• Title/Summary/Keyword: 십진단위 세분할

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A Study on the Learning-Teaching Plan about a Essential Concept of Decimal Fraction Based on Decimal Positional Notation (위치적 십진기수법을 본질로 하여 조직한 소수 개념 지도 방안 연구)

  • Kang, Heung-Kyu
    • Journal of Elementary Mathematics Education in Korea
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    • v.15 no.1
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    • pp.199-219
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    • 2011
  • In this thesis, we designed a experimental learning-teaching plan of 'decimal fraction concept' at the 4-th grade level. We rest our plan on two basic premises. One is the fact that a essential concept of decimal fraction is 'polynomial of which indeterminate is 10', and another is the fact that the origin of decimal fraction is successive measurement activities which improving accuracy through decimal partition of measuring unit. The main features of our experimental learning-teaching plan is as follows. Firstly, students can experience a operation which generate decimal unit system through decimal partitioning of measuring unit. Secondly, the decimal fraction expansion will be initially introduced and the complete representation of decimal fraction according to positional notation will follow. Thirdly, such various interpretations of decimal fraction as 3.751m, 3m+7dm+5cm+1mm, $(3+\frac{7}{10}+\frac{5}{100}+\frac{1}{1000})m$ and $\frac{3751}{1000}m$ will be handled. Fourthly, decimal fraction will not be introduced with 'unit decimal fraction' such as 0.1, 0.01, 0.001, ${\cdots}$ but with 'natural number+decimal fraction' such as 2.345. Fifthly, we arranged a numeration activity ruled by random unit system previous to formal representation ruled by decimal positional notation. A experimental learning-teaching plan which presented in this thesis must be examined through teaching experiment. It is necessary to successive research for this task.

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A Study on the Teaching of Long Division Algorithm in Elementary Mathematics Education (초등수학교육에서 장제법 지도에 관한 연구)

  • Kang, Heung Kyu
    • Journal of Elementary Mathematics Education in Korea
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    • v.20 no.3
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    • pp.371-391
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    • 2016
  • Long division was one of the major issues in math war II started from 1990's in US. In this paper, we investigated this concretely and examined present teaching condition of long division in Korea. Firstly, Long division is not only a mechanical way to get the answer but also a realization of core conception in elementary mathematics. Futhermore it is a connecting link between elementary and middle mathematics education. Secondly, it is needed to use the term 'long division' to provide the concrete teaching guidelines. Thirdly, a minor algorithm, like an 'partial quotient method', is necessary to introduce in order to help understanding long division.

A Construction of 'Decimal Fraction' Unit of Elementary Mathematics Textbook and Analysis of Students' State of Understanding Based on Measurement Activity (초등수학에서 측정활동에 기반한 소수의 학습.지도 방안 및 학생의 이해 실태 분석)

  • Kim, Eun Jung;Kang, Heung Kyu
    • Journal of Elementary Mathematics Education in Korea
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    • v.18 no.1
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    • pp.37-62
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    • 2014
  • In this thesis, we inquire into teaching method of decimal fraction concept in elementary mathematics education based on measurement activity. For this purpose, our research tasks are as follows: First, we design a experimental learning-teaching plan of 'decimal fraction' unit in 4th grade textbook and verify its effect. Second, after teaching experiment using experimental learning-teaching plan, we analyze the student's status of understanding about decimal fraction concept. As stated above, we have performed teaching experiment which is ruled by new lesson design and analysed the effects of teaching experiment. Through this study, we obtained the following results. First, introduction of decimal fraction based on measurement activity promotes student's understanding of measuring number and decimal notation. Second, operator concept of decimal fraction is widely used in daily life. Its usage is suitable for elementary mathematics education within the decimal notation system. Third, a teaching method of times concepts using place value expansion of decimal fraction is more meaningful and has less possibility of misunderstanding than mechanical shift of decimal point. Fourth, teaching decimal fraction through the decimal expansion helps students with understanding of digit 0 contained in decimal fraction, comparing of size and place value. Fifth, students have difficulties in understanding conversion process of decimal fraction into decimal notation system using measurement activity. It can be done easily when fraction is used. However, that is breach to curriculum. It is necessary to succeed research for this.

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