept of dynamics and embodying in DGE, an obsession about construction of $75^{\circ}$ and generalization, a difficulty in interpreting 'folding activity' mathematically and a good implementation activity. After quest activity by DGE, the case which is misunderstanding a general angle as special angle could be improved, but the others are not. And after quest activity by DGE, most of pre-service elementary teachers still proposed teaching focused on the character using in the problem solving in the aspect of contents of PCK, and some of pre-service elementary teachers added only teaching methods which are involving visual confirmation by GSP. From these results, we could extract some pedagogical implications helping pre-service teachers to reinforce SMK and PCK by DGE.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.151-162
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• 2008

This study quantitatively investigated the actual situations and perceptions of gifted students and their teachers during small group inquiry activities in Korea. Some 1,670 gifted math students and 1,732 gifted science students as well as 614 of their teachers were selected through random sampling to participate in this study. Data were collected by means of a survey developed by the researchers of this study, based on reviews of literature related to inquiry and small group cooperative learning. The results were as follows: (1) In Korean gifted education, small group inquiry activities were frequently used as teaching and learning strategies, and both the students and teachers perceived its effects to be very positive in terms of cognition and affection. (2) Gifted education teachers emphasized the development of students' procedural inquiry skills as well as logical thinking skills, whereas they were indifferent to the essential elements of small group cooperative learning and therefore the lessons did not surpass the level of traditional group activities. (3) The fact that the actual small group inquiry activities did not reflect the characteristics of well-organized small group activities is due to a lack of knowledge on the teacher's part as to effective teaching strategies concerning cooperative learning. This study implies that gifted education teachers require the opportunity to reflect on and develop their knowledge and understanding of small group inquiry activities through professionally developed programs in order to maximize the effectiveness of small group inquiry activities in gifted education.

• 대한공업교육학회지
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• v.36 no.1
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• pp.1-22
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• 2011

The purpose of this study was to develop and apply activity-centered STEM education program of electricity and electronics technology are in middle schools. The program was developed on the emphasis of problem solving in real world in relation to knowledge, attitude, and skill of Science, Technology, Engineering, and Mathematics. Basically the activity-centered STEM education program was developed through three steps of preparation, development and improvement. In the preparation stage the fellowing was included: (1) need analysis of student, educator, society (2) selection of integration type (3) analyzing subject matter of electricity, electronics area (4) establishing criteria for selecting activity tasks. In the development stage the fellowing was conducted: (1) selection of activity tasks (2) setting up educational goals (3) analyzing activity and clarifing the detailed activity (4) selecting program content, (5) organization of instructional content (6) statement of instructional objectives (7) structuring STEM education program In the improvement stage the fellowing was consisted of: (1) verification of validity by experts (2) execution of pilot test and field test by students and correction of program. The results of the applied the Activity-Based STEM Education Program to 'Afterschool' activities of S middle school were as follow: First, student' satisfaction level was high. Second, student' achievement in the cognitive domain, and affective domain was positive change. Third, student' problem solving ability was positive effect.