• The Mathematical Education
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• v.60 no.4
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• pp.509-527
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• 2021

We investigated whether and how pre-service teachers took the realistic contexts seriously in the course of solving word problems; additionally, we investigated how pre-service teachers evaluated students' realistic and non-realistic answers to word problems. Many pre-service teachers, similar to students, solved some of the realistic problems unrealistically without taking the realistic contexts seriously. Besides, they evaluated students' non-realistic answers higher than the realistic answers. Whether the pre-service teachers could solve problems realistically or not, they did not appreciate students' realistic considerations for the reasons that those were not fitted to the intentions of the word problems, or those were evidence of the flaws of the problem. Furthermore, the analysis of premises implied in the pre-service teachers' evaluation comments showed the implicit didactic contracts about realistic word problem solving that they accepted and also anticipated students to follow. Our analysis of the pre-service teachers' conceptions of realistic word problems can help teacher educators design the teacher program to challenge and revise pre-service teachers' folk pedagogy.

• Education of Primary School Mathematics
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• v.25 no.2
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• pp.197-211
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• 2022

In this study, we tried to find a way to improve the pedagogical decision-making practices related to the presentation order of 'large number' and 'small number' in problem situations of subtraction of the natural number. For this purpose, the elementary school teachers' perception about problem situations in real-life context of subtraction of natural numbers was investigated, and the collected data were analyzed qualitatively and quantitatively to identify teachers' pedagogical perceptions. As a result of this study, it was confirmed the need for consideration on how to set up a problem situations in real-life context of subtraction so that students can develop their ability to solve various types of problems. To this end, not only in a problem situation of subtraction where you have to think of 'large number' first and 'small number' later, but also about the introduction of problem situations in real-life context of subtraction in which you think about 'small number' first and 'large number' later, which often appears in real-life. You will need to recognize the need. And you should have a pedagogical view on this. The results of this study will be able to contribute to the preparation of pedagogical method that can expand the understanding of various problem situations where subtraction is applied from the lower grades of elementary school.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.48-63
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• 2024

This study aims to develop a class procedure for the application of classrooms that value context and to conduct science classes using this procedure to examine the effects. Among various contexts related to scientific knowledge, the study develops a teaching procedure for designing classes that focus on the contexts of discovery and real life. After verifying the content validity of the context-based design and the program to which it was applied, a class was conducted, and the responses of the children were checked. The final draft of the lesson design completed after revision and supplementation is as follows: context-based design was presented in four stages, namely, presenting, exploring the context, adapting the context, and organizing (share and synthesizing; PEAS). The goal is to enable people to experience the overall flow of scientific knowledge instead of focusing on the acquisition of fragmentary knowledge by covering a wide range of topics from the social and historical contexts in which scientific knowledge was created to its use in real life. To aid in understanding the newly proposed class procedure and verifying its effectiveness, we developed a program by selecting the "My Fun Exploration," 2. Biology and Environment unit of the second semester of the fifth grade. The result indicated that the elementary science program that applied the context-centered design effectively improved the self-directed learning ability of students. In addition, the effect was especially notable in terms of intrinsic motivation. As the students experienced the contexts of discovery and real life related to scientific knowledge, they developed the desire to actively participate in science learning. As this becomes an essential condition for deriving active learning effects, a virtuous cycle in which meaningful learning can occur has been created. Based on the implications, developing programs that apply context-based design to various areas and contents will be possible.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.241-256
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• 2019

In this paper, we analyzed the types of tasks presented in the 'Probability and Statistics' textbooks and how the cognitive competences required to perform the tasks provide students with opportunity-to-learn. To this end, the analysis of the 9 books of the 'Probability and Statistics' test textbooks according to the 2015 revised mathematics curriculum showed that the context-based tasks(CF type, RE type) ranged from 67.5% to 78.0% of the total number of tasks in each textbook, but the ratio of relevant and essential tasks related to real life is from 0.4% to 2.0%, it was found that most of the context-based tasks presented in the textbooks were disguised as real life materials. The cognitive competences of context-based tasks ranged from 29.6% to 50.0% in reproduction category, from 33.8% to 54.3% in connection category, and from 8.8% to 20.0% in reflection category. As a result, there was not enough opportunity-to-learn for students to experience reflective cognitive processes.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.297-312
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• 2022

Word problems can lead learners to more meaningfully learn mathematics by providing learners with various problem-solving experiences and guiding them to apply mathematical knowledge to the context. This study attempted to provide implications for the textbook writing and teaching and learning process by examining the word problem of elementary mathematics textbooks from the perspective of practical context. The word problem of elementary mathematics textbooks was examined, and elementary mathematics textbooks in the United States and Finland were referenced to find specific alternatives. As a result, when setting an unnatural context or subject to the word problem in elementary mathematics textbooks, artificial numbers were inserted or verbal expressions and illustrations were presented unclearly. In this case, it may be difficult for learners to recognize the context of the word problem as separate from real life or to solve the problem by understanding the content required by the word problem. In the future, it is necessary to organize various types of word problems in practical contexts, such as setting up situations in consideration of learners in textbooks, actively using illustrations and diagrams, and organizing verbal expressions and illustrations more clearly.

• Design Convergence Study
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• v.14 no.4
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• pp.151-167
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• 2015

This research suggests scenarios of learning in real life contexts with smart devices and provides user interface prototypes to show their characteristics more effectively. For this, literature review was conducted to understand the strength and limitations of current learning in which real life contexts are used. Then, the characteristics of smart devices as a support tool of learning service was reviewed. With such understand, a user research was executed to establish 10 design guidelines for learning service in real life contexts. Finally, this paper suggested two scenarios that shows learning in real life contexts as case studies and their detailed user interface protypes.

• Journal of the Korean earth science society
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• v.22 no.3
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• pp.248-257
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• 2001

The 7th science curriculum has the characteristics of humanistic philosophy of education. The humanistic curriculum emphasized learner-centered education, which claims to stand for learners' experiences. This study searched for the significances of the 7th science curriculum, and discussed its tasks and perspectives based on the backgrounds, characteristics, and objectives mentioned in the history of reforming science curriculum. The 7th science curriculum emphasizes learners' experiences and everyday life materials are favored in teaching-learning activities. For the desirable effects related to this commitment, pre-service and in-service training programs are required about the social elements in the nature of science, and everyday life contexts should be examined in views of educational and cognitive perspectives, so the contextual differences between science and everyday life should be clarified.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.341-362
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• 2018

The purpose of this study is to develop a STEAM education model on the basis of mathematics curriculum using real life context, and to analyze the effect of the class based on developed model to make applicable pedagogical discussion. For this purpose, STEAM class materials that can be used in terms of recognition, connection, extension, and application of mathematical concepts, principles and laws are considered, taking into consideration the ways in which real life contexts and mathematical learning could be harmonized. As a results of using these materials, it was empirically confirmed that students' cognitive thinking and affective aspects abilities were improved. The STEAM instruction centered on the mathematics curriculum and the mathematics class based on the data developed in this study have a unique identity compared to the conventional general mathematics teaching methods using the textbooks. And it is pursuing the future class model which could present desirable creativity and personality education. The result of this study would provide preliminary data and meaningful implications to the researchers for next curriculum and concomitant instructional materials as well as the mathematics teachers.

• Journal of the Korean School Mathematics Society
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• v.9 no.2
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• pp.141-161
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• 2006

In this study, we classified word problems related to real life presented in elementary mathematics textbooks into five types of context problems(location, story, project, scrap, theme) suggested by Freudenthal(1991), and applied context problems to mathematics class to analyze the influence on students' mathematical belief and attitude. Also, we examined the types of context problems preferred according to academic performance and the reasons of preference within a group experiencing context problems. The results of the study are as follows. First, almost lessons in the mathematics textbook presents word problems related to real life, but the presenting method is inclined to a story type. Also, the problems with a story type are presented fragmentarily. Therefore, although these word problems are familiar to the students, they don't include contextual meanings and cannot induce enough mathematical motives and interests. Second, a lesson using context problems give a positive influence on their mathematics belief and attitude. It is also expected to give a positive influence on students' mathematics learning in the long run. Third, the preferred types of context problems and the reasons of preference are different according to the level of academic performance within the experimental group.

• Proceedings of the Korea Information Processing Society Conference
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• 2020.05a
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• pp.587-590
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• 2020

스마트폰, GPS 장비, 위치 기반 소셜네트워크의 발달로 방대한 이동 경로 데이터 수집이 가능하게 됐다. 이를 통해 다양한 분야에서 GPS 데이터를 가지고 사람의 이동성을 분석하고 POI를 예측하는 기회가 많아졌다. 실생활에서 사람의 이동성은 다양한 상황에 영향을 받지만, 실제 GPS 데이터는 위치, 시간 정보의 수준이다. 따라서 다양한 상황을 내재하는 정보가 사람의 이동성 분석과 POI 예측에 필요하다. 본 논문에서는 POI의 순위, 사용자의 POI 활동, 카테고리 선호도 같은 맥락적 특징을 이용하여 이에 관련된 상황에 맞는 POI 시퀀스를 예측하는 Contextual LSTM 기반 딥러닝 기법을 제안한다. Contextual LSTM은 사람의 이동성에 영향을 주는 시퀀스의 맥락적 특징을 모델에 통합하기 위해 LSTM을 확장한다. 제안된 기법은 HITS 알고리즘과 여러 제약조건 기반으로 추출한 맥락적 특징별로 딥 러닝 모델에 통합하여 각각 POI 시퀀스를 검출했으며, 다양한 맥락적 특징에 대해서 공공 데이터와 수집한 데이터로 평가하였다.