• The Mathematical Education
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• v.56 no.2
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• pp.193-212
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• 2017

This study focuses on cuisenaire rods that can be used when teaching fractions to elementary school students. First of all, this study critically examines the use of cuisenaire rods in learning of fraction proposed by various researches. Then, based on this review, this study explores in detail the use of cuisenaire rods in teachers' manuals developed from the revised curriculum by 2009 and in lessons related to fraction. The results of this study show that there are subtle differences in how to use cuisenaire rods in learning fractions and these subtle differences have a significant impact on students' understanding of the fractions. Therefore, the teachers should be able to accurately grasp the differences and utilize appropriate methods for teaching purpose. The followings are some of the implications for teachers or textbook developers when using cuisenaire rods in fraction learning: First, we should use cuisenaire rods in ways that can fully exploit the interpretations of the fraction as a part-whole and the fraction as a ratio. Second, we should focus on quantitative reasoning with unit to determine what each cuisenaire rod refers to. Third, it is necessary to take a more careful and sensitive approach to the use of cuisenaire rods. Teachers and textbook developers should constantly explore ways to make good use of mathematical manipulatives to help students understand conceptually in fractional learning. Furthermore, when teaching various mathematical topics using different manipulatives, I expect that there will be sufficient discussions and specific studies on how to use each of these manipulatives.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.307-316
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• 2014

In this study, we analyzed he computer operating system curriculum in primary and middle schools and suggested the content framework for them through review of previous research. After surveying primary and middle school teachers, we developed the framework based on the spiral curriculum. Through these surveys, we were able to determine when and how students should be introduced to the as curriculum. The content framework focuses on two areas: understanding and practicing computer OS. Each area has 4 levels which are based on the students' grade. We suggested developing textbooks and materials about computer OS; establishing Information Science as a part of the primary school curriculum: and offering lectures about computer OS to student teachers at the National Universities of Education.

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.35-44
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• 2010

Robots have been recognized as effective tools to promote high level thinking such as creativeness and problem solving that are crucial in Intelligence & Information era. However, robot education in Korea is more concerned with assembling, traveling and programing, while robot education in foreign countries are incorporated with educational courses, being utilized in various ways. Essentially, robot is a multifunctioning device of planning, assembling, operation and problem solving. As it is able to provide practical educational experience, it will positively influence in motivation and accomplishment if being incorporated with educational courses. Therefore, this study compared domestic and foreign robot education cases, while establishing the framework of course incorporated robot education based on analysis of robot mechanism, the 7th curriculum and its activities. We developed robot utilizing educational program by each grade and subject. In addition, this program is reviewed by experts to verify its adequateness, reality and usefulness based on which it was revised and supplemented.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.193-213
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• 2016

This study has two goals. The First is to develop and apply a step-by-step program and the degree to which students' mathematical skills. The second is to analyze mathematical attitude change around the first grade students was done. The program for learning complement number is composed of series of 5 steps and 11 classes. Play for learning complement number, taking into account the difficulty of the learning steps 1-5 are organized. First step is composed of the classes which fragmented pieces of shapes to complete the entire geometry with fun activities for the entire part of the concept of learning and it maintenance concepts and can naturally learn by associating step. In second step, tools to take advantage of the real world and collecting the conservative concept. 3rd steps is to repair the mathematical concept of the parish in the learning stage of expansion. 4th step is halrigalri, number cards, making ten games etc. 5th step is to verify the concept of complement number and number operation ability. The concept of complement number through fun activities can improve students' mathematical skills, and mathematical attitude change. Early in the program, students use the finger to throw acid in the process. Simple addition and subtraction calculations may take a long time and error, but more and more we progress through the program using the fingers is eliminated and a more complex form calculations was not difficult to act out.

• Korean Journal of Community Nutrition
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• v.26 no.5
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• pp.327-336
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• 2021

Objectives: This study was conducted to create a 3D printable snack dish model for the elderly with low food or fluid intake along with barriers towards eating. Methods: The decision was made by the hybrid-brainstorming method for creating the 3D model. Experts were assigned based on their professional areas such as clinical nutrition, food hygiene and chemical safety for the creation process. After serial feedback processes, the grape shape was suggested as the final model. After various concept sketching and making clay models, 3D-printing technology was applied to produce a prototype. Results: 3D design modeling process was conducted by SolidWorks program. After considering Dietary reference intakes for Koreans (KDRIs) and other survey data, appropriate supplementary water serving volume was decided as 285 mL which meets 30% of Adequate intake. To consider printing output conditions, this model has six grapes in one bunch with a safety lid. The FDM printer and PLA filaments were used for food hygiene and safety. To stimulate cognitive functions and interests of eating, numbers one to six was engraved on the lid of the final 3D model. Conclusions: The newly-developed 3D model was designed to increase intakes of nutrients and water in the elderly with dementia during snack time. Since dementia patients often forget to eat, engraving numbers on the grapes was conducted to stimulate cognitive function related to the swallowing and chewing process. We suggest that investigations on the types of foods or fluids are needed in the developed 3D model snack dish for future studies.