• Journal of Educational Research in Mathematics
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• v.15 no.1
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• pp.75-105
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• 2005

This study explored a mathematical modeling flow and the effect of interactions among students and between a student and Excel on modeling in a small group modeling environment with Excel. This is a case study of three 8th graders' modeling activity using Excel during their extra lessons. The conclusions drawn from this study are as follows: First, small group modeling using Excel was formed by formulating 4∼10 modeling cycles in each task. Students mainly formed tables and graphs and refined and simplified these models. Second, students mainly formed tables, algebraic formulas and graphs and refined tables considering each variable in detail by obtaining new data with inserting rows. In tables, students mainly explored many expected cases by changing the values of the parameters. In Graphs, students mainly identified a solution or confirmed the solution founded in a table. Meanwhile, students sometimes constructed graphs without a purpose and explored the problem situations by graphs mainly as related with searching a solution, identifying solutions that are found in the tables. Thus, the teacher's intervention is needed to help students use diverse representations properly in problem situations and explore floatingly and interactively using multi-representations that are connected numerically, symbolically and graphically. Sometimes students also perform unnecessary activities in producing data by dragging, searching a solution by 'trial and error' and exploring 'what if' modeling. It is considered that these unnecessary activities were caused by over-reliance on the Excel environment. Thus, the teacher's intervention is needed to complement the Excel environment and the paper-and-pencil environment properly.

• Journal of the Korean Chemical Society
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• v.64 no.2
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• pp.119-129
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• 2020

For effective teaching-learning activities for students with diverse talents in science high schools, it is important for teachers to understand students' individual differences in perceiving and processing information in the natural world, depending on the students' various talents and subject characteristics. The purpose of this study is to examine the students' cognition of chemistry in science high school through correlations and factor analysis of mathematics/science achievement. In addition, this study attempted to examine the cognition of chemistry subject according to R&E classes. The main participants of the study were freshmen of G science high school (296 students) who entered after three times of curriculum reforms and new admission processes and the students in two other science high schools in Gyeongnam and Ulsan were included. The correlation and factor analysis were conducted by exploratory factor analysis by IBM SPSS Statistics 25 programs. The results of this study were as follows: First, in the correlation analysis between mathematics and science achievement, it was confirmed that the Pearson's coefficient of chemistry showed higher positive correlation coefficient than that of other science subjects. Second, in the factor analysis of mathematics and science achievements, it was found that the factor indicators were divided into two factors as logical-mathematical (mathematics and physics) and naturalistic (life science and earth science). Third, in the factor analysis, it was confirmed that the chemistry is recognized as the subject that requires both logical-mathematical and naturalistic intelligence. Finally, it was confirmed that students' cognitions of chemistry subject were found to differ according to the R&E classes. In other words, the participants of R&E chemistry class, unlike other students, were found to recognize chemistry as the subject that logical-mathematical intelligence is needed.

• School Mathematics
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• v.13 no.4
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• pp.651-674
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• 2011

Functional thinking is a central topic in school mathematics and the purpose of teaching functional thinking is to develop student's functional thinking ability. Functional thinking which has to be taught in elementary school must be the thinking in terms of phenomenon which has attributes of 'connection'- assignment and dependence. The qualitative methods for evaluation of development of functional thinking can be based on students' activities which are related to functional thinking. With this purpose, teachers have to provide students with paradigm of the functional situation connected to the other subjects which have attributes of 'connection' and guide them by proper questions. Therefore, the aim of this study is to find teaching method for functional thinking by situation posing connected with other subject. We suggest the following ways for functional situation posing though the process of three steps : preparation, adaption and reflection of functional situation posing. At the first stage of preparation for functional situation, teacher should investigate student's environment, mathematical knowledge and level of functional thinking. With this purpose, teachers analyze various curriculum which can be used for teaching functional thinking, extract functional situation among them and investigate the utilization of functional situation as follows : ${\cdot}$ Using meta-plan, ${\cdot}$ Using mathematical journal, ${\cdot}$ Using problem posing ${\cdot}$ Designing teacher's questions which can activate students' functional thinking. For this, teachers should be experts on functional thinking. At the second stage of adaption, teacher may suggest the following steps : free exploration ${\longrightarrow}$ guided exploration ${\longrightarrow}$ expression of formalization ${\longrightarrow}$ application and feedback. Because we demand new teaching model which can apply the contents of other subjects to the mathematic class. At the third stage of reflection, teacher should prepare analysis framework of functional situation during and after students' products as follows : meta-plan, mathematical journal, problem solving. Also teacher should prepare the analysis framework analyzing student's respondence.

• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.425-441
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• 2006

Entering upon 21th, the internet which bring the digital era, are changing the paradigm of education and cultivating creative and challenging person, which is the core of competitive power in knowledge-information society, is more emphasized than ever. To meet the needs of the present times, it has been concentrating its effort to improve learning-environment using e-Learning in the field of teaching. E-schoolbooks that were introduced recently by way of showing an example are representative case of this intention. Though many e-learning contents are being developed, the more speedily a society grow, the shorter the life of contents are. Moreover, the contents developed are impossible to use directly for tele-education system, so standard types adjusted for various kind of system are showing up. Among them the leading standard type is SCORM(Sharable Content Object Reference Medel) made in ADL(Advanced Distributed Learning) Corporation. The KERIS' Cyber Home Education System adopted this and is using it. So, in this study, we set the goal at designing and developing an e-learning contents and an experiment-focused mathematics that suit the KERIS' Cyber Home Education System on the basis of SCORM.

• School Mathematics
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• v.10 no.4
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• pp.537-555
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• 2008

The study aims to analyze elementary school students' understanding of the concept of equality sign in contexts, to reflect the types of contexts for equality sign which mathematics textbook series for $1{\sim}4$ grades on natural numbers and its operation provide, and to invetigate the effects of teaching methods of the concept of equality sign suggested in this research. In order to achieve these purposes, the origin, concept, and contexts of equality sign were theoretically reviewed and organized. Also the error types in using equality sign were reflected. Modelling, discussing truth or falsity of equations, identifying relations between numbers and their operation, conjecturing basic properties of numbers and their operations, experiencing diverse contexts for equality sign, and creating contexts for equality sign are set up as teaching methods for better understanding the concept of equality sign. The conclusions are as follows. Firstly, elementary school students' under-standing of the concept of equality sign varied by context and was generally far from satisfactory. In particular, they had difficulties in understanding the concept of the equal sign in contexts with operations on both sides. The most frequently witnessed error was to recognize equality sign as a result of operations. Secondly, student' lack of understanding of the concept of equality sign came from the fact that elementary textbooks failed to provide diverse contexts for equality sign. According to the textbook analysis, contexts with operations on the left side of the equal sign in the form of $a{\pm}b=c$ were provided excessively, with the other contexts hardly seen. Thirdly, teaching methods provided in the study were found to be effective for enhancing understanding the concept of equality sign. In other words, these methods enabled students to focus on relational understanding of concept of equality sign rather than operational one.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.7 no.2
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• pp.247-257
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• 1996

This is a preliminary report on the first segment of a continuing and prospective teaming disorder study project in Korea. Study subjects were 197 children, aged between 6 and 15 referred for psychiatric evaluation of scholastic problems. Demographic data, psychiatric diagnoses and intelligence and achievement test results were reviewed and analyzed. Analyses of data lead to the following conclusions : (1) About 20.8% of children referred for scholastic problems were diagnosed of teaming disorder(LD). The most prevalent diagnosis among these children with scholastic problem was emotional disorder, especially depressive disorder(33%), (2) The comorbid rate of attention deficit/hyperactivity disorder(ADHD) of 41 children with LD was 44%, (3) Male/female ratio was 5.8:1 among all of the LD children, 17:1 among children with LD and ADHD and 3.6:l among children with LD but without ADHD, (4) 83% of children with LD scored above middle level on socioeconomic status(SES), (5) Age, SES, IQ, family psychiatric history, past history of medical and psychiatric illness, onset of age, pattern of peer relationship, number of friends, presence of adaptation problem and academic achievements of children with LD and ADHD compared to those of children with LD but without ADHD. No significant differences between two groups were found on age, SES, IQ, family psychiatric history, past history of medical and psychiatric illness, pattern of peer relationship, number of friends and presence of adaptation problem. However, there were significant differences in academic achievements of Korean language total, speaking and listening score, arithmetic score, social science score and music score of children with LD and ADHD compared to those of children with LD but without ADHD. Also there was an ealier onset of age in LD and ADHD group when compared to LD but without ADHD group.

• Information Systems Review
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• v.13 no.2
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• pp.1-16
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• 2011

Recently, many companies have started to manage and support CoPs formally at the organizational level because of strategic usability of CoP. These companies are also seeking ways to motivate CoP members to actively participate in their groups. Accordingly, this paper proposes one way of increasing CoP activities by rearranging CoP members. In practice, active CoP members often lead their groups. Therefore, rearranging members can, eventually, be one method to motivate more individuals to participate in CoP activities. This paper first suggests a new approach in order to improve knowledge sharing activities at the organizational level based on rearranging members of current CoPs. Second, a mathematical model is presented which maximizes total BLS (Balanced Level Score) of company A with several constraints. Then a real world problem is changed to a popular problem, VRP to solve this problem. Third, the solution program was developed to find a meaningful solution.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.291-301
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• 2023

In this study, the STEAM elements and convergence types which appeared in the creative and convergent activities in authorized elementary school science textbooks for 5^th and 6^th graders were analyzed. For this study, creative and convergence activities presented in 9 different science textbooks for 5^th and 6^th graders were selected and the STEAM elements and convergence types were analyzed by each publisher, grade-semester, and science field. The results of this study are as follows. First, there was a large variation by publisher in the total frequency of STEAM elements and the frequency of each element in creative and convergence activities. Second, the ratio of convergence type consisting of two elements was very high, and the higher the number of fused elements, the lower the ratio appeared in overall. Third, the art (A) element had the highest frequency in all grade-semesters, and the technology (T), engineering (E), mathematics (M) elements differed in the distribution of frequency by grade-semesters. Fourth, the engineering (E) element in the 'integration' field, and the art (A) element in the fields of 'movement and energy', 'material', 'earth and universe', and 'life' had the highest frequency.

• Aerospace Engineering and Technology
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• v.13 no.1
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• pp.129-141
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• 2014

Since 2006, an annual rocket competition for university students in America has been held by management of NASA to support the Space Launch System. This paper describes the significance and operational aspects of NASA Student Launch, a rocket competition for university students organized by NASA Marshall Center's Academic Affairs Office, to inspire students to pursue education and careers in science, technology, engineering, or mathematics (STEM) fields, which is Furthermore, It describes briefly activities of Korean national rocket competition for university students.

• Proceedings of The KACE
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• 2017.08a
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• pp.251-252
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• 2017

본 논문에서는 컴퓨팅 사고력을 향상시키는 방안에 대한 교사들의 강의안에 대한 여러 가지 사례를 분석하였다. 연수에 참여한 정보 컴퓨터(특수 정보 컴퓨터 7명 포함) 교사 37명을 대상으로 실제 학교 현장에서 학생들을 대상으로 컴퓨팅 사고력을 향상시키는 여러 가지 방안을 제시한 후, 산출물을 분석하였다. 산출물 분석 결과 댄스 활동과 같은 학생들이 재미있어 하는 분야를 발굴하는 방법, 글쓰기와 같은 컴퓨터와 상관없는 일상생활의 사례를 활용하여 글쓰기 대회에 입상하는 사례, 수학여행 계획을 여러 학생이 함께 참여하여 완성하는 방법 등을 제시하였다. 본 논문에서는 여러 가지 사례들을 소개하고 사례들에서 컴퓨팅 사고력을 향상시키는 방안의 공통적인 요인을 도출하여 보고자 한다.