• Journal of the Korean BIBLIA Society for library and Information Science
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• v.27 no.1
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• pp.263-290
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• 2016

The purpose of this study is to compare seven data science programs in Korea and ten data science programs in the US. Results show that 14 data science programs are housed in graduate schools. 10% of data science courses in Korea and 26% in the US fall under the Math and Statistics Knowledge area, one of the three areas defined by Conway. The syllabus analysis does not show much differences in terms of class contents and grading. The results of this study can be used to design data science programs that are more effective and well-grounded.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.40-44
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• 2011

In the engineering education, the difference of student's achievements is one of the problems to make teaching more difficult. To solve this problem, cooperative learning can be adopted to make students study automatically and cooperatively in the small study group. However, it is not easy to achieve substantial cooperation in the study group. In this paper, we propose a method to achieve substantial cooperative learning in the engineering subject requiring mathematical practice. we can vitalize the cooperative learning and improve the student's achievements by using the both of individual and group assessment.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.233-245
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• 2013

The purpose of this study is to analyse the effects on the academic achievement and learning motive in mathematics class by use of Cornell-note method at an elementary school. Thus, Cornell-mathematic note is designed for the experiment in order to recognize the effects how the Cornell-note influences students' mathematics academic achievement and learning motive. This experiment was carried out for 13 weeks and the target was 28 students. The group was consisted of 6rd grade students in elementary school located in Busan. To see the effects of Cornell-note method after experiment, post-test was carried out about mathematics academic achievement and learning motive. The results of this study are as follows: There was meaningful difference before and after test about mathematics academic achievement and learning motive. The academic achievement and learning motive in mathematics were improved after Cornell-note applied. Improvement of learning motive caused progress of academic achievement in mathematics class. The Cornell-note way is not appropriate, however, to reinforce mathematical communication ability and to attract students' interest. Therefore, systematic symbol is necessary and consider about adoption of story-telling way.

• Journal of the Korean Institute of Educational Facilities
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• v.3 no.3
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• pp.41-57
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• 1996

본 연구는 광희중학교 학구내에서 재개발로 인하여 증가되는 인구수을 예측하여 장래 중학교 학생수를 예측하였다. 2016까지 학급당 학생수를 37명으로 하고 36학급 규모의 학교를 추구한다면 중학교는 적어도 1개 더 건축하여야만 재개발로 늘어나는 제1학군의 학생수를 수용할 수있을 것음을 분석하였다. 또, 교과과정을 분석한 결과 도덕 2.5교실, 국어 6교실, 사회 5교실, 수학 5교실, 과학 5교실, 체육 4교실, 음악 2교실, 미술 2교실, 가정 1.5교실, 기술 3교실, 영어 5.5교실, 한문 1교실, 컴퓨터 1교실로 분석되어 이용율이 88%가 되었다. 본 연구는 광희중학교 구체적 건축계획에 앞서 계획의 모델을 설정하여 이를 토대로 계획에 임하였다. 광희중학교 주변의 접근성, 교통 조건, 소음 상태, 지역사회인의 이용, 전망 등의 환경 분석을 토대로 4개의 죠닝(Zonning)안을 제시하여 평가한 후 가장 바람직한 안을 선정하였다. 이를 토대로 브록(Block)프랜을 5개 작성하여 평가후 1개 안을 채택하여 구체적 평면 계획안을 작성하였다. 36학급 37명 학생수를 기준으로 교과교실형으로 계획하였으며 특별 교실형의 학습도 가능하게 계획하였다. 교수, 학습의 복합화에 대처하여 칸막이를 이동 가능한 형태로 계획하였으며, 일반 교과도 컴퓨터를 이용한 수업이 가능하게 정보 코너를 설치하였다. 지역사회인에게 열린 교실이 되게 계획하였고 개별 학습이 가능한 구조로 계획하교 기자재의 선진화를 대비한 학습 환경의 제고도 고려하였다. 본 연구의 입면 형상은 주변 건물과 조화되게 수평적 요소가 강조되는 형상이 되도록 계획하며 고층의 아파트의 위협을 상쇄시키기 위하여 지붕이 있는 구조로 계획하여 지역사회에서 중심임을 강조하도록 계획하였다.

• The Korean Journal of Community Living Science
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• v.22 no.4
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• pp.519-533
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• 2011

The objective of this study was to follow up changes in knowledge related to the mathematics education field work of preliminary early childhood teachers. The subjects of this research were 28 students who were taking mathematics education courses in early childhood education departments at various universities. This research ran for 15 weeks and was conducted through field work relating to mathematics education. The study collected data from pre-service teachers' knowledge, the diagram of concept, writing journals, interviews, and materials from the internet. Through this procedure, pre-service teachers' knowledge for mathematics education could later be expanded, ordered, and integrated. In addition, pre-service teachers not only understood the importance of contents and levels of lesson plans, but also learned how to utilize educational media to make effective lessons. Furthermore, pre-service teachers realized that the mathematical concepts of students could be expanded depending on the contents and methods of pre-service teachers' lesson plans and students could then apply these concepts into daily situations.

• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.333-357
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• 2014

This study resulted from a study regarding creative STEAM System based upon an experiment with the center of gravity. The results of the study are constructed by a fusion of mathematics and physics, showing that they are the same as mathematical calculations. Also, students can find that center of gravity of an object is in equilibrium on a metal rod when the center of gravity exactly is placed on the rod. The fact that an experimental results are correspond to calculations can maximize the effectiveness of teaching. And also this study has the following effectiveness. First, the exact construction and calculations arouses good competition among students. Second, this experiment can give students a motivation for study and increase their thinking in classes because the theoretical background of center of gravity experiment is basically attributed to math and science classes in school. This study includes three different types of center-of-gravity experiments. One is a simple type of experiment in which center of gravity exists inside of an object. Another is a complicated one in which the center of gravity is also inside of an object. However, the third type is an experiment in where the center of gravity is outside of an object. Therefore, it gives students an opportunity to discuss how to confirm equilibrium on a metal rod when the object has its center of gravity outside. Having discussions in class will allow students to have a critical way of thinking. In addition, searching for a way to solve a problem will increase creativity of students as well. And the last type is finding the center of gravity of a big acrylic panel where multiple objects are on the panel. According to the survey and interview conducted by students who participated in this program, teaching based on creative STEAM system helps students to get a better understanding and more fast acquisition of knowledge. We can expect that a well-planned creative STEAM system through a continuous study will be both effective and efficient in educating critical and creative students.

• 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 Educational Research in Mathematics
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• v.18 no.3
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• pp.407-434
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• 2008

This research is to analyze the descriptions in the statistic chapter of the grade 7's current textbooks. The analysis is based on the distribution concepts suggested by Nam(2007). Thus we assumed that the goal of this statistic chapter is to establish concepts on the distributions and to learn ways of communication and comparison through distributional presentations. What we learned and wanted to suggest through the study is the followings. 1) Students are to learn what the distribution is and what are not. 2) Every kinds of presentational form of distributions is to given its own right to learn so that students are more encouraged to learn them and use them more adequately. 3) Density histogram is to be introduced to extend student's experiences viewing an area as 3 relative frequency, which is later to be progressed into a probability density. 4) Comparison of two distributions, especially through frequency polygons, is to be an hot issue among educational stakeholder whether to include or not. It is very important when stochastic correlations be learned, because it is nothing but a comparison between conditional distributions. 5) Statistical literacy is also an important issue for student's daily life. Especially the process ahead of the data collection must be introduced so that students acknowledge the importance of accurate and object-oriented data.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.357-367
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• 2013

It is important to make students do research for oneself. But the practice of inquiry activity is not easy in the mathematics education field. Intellectual curiosities of students are unpredictable. It is important to meet intellectual curiosities of students. We could get a sequence in the process solving a problem. This sequence was expressed in a form of the recurrence relation $a_n=a_{n-1}+a_{n-3}$ ($n{\geq}4$), $a_1=a_2=a_3=1$. We tried to look for the general terms of this sequence. This sequence is similar to Fibonacci sequence, but the process finding the general terms is never similar to Fibonacci sequence. We can get two general terms expressed in different form after our a great deal of effort. We hope that this study will give the spot of education energy.

• School Mathematics
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• v.12 no.3
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• pp.273-299
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• 2010

The purpose of the study is designing and implementing 'Sampling Distributions Simulation' to help students to understand concepts of sampling distributions. This computer simulation is developed to help students understand sampling distributions more easily. 'Sampling Distributions Simulation' consists of 4 sessions. 'The first session - Confidence level and confidence intervals - includes checking if the intended confidence level is actually achieved by the real relative frequency for the obtained sample confidence intervals containing population mean. This will give the students clearer idea about confidence level and confidence intervals in addition to the role of sampling distribution of the sample means among those. 'The second session - Sampling Distributions - helps understand sampling distribution of the sample means, through the simulation method to make comparison between the histogram of sampling distributions and that of the population. The third session - The Central Limit Theorem - includes calculating the means of the samples taken from a population which follows a uniform distribution or follows a Bernoulli distribution and then making the histograms of those means. This will provides comprehension of the central limit theorem, which mentions about the sampling distribution of the sample means when the sample size is very large. The forth session - the normal approximation to the binomial distribution - helps understand the normal approximation to the binomial distribution as an alternative version of central limit theorem. With the practical usage of the shareware 'Sampling Distributions Simulation', we expect students to have a new vision on the sampling distribution and to get more emphasis on it. With the sound understandings on the sampling distributions, more accurate and profound statistical inferences are expected. And the role of the sampling distribution in the inferences should be more deeply appreciated.