• Education of Primary School Mathematics
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• v.23 no.1
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• pp.27-44
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• 2020

In this study, we extracted geometrical learning content that is treated similarly in elementary and middle schools, and analyzed the differences between how this study is handled in elementary and middle schools. The analysis tools used in this study were developed by referring to the research results presented by Merrill. Merrill classified the study results into two dimensions: 'performance level' and 'content type', and 'teach station' and 'proposal type' by presenting the contents in the textbook. Based on this classification, this study was conducted. According to the results of the study, nine achievement criteria were extracted as learning factors that were treated similarly in elementary and middle schools. The extracted learning elements were systematically analyzed through analysis tools. The results of this study are expected to provide significant implications for the improvement of mathematics learning and for the improvement of new curricula.

• Communications of Mathematical Education
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• v.25 no.3
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• pp.577-591
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• 2011

In this study, in order to use computer in mathematical learning effectively, we investigate application of computer shown textbooks in geometry unit of middle school mathematics. First, we analyzed about status of computer application and method of computer application in 27 textbooks. We presented concrete example of mathematics activity using computer that can be used by teachers. Also, we tried to find out the direction to use computer more effectively in teaching and learning geometry. Through this process, we do not simply use computer to play for interest but to use it more meaningfully.

• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.125-141
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• 2011

This study investigates the mediation effects of trait anxiety in the relationships between reports by middle school adolescents in regards to self-differentiation and parents' marital conflicts. The participants were 252 middle school adolescents attended middle schools in Daegu or Gyeongbuk Province. The collected data were analyzed by Pearson's correlation, single and hierarchical multiple regressions, using SPSS 19.0. The results are as follows. (1) Parents' marital conflicts and trait anxiety were negatively associated with self-differentiation of middle school adolescents. (2) Trait anxiety was positively associated with parents' marital conflicts. (3) Trait anxiety exerted indirect effects on self-differentiation mediated by parents' marital conflicts.

• Communications of Mathematical Education
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• v.12
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• pp.171-183
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• 2001

본 연구는 2000년도 교육부 학술 연구 조성비 지원에 의하여 1년간 연구되었으며, 본 연구에서는 창의성에 대한 국내외 문헌 연구, 창의적 성향의 활성화를 위한 방안 모색, 중학교 학생을 위한 창의적 성향 활성화를 위한 교수-학습 자료 개발 등이 이루어졌다. 특히, 본 연구에서는 중학교 일반 학생들을 대상으로 창의적 성향의 활성화를 위한 퍼즐 학습 자료와 수학 교과 내용에 대한 다양한 접근 방법들이 모색되었다.

• Journal of Educational Research in Mathematics
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• v.23 no.1
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• pp.53-74
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• 2013

The purpose of this paper is to analyze how mathematically gifted middle school students find out the necessary and sufficient condition for a certain hyperbolic line to be parallel to a given hyperbolic line in Non-Euclidean disc model (Poincar$\acute{e}$ disc model) using the Geometer's Sketchpad. We also investigated their characteristic of mathematical thinking and analyze how they express what they had observed while they did mental experiments in the Poincar$\acute{e}$ disc using computer-aided construction tools, measurement tools and inductive reasoning.

• 발명특허
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• v.14 no.6 s.160
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• pp.31-31
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• 1989

중학교 졸업학력과 18년동안 현장에서 익힌 경험을 바탕으로 유리를 이용한 신소재 $\ulcorner$정기스톤$\lrcorner$(특허출현 제86-143호)을 발명해 서울종합유리㈜의 사장이 된 진정기씨. 중학교 졸업이 학력이 전부인 진사장은 15세때인 68년부터 현재까지 유리분야에서 몸담고 일한 전형적인 장인 출신이다.

• Communications of Mathematical Education
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• v.21 no.3
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• pp.451-466
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• 2007

Geometry in school mathematics is the field that has the possibility of diverse approach such as Synthetic Geometry and Analytic Geometry. Synthetic Geometry is handled in middle schools and Analytic Geometry in the first year of high schools. Therefore, this research show for the possibility of using Synthetic Geometry in high schools which was learned already in middle schools and the way of integrating both of them concretely. This is expected to help students understand the mathematical meaning of figures a lot.

• Journal of Educational Research in Mathematics
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• v.21 no.2
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• pp.135-148
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• 2011

Middle school mathematics treats axiom as mere fact verified by experiment or observation and doesn't mention it axiom. But axiom is very important to understand the difference between empirical verification and mathematical proof, intuitive geometry and deductive geometry, proof and nonproof. This study analysed textbooks and surveyed gifted students' conception of axiom. The results showed the problem and limitation of middle school mathematics on the treatment of axiom and proof.

• School Mathematics
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• v.13 no.1
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• pp.19-36
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• 2011

This study provides middle school students with an opportunity to construct elementary functions with dynamic geometry based on the proportion between lengths of triangle to activate students' intuition in handling elementary algebraic functions and their geometric properties. In addition, this study emphasizes the process of justification about the choice of students' construction method to improve students' deductive reasoning ability. As a result of the pilot lesson study, this paper shows the characteristics of the students' construction process of elementary functions and the roles the teacher plays in the process.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.39-57
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• 2021

In this study, mathematical analysis is conducted by focusing to the 'size' of the 'point' and the 'line'. The textbook descriptions of the 'point' and the 'line' in the geometry content area of middle school mathematics 1 by the 2015 revised Korean mathematics curriculum and US geometry textbooks were compared and analyzed between. First, as a result of mathematical analysis of' 'the size of a point and a segment', it was found that the mathematical perspectives could be different according to 1) the size of a point is based on the recognition and exclusion of 'infinitesimal', and 2) the size of the segment is based on the 'measure theory' and 'set theory'. Second, as a result of analyzing textbook descriptions of the 'point' and the 'line', 1) in the geometry content area of middle school mathematics 1 by the 2015 revised Korean mathematics curriculum, after presenting a learning activity that draws a point with 'physical size' or line, it was developed in a way that describes the 'relationship' between points and lines, but 2) most of the US geometry textbooks introduce points and lines as 'undefined terms' and explicitly states that 'points have no size' and 'lines have no thickness'. Since the description of points and lines in the geometry content area of middle school mathematics 1 by the 2015 revised Korean mathematics curriculum may potentially generate mathematical intuitions that do not correspond to the perspective of Euclid geometry, this study suggest that attention is needed in the learning process about points and lines.