• Communications of Mathematical Education
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• v.9
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• pp.177-186
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• 1999

본고에서는 먼저 어림과 근사값의 의미를 고찰한다. 그리고 근사값과 어림수 사이의 관계를 살펴보고 1940년대 초등학교 5학년에서의 어림수의 곱셈과 나눗셈에 대한 지도 방법과 현행 중학교 교육과정에서의 근사값의 곱셈과 나눗셈의 지도 방법을 살펴본다. 이들을 살펴봄으로써 어림과 근사값을 지도하는 의의를 강조하고 어림셈과 근사값 계산에 대한 교수 ${\cdot}$ 학습 자료로서 제시하고자 한다.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.53-87
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• 2020

The purpose of this study was to find a future direction for improving computational estimation instruction through examining the contents of computational estimation included in the 2015 revised elementary school mathematics curriculum and elementary school mathematics textbook and teacher's guide. Through this, several suggestions was made as follow. Firs, it is necessary to emphasize the computational estimation across all grade groups. Second, it is necessary to teach the computational estimation strategies systematically. It was found that it is necessary to reinforce the activities related to computational estimation in the computation related units.

• Education of Primary School Mathematics
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• v.1 no.2
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• pp.149-161
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• 1997

기술 공학 및 수학 학문 자체의 발전으로 인하여 논리성 개발뿐만 아니라 사고력을 개발하고, 일상 생활에 유용한 학습 내용들이 학교 수학에 도입되고 있다 수학 학습의 이러한 변화의 측면에서 보면, 어림은 사고력 개발이나 일상생활에서의 유용성에 많은 도움이 될 수 있는 수학 학습의 한 영역이다. 그러나 하나의 정확한 답을 구하는데 익숙해 있는 아동들은 오차를 포함하는 어림 값을 문제에 대한 답으로 수용하는 것을 어려워하며, 어림을 사용해서 문제를 해결할 때 문제에 대한 답이 여러 개 있을 수 있음을 인정하지 못한다. 또 어떤 경우에는 정확한 계산을 한 후 그 결과를 반올림해서 어림 값을 구한다. 이러한 형태의 어림 학습은 어림의 유용성을 충분히 인식시키거나 효율적으로 어림하는 감각이나 융통성 있는 사고를 개발하지 못해 아동들로 하여금 어림을 귀찮고 성가신 것으로 생각하게 한다.

• TTA Journal
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• s.142
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• pp.28-29
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• 2012

어림(estimation)은 대강짐작으로 헤아림을 뜻하는 말로 '어림없다'는 너무 커서 어림조차 할 수 없을 때 사용한다. 그래서 어떤 값을 '어림했다'는 것은 정확하게 측정하지 않았다는 의미로 실험값을 정확하게 측정해야 하는 과학의 속성과는 거리가 좀 멀어 보인다. 하지만 어림은 과학자뿐 아니라 일반인에게도 쓰임새가 많은 사고활동의 하나로 측정의 정확도가 날로 높아지고 있는 첨단과학 시대에도 그 중요성이 줄어들지 않고 있다. 이미 수학교육에서는 초등학교 정규 교육과정 내에서 어림하는 활동을 포함시키고 있으며, 과학교육에서도 다양한 활용방안을 모색하고 있다. 심지어 기업체에서는 인재를 선발할 때 어림하는 능력을 보기도 한다. 그렇다면 어림이 과학과 어떤 관계가 있는 것일까?

• Communications of Mathematical Education
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• v.13 no.1
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• pp.1-18
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• 2002

거리 수학이 학교 수학에 통합되어 수학 교실에서 지도되고 있는 하나의 예로 어림을 들 수 있다. 학교수학에서 지도되는 지필 알고리즘과는 달리 어림은 대략적인 값을 구하며, 주로 암산으로 수행된다. 그러나 어림은 학생들의 수학 학습과 일상생활에서 많은 유용성을 가지고 있음에도 불구하고 지금까지 수학 교육과정에서는 간과되었으나 최근 들어 강조되고 있는 영역이다. 따라서 본 연구에서는 학교 수학에서 지도되는 어림을 고찰함으로써 거리 수학을 학교 수학에 통합하려는 수학과 교수-학습에 시사점을 제공하는 것을 목적으로 한다. 연구의 목적을 실현하기 위해 거리 수학과 학교 수학을 규명하고, 거리 수학과 학교 수학을 연결하는 다리로서의 어림에 대해서 고찰하였다. 다음으로 초등학교 6학년 학생들을 대상으로 어림 능력 검사를 실시함으로써 초등학교 교육을 통해서 학생들에게 길러지는 어림 능력을 분석하였다.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.76-88
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• 2001

This study explored people's accuracy and methods of estimating some base physical quantities, i.e. length, mass, time and temperature. A total of 40 members, ranging from freshmen to professors, of a physics education department of a local university were asked to make two different kinds of estimations, intuitive and operational, on two sets of objects. For intuitive estimation, they were asked to make estimations on four given objects (length - wood chopsticks, mass - rubber eraser, time electric fan, temperature - water in a cup) as soon as they faced with the objects, usually within a few seconds of seeing. For operational estimation, they were allowed to make estimations on a different set of objects (length - plastic rod, mass - lock, time - simple pendulum, temperature - water in a cup) with enough time and they could apply various available methods (e.g. using pencil to estimate the object's length, counting their own pulse rate to estimate time) for the estimation. The findings of this study can be summarized as follows: (1) for length, mass and temperature the intuitive estimations were better performed while for the time estimation the result was the reverse; (2) there was no positive relationship between the amount of physics experience and the accuracy of the estimation; (3) in general, people's accuracy of the length estimation was best performed while their mass estimation was worst performed; (4) people used their own various methods for estimation, esp. using nearby objects around them and applying mental units which have convenient values (e.g. 30cm, 50cm, 1kg, 1 Keun, 1 second).

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.1-18
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• 2017

The purpose of this study is the reorganization of the curriculum on the measurement, a part of the second grade math curriculum, for the improvement of the estimation capability in the elementary school students. Research questions were as follows: (1) how are the estimation capabilities of the students who have taken lessons on the diversified estimation strategies? and (2) how are the mathematical writing capabilities of the students who have taken lessons on the diversified estimation strategies? The study using reconstructed lessons was conducted on 18 second grade students in an elementary school located in Seoul. Results show that the students' estimation capabilities and have improved. They started to use 'about' when writing estimation results, different from writing the accurate measurements. Measurement errors were gradually reduced, ending up with a student who could accurately estimate exactly 1m. In addition, their estimation capabilities in using appropriate estimation strategy and writing skills describing the estimation strategy have improved.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.814-824
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• 2004

This article presents the effects of estimation activities related to speed and density on students' concept-understanding, answer-prediction, and answer-calculation in problem solving procedure with quantitative and qualitative methods. Participants were one hundred and ninety two seventh graders from one coeducational school in Seoul. Half of them participated in the estimation activities and the other half did in the measurement activities. Discussions of three students during estimation activities on density and their post-interviews were tape-recorded. Pre- and post-assessment scores were analyzed for the whole classes, and students' discussions and interviews served this research as evidences for the case analysis. Results of scores indicated that students in the estimation activities were significantly better than those in the measurement activities for predicting answers, but not for understanding concepts. Analysis of the cases revealed that estimation activity helped them to understand the relations of mass, volume and density, empirically, which enhanced their prediction ability. Furthermore, the ability could help a student with low calculation ability to comprehend the calculation problems. Thus, it is concluded that estimation activities could influence students' empirical learning on quantitative concepts, which enhanced their prediction ability.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.1-18
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• 2011

The purpose of this study was to investigate the effects of estimation strategy on placing decimal point in multiplication and division of decimals. To examine the effects of improving calculation ability and reducing decimal point errors with this estimation strategy, the experimental research on operation with decimal was conducted. The operation group conducted the decimal point estimation strategy for operating decimal fractions, whereas the control group used the traditional method with the same test paper. The results obtained in this research are as follows; First, the estimation strategy with understanding a basic meaning of decimals was much more effective in calculation improvement than the algorithm study with repeated calculations. Second, the mathematical problem solving ability - including the whole procedure for solving the mathematical question - had no effects since the decimal point estimation strategy is normally performed after finishing problem solving strategy. Third, the estimation strategy showed positive effects on the calculation ability. Th Memorizing algorithm doesn't last long to the students, but the estimation strategy based on the concept and the position of decimal fraction affects continually to the students. Finally, the estimation strategy assisted the students in understanding the connection of the position of decimal points in the product with that in the multiplicand or the multiplier. Moreover, this strategy suggested to the students that there was relation between the placing decimal point of the quotient and that of the dividend.

• Education of Primary School Mathematics
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• v.25 no.3
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• pp.233-249
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• 2022

Measurement plays an important role in both school mathematics and real life. Among the measurement areas, length is the first to learn and is the basis for measurement. Time is measured in its own way and is characterized by being the most abstract. This study attempted to analyze elementary mathematics textbooks and representations in real life to examine how the length and time of learning in school mathematics differ from those represented in real life. Based on this, we tried to derive implications for the direction of measurement education and elementary math textbooks. As a result of the analysis, the concept of length was used the same in real life and school mathematics. However, terms such as distance, depth, and height were not defined, and the representation of the approximate value was presented in a fragmentary form. In addition, there were parts where students were likely to feel confused in school mathematics and real life, such as the same units such as 'minutes and seconds' were used in time. Therefore, considering these differences, it is necessary to consider the direction of composition of math textbooks and teaching and learning so that students can connect school mathematics and real life and understand widely about measurement concepts.