• Journal of Elementary Mathematics Education in Korea
• /
• v.16 no.3
• /
• pp.359-388
• /
• 2012

The study aims to extract the framework of sub-factors of spatial sense, to develop test instruments based on the framework to investigate the actual spatial sense ability of fourth to sixth graders in elementary school and to analyze the results. According to the framework of sub-factors of spatial sense of the study, spatial sense has two factors of spatial visualization and spatial orientation. Spatial visualization is divided into mental rotation, mental transformation and figure-ground perception while spatial orientation is categorized into direction sense, distance sense, and location sense. Based on the framework, the test instrument for spatial sense ability was developed and the test was conducted to 430 fourth to sixth students in five elementary schools in capital areas. The following conclusions were drawn from the results obtained in the study. Firstly, the higher school year gets, the more spatial sense grows. However, spatial visualization is developed much more than spatial orientation and their order is reversed with higher graders. Secondly, the most insufficient abilities among fourth to sixth elementary school students' spatial sense were mental transformation of spatial visualization and location sense of spatial orientation. Thirdly, the reasons of differences in sub-factors of spatial sense and graders seem to be from effects of students' learning experiences of spatial sense of mathematics curriculum and the complexities of test items.

• School Mathematics
• /
• v.5 no.3
• /
• pp.361-384
• /
• 2003

The purpose of this study was to investigate students' problem solving process based on the model of IDEAL if they learn to solve word problems of simultaneous linear equations through structure-representation instruction. The problem solving model of IDEAL is followed by stages; identifying problems(I), defining problems(D), exploring alternative approaches(E), acting on a plan(A). 160 second-grade students of middle schools participated in a study was classified into those of (a) a control group receiving no explicit instruction of structure-representation in word problem solving, and (b) a group receiving structure-representation instruction followed by IDEAL. As a result of this study, a structure-representation instruction improved word-problem solving performance and the students taught by the structure-representation approach discriminate more sharply equivalent problem, isomorphic problem and similar problem than the students of a control group. Also, students of the group instructed by structure-representation approach have less errors in understanding contexts and using data, in transferring mathematical symbol from internal learning relation of word problem and in setting up an equation than the students of a control group. Especially, this study shows that the model of direct transformation and the model of structure-schema in students' problem solving process of I and D stages.

• Journal for History of Mathematics
• /
• v.22 no.3
• /
• pp.171-186
• /
• 2009

$Poincar\acute{e}$ is mathematician and the episodes in his mathematical invention process give suggestions to scholars who have interest in how mathematical invention happens. He emphasizes the value of unconscious activity. Furthermore, $Poincar\acute{e}$ points the complementary relation between unconscious activity and conscious activity. Also, $Poincar\acute{e}$ emphasizes the value of intuition and logic. In general, intuition is tool of invention and gives the clue of mathematical problem solving. But logic gives the certainty. $Poincar\acute{e}$ points the complementary relation between intuition and logic at the same reasons. In spite of the importance of relation between intuition and logic, school mathematics emphasized the logic. So students don't reveal and use the intuitive thinking in mathematical problem solving. So, we have to search the methods to use the complementary relation between intuition and logic in mathematics education.

• Education of Primary School Mathematics
• /
• v.20 no.1
• /
• pp.19-36
• /
• 2017

The purpose of this study was to analyze the research trends of elementary mathematics education in terms of topics, methods, subjects, mathematics content strands, and mathematical competencies. For this purpose, a total of 596 papers published in eight domestic journals during the recent seven years were analyzed. The results of this study showed that the popular research topics included learners' perspectives and abilities, analysis of curriculum and textbooks, and instruction and teaching methods, whereas studies on assessment and technology or manipulative materials did not get much attention. The results also showed that qualitative research methodology was used a lot with focus on students. The mathematics content strand which was most frequently studied was number and operations, and problem solving was most popular among the mathematical competencies. On the basis of these results, this paper includes several implications for the future research direction in elementary mathematics education.

• Communications of Mathematical Education
• /
• v.24 no.3
• /
• pp.611-626
• /
• 2010

The purpose of this study is to explore the composite properties of linear functions using CAS calculators. The meaning and processes in which technological tools such as CAS calculators generated to instrument are reviewed. Other theoretical topic is the design of an exploring model of observing-conjecturing-reasoning and proving using CAS on experimental mathematics. Based on these background, the researchers analyzed the properties of the family of composite functions of linear functions. From analysis, instrumental capacity of CAS such as graphing, table generation and symbolic manipulation is a meaningful tool for this exploration. The result of this study identified that CAS as a mediator of mathematical activity takes part of major role of changing new ways of teaching and learning school mathematics.

• Journal of The Korean Association of Information Education
• /
• v.12 no.2
• /
• pp.195-202
• /
• 2008

The programming learning by using a robot may be one of the most appropriate learning methods for enabling students to experience the creative learning of future society by avoiding the existing stereotyped style educational environment, and understand and improve algorithm which is the basic fundamental of mathematics and science. This study proposed four types of items of errors which may occur during robot programming by elementary school students, and made elementary school students in the fifth and sixth grades learn robot programming after developing the curriculum for the robot programming. Then, the study collected and classified errors that had occurred during the process of learning, and conducted a comparative analysis of computer-based programming language which had been previously studied. This study identified that robot programming in elementary school was shown superior to existing computer-based programming language as a creative learning method and tool through the field experience.

• Journal of the Korean School Mathematics Society
• /
• v.10 no.3
• /
• pp.401-413
• /
• 2007

This study was some part of the main program making better the lessons in the classroom in which those should focus on the creative and self-leading method. The purpose of study was to create the model of Problem Based Learning and investigate its efficiency For the purpose, those researchers tried to reform the Myers' PBL model through the pilot experiment and could get the Model of Korean School PBL appropriate to the our classroom situations. Thirty six students from the enriched class in the junior high school 3rd grades was involved in the experiment for 8 weeks. The results showed that the experimental group had statistically significant difference in the real problem solving test and attitude test. Specially, those students also showed that the ability to translate the variety of problem situations mathematically was so excellent and they also had their own technique to generate the understand of problem solving situations, but they aid not show the significant ability to pose the meaningful problem.

• Journal of the Korean Society for Library and Information Science
• /
• v.51 no.2
• /
• pp.5-22
• /
• 2017

The purpose of this study is to analyze the teaching and learning strategies included in the inquiry tasks of elementary moral textbooks with multiple intelligences (M.I), and to propose educational information services of teacher librarians. It was found that the tasks were mainly designed by the linguistic intelligence, logical & mathematical intelligence and spatial intelligence. In terms of the information literacy process, linguistic intelligence and spatial intelligence are mainly applied to the analysis-understanding stage. Logical & mathematical intelligence is applied to the stage of comprehensive-application and linguistic intelligence is applied to expression-delivery step. In order to cultivate the insufficient M.I in inquiry activities, teacher librarians should improve room and teaching materials of their school library and provide workbooks using the graphic organizer after analyzing the linkage of the inquiry tasks between the subjects.

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

• Journal of Elementary Mathematics Education in Korea
• /
• v.11 no.1
• /
• pp.43-59
• /
• 2007

The goal of this thesis was to examine the effects of applying meta-problems to elementary school mathematics class In their achievements, beliefs and attitudes. To achieve this goal the following research questions were asked. a. What effects does the class applied with meta-problem have on students' mathematical achievements? b. What effects does the class applied with meta-problem have on students' mathematical beliefs and attitudes? To answer questions, an experimental study was designed and conducted. The subjects were 6th-grade students at S Elementary School located in Dobong-Gu, Seoul where the researcher teaches. Among them, the class that the researcher teach was chosen as the experimental group. During the experimental study, a teaching-learning with meta-problems was applied to the experimental group and a teaching-learning with general problems was applied to the comparative group. To examine changes in the mathematical achievements of the experimental group and the comparative group, a post-test of mathematical achievements was conducted and the results were t-tested. As well, to find answers to the second research question, a pre-test and a post-test of mathematical beliefs and attitudes were conducted on the experimental group and the results were t-tested. The results of this study were as follows First, the experimental group which was taught applying meta-problems got higher mathematical achievement than the comparative group. Second, the class with meta-problems did not bring significant changes in students' mathematical beliefs and attitudes. Synthesizing the study results above, a teaching-learning with meta-problems is a teaching-learning method that can accommodate problem solving naturally in school mathematics and give a positive effect on students' mathematical achievements.