• Communications of Mathematical Education
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• v.23 no.1
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• pp.85-108
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• 2009

The purposes of the study were to develop instructional materials based on Freudenthal's guided reinvention principle for teaching proofs and to investigate how the teaching method based on guided reinvention principle affects on 8th grade students' ability to write proofs and learning attitude toward proofs. Teaching based on guided reinvention principle placed emphasis on providing students opportunities to make a mathematical statement and prove the statement by themselves throughout various activities such as exploring, conjecturing, and testing the conjectures. The study found that students who studied proving with instructional materials developed by guided reinvention principle showed statistically higher mean scores on the posttest than students who studied by a traditional teaching method depending onteacher's explanation. Especially, on the posttest item which requested to prove a whole statement without presenting a picture corresponding to the statement, a big difference among students' responses was found. Many more students in the traditional group did not provide any response on the item. According to the results of the questionnaire regarding students' learning attitudes, the group who studied proving by guided reinvention principle indicated relatively more positive attitudes toward learning proofs than the counterparts.

• Communications of Mathematical Education
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• v.8
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• pp.209-229
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• 1999

보통 문장제(거리 ${\cdot}$ 속도 문제, 시계 문제, 농도 문제, 개수 세기, 측도 영역)는 초등학교부터 반복하면서 대학수학능력 시험에서는 외적 문제해결력을 측정하는 문장으로 나타난다. 문장제를 해결하는데는 사고가 여러 단계로 이루어져야 한다. 따라서 일반적으로 문장제는 난해하므로 조직적이고 전문적인 학습지도가 이루어져야 한다. 하지만 입시위주의 교육 등 여러 여건상 잘 이루어지지 않고 있는 것이 현실이다. 수학을 잘하는 학생이라도 문장제를 해결하지 못하는 경우가 많다. 본 연구에서는 문장제의 해결의 저해 요인을 완화시킬 수 있는 지도 방안으로서 Polya의 문제해결 전략을 이용하며, 실험반과 비교반의 학습 효과를 비교 분석하여 이를 통하여 효율적인 문장제 지도방안을 연구한다.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.14-29
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• 2022

The purpose of this study is to investigate the components of scientific attitude by some learning topics in the 3rd~6th grade science textbooks that the pre-service elementary school teachers judge to be teachable in class and the educational effects of this analysis activity for the pre-service teachers. The several results of this study are as follows: The pre-service teachers responded that, for all learning topics, they could teach diverse components of scientific attitude and the number of components expressed in their responses is more than the components specified in the teacher's guides. Among the components of scientific attitude, 'curiosity', 'open-mindedness', 'respect for evidence', and 'objectivity' showed relatively high possibility of teaching, while 'honesty', 'collaboration', 'positive acceptance of failure', 'critical mind' and 'suspension of judgment' showed relatively low possibility of teaching. The responses that pre-service teachers judged to be teachable also showed similar patterns in the number of components of scientific attitude and the rate of the components between the learning topics of the 3~4th grades and the learning topics of the 5~6th grades. In addition, this pre-service teachers' analysis activity on the components of scientific attitude by learning topics in science textbooks suggested educational effects such as 'the deep understanding of the components of scientific attitude', 'the understanding and applying the components of scientific attitude in the context of science class', and so on.

• Journal of the Korean association of regional geographers
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• v.11 no.2
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• pp.263-277
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• 2005

Since the 1980's, metacognition has been one of the core subjects in the studies on teaching-learning. There have been significant considerations about the metacognition in the reaching-learning become increasingly important in relation with learner's thinking. Though, metacognition has now become important concept used in learning process, there have not been sufficient researches in geographic education. The purpose of this parer is to define metacognition concept in geograpbic education. First, the concept of metacognition in geograpbic education, alike in the other education, can be classified as metacognitive knowledge and metacognitive function. Metacognitive knowledge can be categorized as knowledge about self, task, and strategy. Metacognitive function can be categorized as function about monitoring, evaluating and controling. Next, based on geographical metacognition concept, this paper is researched the characteristics of geographical metacognition in the students' reading maps inquiry activity.

• Proceedings of the Korean Information Science Society Conference
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• 2000.10b
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• pp.577-579
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• 2000

본 논문에서 제안하는 수학학습 시스템은 구성주의 원리에 입각하여 학습자 중심의 다양한 학습 방법을 통해 자발적이고 협동적인 학습이 가능하도록 설계하였다. 특히 XML 문서를 통해 수학과 교수학습 지도안의 표준을 지향하며 본 시스템을 통해 데이터가 공유될 수 있게 하였다. 본 시스템의 구성요소는 게임, 진단학습, Q/A, 그룹학습으로 구성되고 이들간의 상호 유기적인 관계를 구성하고 있다. 따라서, 본 시스템은 학습자가 스스로 학습할 수 있게 도와주는 다양한 학습방법에 의한 수학학습이 이루어질 수 있다.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.298-305
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• 2018

The objective of this present study was to investigate the overall effects of strategy instruction on Korean students' English language learning. In order to do so, 55 individual experimental results in 46 journal articles were collected, and a meta-analysis was carried out to them. This study also analyzed the results of studies on strategy instruction according to various variables such as school types, treatment periods, and types of dependent variable. The mean effect size of strategy instruction in English language teaching is .536, which means the medium effects in general. No statistically significant differences were found among various moderators and dependent variables. Based on these results, suggestions for further research are discussed.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.27 no.1
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• pp.8-14
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• 2023

The existing self-supervised learning-based CutPaste generated synthetic data by cutting and attaching specific patches from normal images and then performed anomaly detection. However, this method has a problem in that there is a clear difference in the boundary of the patch. NSA for solving these problems have achieved higher anomaly detection performance by generating natural synthetic data through Poisson Blending. However, NSA has the disadvantage of having many hyperparameters that need to be adjusted for each class. In this paper, synthetic data similar to normal were generated by a simple method of making the size of the synthetic patch very small. At this time, since the patches are so locally synthesized, models that learn local features can easily overfit synthetic data. Therefore, we performed anomaly detection using gMLP, which learns global features, and even with simple synthesis methods, we were able to achieve higher performance than conventional self-supervised learning techniques.

• School Mathematics
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• v.6 no.4
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• pp.373-388
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• 2004

This paper is to develop teaching procedures of low achievers in mathematics by using mindmaps. For this, we firstly set the teaching process on basis of literature research. And then we choose four subjects who had serious problems of both memory and mathematics achievement. we also choose the several topics of geometry and measure which could be a big burden of memory as stuff for mindmap activities. The results led us to that using mindmap activities in learning and teaching mathematics could effect on that kind of students' mathematical achievement and mathematical attitude as well as retention of mathematical concepts. It implied that we could develop individual programs for students who have different problems in learning mathematics.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 2007.11a
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• pp.288-305
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• 2007

본 논문은 데이터 마이닝의 기법 중 가장 잘 알려진 지도학습 기법의 성능 향상을 위한 새로운 Hybrid 및 Combined 기법인 불일치 패턴 모델(오차 패턴 모델)에 대한 연구 논문이다. 불일치 패턴 모델이란 2개 이상의 기법 중 향후 더 레코드별로 더 잘 맞출 수 있는 기법을 메타 분류하는 불일치 패턴 모델을 개발하여, 최종적으로는 기존의 기법보다 더 좋은 분류 정확도 및 예측 향상율을 기대하기 위한 기법을 의미한다. 본 논문에서는 의사 결정나무 추론 기법인 C5.0과 C&RT 그리고 신경망 분석, 그리고 로지스틱 회귀분석과 같은 대표적인 데이터 마이닝의 지도학습 기법을 이용하여 불일치 패턴 모델을 생성하여 보고, 이들이 기존 단일 기법과 기존의 Combined 모델인 Bagging, Boosting 그리고 Stacking 기법보다 성능이 우수함을 23개의 실제 데이터 및 공신력 있는 공개 데이터를 이용하여 증명하여 보였다. 또한 데이터의 특성에 따라서 불일치 패턴 모델의 성능의 변화 및 더 우수해 지는지를 알아보기 위한 연구포 같이 수행을 하여 본 모델의 활용성을 높이고자 하였다.

• School Mathematics
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• v.5 no.4
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• pp.401-420
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• 2003

We have many problems in the teaching and learning of proof, especially in the demonstrative geometry of middle school mathematics introducing the proof for the first time. Above all, it is the serious problem that many students do not understand the meaning of proof. In this paper we intend to show that teaching the meaning of proof in terms of historic-genetic approach will be a method to improve the way of teaching proof. We investigate the development of proof which goes through three stages such as experimental, intuitional, and scientific stage as well as the development of geometry up to the completion of Euclid's Elements as Bran-ford set out, and analyze the teaching process for the purpose of looking for the way of improving the way of teaching proof through the historic-genetic approach. We conducted lessons about the angle-sum property of triangle in accordance with these three stages to the students of seventh grade. We show that the students will understand the meaning of proof meaningfully and properly through the historic-genetic approach.