• Korean Journal of Human Ecology
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• v.17 no.5
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• pp.821-833
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• 2008

The purpose of this study was to investigate the effects of family related mathematical inquiry activities based on daily experiences on the young children's mathematical abilities. 38 three-years old children were selected from kindergarten in K City, Jeon-buk Province. Children were divided into 19 children for experimental group and 19 children for control group. And for the 5 weeks, the children in the experimental group participated in family related mathematical inquiry activities based on daily experiences. The Stanford Early School Achievement Test were used as both pre-test and post-test for the children's mathematical ability. And the data were analyzed by Independent-Sample t-test and ANCOVA. The results shows that the family related mathematical inquiry activities based on daily experiences had enhanced the children's mathematical abilities.

• Communications of Mathematical Education
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• v.23 no.4
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• pp.1059-1078
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• 2009

In this paper we study metric equalities related with distance between excenter and other points of triangle. Especially we find metric equalities between excenter and incenter, circumcenter, center of mass, orthocenter, vertex, prove these formulas, and transform these formulas into new formula containing another elements of triangle. We in detail describe proof process of these equalities, indicate references of some formulas that don't exist within secondary school curriculum.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.137-155
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• 2004

현실적 수학교육은 탐구학습, 열린학습 등을 통해 수학적 사고력, 문제해결력을 신장하려는 최근의 수학교육의 방향에 걸맞는 새로운 교수${\cdot}$학습 방법의 하나로 주목받고 있다. 이에 따라 본 연구에서는 고등학교 확률과 통계 영역에서 현실적 수학교육을 적용하기 위한 문맥을 개발하였다. 이 문맥들은 수학사, 자연 및 사회 현상, 실생활의 상황, 타 교과에서의 활용 상황 등 다양한 분야에서 고등학교 2${\sim}$2학년 수준에 알맞게 개발되었다.

• The Mathematical Education
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• v.61 no.3
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• pp.477-497
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• 2022

The rapidly changing world calls for reform in mathematics education from lifelong learning perspectives. This study examines adults' perception of mathematics by reflecting on their experiences of mathematics in and out of school in order to understand what the current needs of adults are. With the two questions: "what experiences do participants have during their learning of mathematics in schools?" and "how do they perceive mathematics in their current life?", we analyzed the semi-structured interviews with 10 adults who have different sociocultural backgrounds using narrative inquiry methodology. As a result, participants tended to accept school mathematics as simply a technique for solving computational problems, and when they had not known the usefulness of mathematical knowledge, they experienced frustration with mathematics in the process of learning mathematics. After formal education, participants recognized mathematics as the basic computation skill inherent in everyday life, the furniture of their mind, and the ability to efficiently express, think, and judge various situations and solve problems. Results show that adults internalized school education to clearly understand the role of mathematics in their lives, and they were using mathematics efficiently in their lives. Accordingly, there was a need to see school education and adult education on a continuum, and the need to conceptualize the mathematical abilities required for adults as mathematical literacy.

• Korean Journal of Childcare and Education
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• v.1 no.1
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• pp.37-58
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• 2005

The purpose of this study was to examine whether or not the use of number-related fairy tales had any effects on young children's mathematical inquiry skills in a bid to help facilitate their development of mathematical capabilities. The subjects in this study were 30 preschoolers who were four years old in Western age and attended G kindergarten in Jung-gu, Ulsan. The instrument used to assess their mathematical inquiry skills was Choi Hye-jin(2003)'s Preschooler Math Capability Inventory. The collected data wee analyzed with SPSS Win 11.5 program, and analysis of covariance was utilized. The findings of the study were as follows: The application of number-related fairy tales turned out to be effective in developing the young children's abilities to figure out the regularity of things, conception of number, geometrical abilities, measurement abilities and mathematical inquiry skills of the preschoolers. The above-mentioned findings suggested that the application of number-related fairy tales was one of good teaching methods to step up the development of young children's mathematical inquiry skills. Specifically, that could inner motivation to preschoolers in mathematical contexts and take their problem-solving skills to another level.

• Communications of Mathematical Education
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• v.37 no.2
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• pp.299-327
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• 2023

In this study, we tried to find out the level of inductive reasoning ability and the aspects of visualization components shown in students in the class using exploratory software for the 'congruence and symmetry' unit in the second semester of the 5th grade of elementary school. To this end, classes using GeoGebra, one of the exploratory software, were conducted for a total of 19 students in one class of fifth graders in elementary school, and the results of the students' activities were analyzed. As a result of this study, the level of inductive reasoning ability of students remained at a similar level or developed, and it was shown that students inferred new properties of shapes using various functions of software inductively. In addition, in terms of visualization, students were able to quickly and easily draw shapes that met the conditions, and unlike the paper-and-pencil environment, using the 'measurement' and 'symmetry' functions, they transformed and manipulated complex yet precisely congruent and symmetrical external representations. Based on these analysis results, implications for the use of exploratory software in the area of figures were derived.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.97-130
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• 2014

The purpose of the study was to investigate the aspects of analogy of high school student's thinking process revealed in the inquiry activity with synthetic division. The case study method of qualitative research was conducted with two high school 10th grade students. Structure-mapping model(SMM) of Gentner and similarity frames which were proposed by other researchers were utilized to analyze the data. Two students used analogy as a tool and they could discover synthetic division of more than 2 degrees, but they revealed different levels of mathematics discovery depending on the different degree of analogical thinking. Surface similarity in the process of inquiry activity played a vital role in analogical thinking. We asked students to explore and discover analogy based on structure similarity. Analogy based on the systematic approach made it possible to predict upper domain. Analogy based on the procedure similarity induced internalization. We could conclude that analogy has instrumental, heuristic and reflective characteristics.

• School Mathematics
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• v.10 no.1
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• pp.1-22
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• 2008

The purpose of this study is to search the effective teaching-learning program by considering how affect on formation of linear function using Excel. This study was based on qualitative case study. The teaching experiment using Excel executed with five 8th graders' students for second research content. Teaching experiment was performed for two classes. Collecting the data was conducted via observations and interviews with students. The data include audio and video recording of the students' work, students' worksheets and detailed field notes. The conclusions drawn from teaching experiment are as follows: First, when students explored relevancy content of function in Excel environment, formation of concept of function was facilitated by experiencing operation of algebraic formulas, tables and graphs. We could infer that formation of concept was effected by conjecture activity and iterative process of feedback through Excel environment. Second, the students explored the changes very interestingly making algebraic formulas and presenting tables and graphs. The students were familiarized with observation on algebraic formulas, graphs and tables concurrently. Also, they tried to look for general rules through inductive observation. According to this study, we noticed that exploration teaming environment using Excel could supplement paper-and-pencil environment.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.10a
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• pp.107-107
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• 2006

• Education of Primary School Mathematics
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• v.21 no.3
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• pp.329-349
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• 2018

The purpose of this study is to investigate the mathematical belief of elementary school preservice teachers and elementary school teachers and to analyze their differences in mathematical belief. The results of the analysis are as follows. First, Elementary school preservice teachers generally regard the belief in the nature of mathematics as 'rules and procedures' and emphasize the 'process of inquiry' about the beliefs of learning mathematics. When comparing the beliefs according to gender, there is a significant difference only in the category of 'teacher instruction' among the beliefs of learning mathematics. Second, elementary school teachers generally regard the nature of mathematics as a 'inquiry process' and have a 'student-led' belief about the learning mathematics. There is no significant difference of the belief about the nature of mathematics and learning mathematics between the elementary school teachers by gender and majors. However, when comparing the mathematical beliefs according to educational level, there is a difference in beliefs about the nature of mathematics. Third, comparing the mathematical beliefs of elementary school preservice teachers and elementary school teachers, there is no statistically significant difference between the two groups in the 'rules and procedures' subcategories of the nature of mathematics, but there is a significant difference in 'inquiry process'.