• The Mathematical Education
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• v.62 no.3
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• pp.381-400
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• 2023

As the era of solving various and complex problems in the real world using artificial intelligence and big data appears, problem-solving competencies that can solve realistic problems through a mathematical approach are required. In fact, the 2015 revised mathematics curriculum and the 2022 revised mathematics curriculum emphasize mathematical modeling as an activity and competency to solve real-world problems. However, the real-world problems presented in domestic and international textbooks have a high proportion of artificial problems that rarely occur in real-world. Accordingly, domestic and international countries are paying attention to the reality of mathematical modeling tasks and suggesting the need for authentic tasks that reflect students' daily lives. However, not only did previous studies focus on theoretical proposals for reality, but studies analyzing teachers' perceptions of reality and their competency to reflect reality in the task are insufficient. Accordingly, this study aims to analyze in-service mathematics teachers' perception of reality among the characteristics of tasks for mathematical modeling and the in-service mathematics teachers' competency for designing the mathematical modeling tasks. First of all, five criteria for satisfying the reality were established by analyzing literatures. Afterward, teacher training was conducted under the theme of mathematical modeling. Pre- and post-surveys for 41 in-service mathematics teachers who participated in the teacher training was conducted to confirm changes in perception of reality. The pre- and post- surveys provided a task that did not reflect reality, and in-service mathematics teachers determined whether the task given in surveys reflected reality and selected one reason for the judgment among five criteria for reality. Afterwards, frequency analysis was conducted by coding the results of the survey answered by in-service mathematics teachers in the pre- and post- survey, and frequencies were compared to confirm in-service mathematics teachers' perception changes on reality. In addition, the mathematical modeling tasks designed by in-service teachers were evaluated with the criteria for reality to confirm the teachers' competency for designing mathematical modeling tasks reflecting the reality. As a result, it was shown that in-service mathematics teachers changed from insufficient perception that only considers fragmentary criterion for reality to perceptions that consider all the five criteria of reality. In particular, as a result of analyzing the basis for judgment among in-service mathematics teachers whose judgment on reality was reversed in the pre- and post-survey, changes in the perception of in-service mathematics teachers was confirmed, who did not consider certain criteria as a criterion for reality in the pre-survey, but considered them as a criterion for reality in the post-survey. In addition, as a result of evaluating the tasks designed by in-service mathematics teachers for mathematical modeling, in-service mathematics teachers showed the competency to reflect reality in their tasks. However, among the five criteria for reality, the criterion for "situations that can occur in students' daily lives," "need to solve the task," and "require conclusions in a real-world situation" were relatively less reflected. In addition, it was found that the proportion of teachers with low task development competencies was higher in the teacher group who could not make the right judgment than in the teacher group who could make the right judgment on the reality of the task. Based on the results of these studies, this study provides implications for teacher education to enable mathematics teachers to apply mathematical modeling lesson in their classes.

• Journal of Engineering Education Research
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• v.17 no.2
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• pp.3-10
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• 2014

How to teach calculus is an important issue since Calculus is the first mathematics in college curriculum which highly influences other subjects including Physics, Engineering Mathematics like differential equations, and other engineering major subjects. This study suggests that a class model of Engineering Mathematics include Calculus review test so that students can study for themselves Calculus 'outside Calculus class'. First of all, a systematic process of administrating a review test is presented. Secondly, scores of the Calculus review test is statistically analyzed to confirm that ability in Calculus is highly correlated to their achievements in Engineering mathematics. Through a survey, it is confirmed that students in Engineering Mathematics study Calculus for themselves as they think Calculus review test is helpful.

• Proceedings of The KACE
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• 2017.08a
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• pp.161-164
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• 2017

컴퓨터 사고를 이해하고 컴퓨터와 소통하는 것을 목적으로 한다. 본 연구의 목적은 컴퓨터 비전공자 대상으로 하는 강의의 목적성과 실효성을 규명하고, 나아가 학생과 강의자가 수업의 목표점의 접점을 찾아 나가는데 있다. 강의 대상은 컴퓨터 비전공자 학생 중 인문, 미술, 음악, 자연 계열의 학생들로서 그들이 현시점에서 이수한 교과과목 중 수학의 비중이 상대적으로 낮은 군에 속한다. 따라서 그들이 현실적으로 컴퓨터와 소통하기 위해 어떤 교육의 패러다임을 적용해야 하는가가 중요하다. 본 연구에서는 텍스트 코딩이 가능한 파이썬을 컴퓨터 비전공생에게 학습시키는 이유와 목적에 대해 밝히고 학습의 실효성에 대해 논의한다.

• 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.

• The Journal of Korean Association of Computer Education
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• v.5 no.4
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• pp.111-121
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• 2002

With advancement of computer and network, world wide web(WWW) as medium of information communication is generalized in many fields. In educational aspect, applications of WWW as alternative media for class teaching or printed matter are increasing. In this article, we demonstrate a web based electronic text on the 'probability and statistics' which is one of six fields of mathematics in 7th curriculum. This text places importance on comprehension of concepts and fundamentals of probability and statistics as applied sciences and not on simple calculations of probability and statistics.

• Journal of Engineering Education Research
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• v.20 no.6
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• pp.3-11
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• 2017

The purpose of this study is to investigate the variables that learners should consider for learning persistence when applying blended learning to mathematics class which is a basic curriculum of engineering college. For this purpose, this study compared the basic mathematics class with the blended learning and the class without it. In addition, this study analyzed the influence of the learning outcomes of the blended learning on the willingness to learning persistence by using the self-efficacy and self-regulated learning variables that can predict it. As a result, it was found that the blended learning applied mathematics class of K university which is the subject of analysis in this study has higher self - efficacy, self - regulated learning, and learning persistence intention than general classroom. Finally, the results of this study are meaningful to provide the points to be considered for improving the learning performance when applying the blended learning to the subject class in the future.

• Journal of Engineering Education Research
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• v.22 no.3
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• pp.41-48
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• 2019

The purpose of this study is to examine how academic achievement in college math courses differ depending on when the course takes place. As a result, based on years of data analyses on students' academic achievement, it was affirmed that achievement levels differ due to environmental factors despite the diverse efforts of instructors and students. By further analyzing the causes of these differences, this study suggests solutions for improving the different academic achievement levels.

• The Bulletin of The Korean Astronomical Society
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• v.46 no.2
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• pp.54.2-54.2
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• 2021

지구과학 분야에서 가장 어렵게 느껴지는 내용인 천문분야는 다른 과학 분야와 달리 탐구 대상이 천체들이 먼거리에 있고, 쉽게 관측하기 어려우며, 실험실에서 동일실험과 반복 실험이 불가능하여, 추상적이고 직접 관측하기 어려운 개념에 관한 연구들이 많다. 따라서 이 연구에서는 레이저 커팅기를 사용해 지구과학교과 중 별자리를 구성하는 별들의 상대적 거리를 수학적으로 계산하는 과정과 고등학교 물리교과 중 LED 광원의 원리를 알고 LED 모듈을 제작하여 최종적으로 아름답고 과학적으로 가치가 있는 입체 별자리 교구를 제작하는 형태의 STEAM 교육 프로그램을 개발하고 시범학교 적용을 하였다. 이에 지능정보화 사회에 발맞춰 천문학 지식을 창의 교육의 형태로 교육하는 새로운 교육법을 실현한 연구결과들을 발표하고자 한다. 또한 개발한 프로그램의 효과성을 검증하기 위해 STEAM 관련 태도 검사와 논리적 사고력 검사 및 만족도 검사를 실시하였다. 연구결과 개발된 프로그램이 STEAM 태도 검사와 논리적 사고력에 효과가 있는 것으로 나타났으며, 천문수업에 대한 학생들의 인식은 긍정적이었다. 따라서 후속 연구에서는 다양한 학년 및 위계에 맞는 프로그램의 개발과 다양한 지역 등의 현장 적용을 통한 연구가 진행되어야 할 것으로 판단된다.

• Communications of Mathematical Education
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• v.31 no.3
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• pp.331-347
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• 2017

The purpose of this study is to develop a sample chapter of mathematics textbook at the first middle school according to the model of supporting learners' self-directed learning. The self-directed learning is a learning strategy to develop learner's ability to solve unstructured problems by himself or herself. Basically, the textbook should included learning objectives distinctively. Second textbook should consist of some appropriate method for learners to learn content. Third, it suggests some plans to utilize learning strategies of this model effectively when authors or developers develop textbooks in future. Based on those condition, it is also requested that the sample chapter of the textbook be develop in order to study interestingly as well as to implement self-directed study, and content materials using mixed diverse subjects would be included in the chapter. Furthermore, the sample chapter which is suitable to the semester of managing self-directed learning middle school would be developed. For this purpose, in this study the 'Plane shapes' was selected dealt with in the first middle school. The sample chapter is developed at first by the researchers and then revised and completed through the checking from the professionalists two times.

• School Mathematics
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• v.7 no.2
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• pp.139-168
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• 2005

The purpose of this study is to investigate children's informal knowledge of the fractional multiplication and to develop a teaching material connecting the informal and the formal knowledge. Six lessons of the pre-teaching material are developed based on literature reviews and administered to the 7 students of the 4th grade in an elementary school. It is shown in these teaching experiments that children's informal knowledge of the fractional multiplication are the direct modeling of using diagram, mathematical thought by informal language, and the representation with operational expression. Further, teaching and learning methods of formalizing children's informal knowledge are obtained as follows. First, the informal knowledge of the repeated sum of the same numbers might be used in (fractional number)$\times$((natural number) and the repeated sum could be expressed simply as in the multiplication of the natural numbers. Second, the semantic meaning of multiplication operator should be understood in (natural number)$\times$((fractional number). Third, the repartitioned units by multiplier have to be recognized as a new units in (unit fractional number)$\times$((unit fractional number). Fourth, the partitioned units should be reconceptualized and the case of disjoint between the denominator in multiplier and the numerator in multiplicand have to be formalized first in (proper fractional number)$\times$(proper fractional number). The above teaching and learning methods are melted in the teaching meterial which is made with corrections and revisions of the pre-teaching meterial.