• Journal of the Korean School Mathematics Society
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• v.11 no.3
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• pp.363-376
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• 2008

This study is to understand intuition that is the tool of invention and the one factor of the creative thinking in mathematical education. For this, I examine the nature of intuition and the history of research about intuition. And I study the result of research about intuition in cognitive psychological perspectives. This study brings to a focus in informational processing model. Informational processing model is similar to the mathematical problem solving process that is expressed linear process. Recently, parallel distributed processing models try to understand the nature of intuition. But any models cannot adequately explain the nature and the phenomena of illumination of intuition. Some scholars try to examine the intuition in mathematical education. But systematic and practical research is rare. So, I suggest the mathematical educational implications about intuition. Conclusively, it is necessary to systematic concern in intuition and the methods of improvement of intuition in mathematical education.

• Journal for History of Mathematics
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• v.32 no.6
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• pp.281-299
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• 2019

Mathematical problem solving has become a major concern in school mathematics, and methods to enhance children's mathematical problem solving abilities have been the main topics in many mathematics education researches. In addition to previous researches about problem solving, the development of a mathematical problem solving method that enables children to establish mathematical concepts through problem solving, to discover formalized principles associated with concepts, and to apply them to real world situations needs. For this purpose, I examined the necessity of problem solving education and reviewed mathematical problem solving researches and problem solving models for giving the theoretical backgrounds. This study suggested the problem solving approach based on the intuitive and the formal inquiry which are the basis of mathematical discovery and inquiry process. And it is developed to keep the balance and complement of the conceptual understanding and the procedural understanding respectively. In addition, it consisted of problem posing to apply the mathematical principles in the application stage.

• The Science & Technology
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• s.471
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• pp.102-103
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• 2008

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.643-671
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• 2012

The purpose of this study was to examine How the exploratory activities using Excel and GSP which are exploratory software, in learning analytic geometry affected on the underachievers' analytic geometry concept development process. The subjects of 5 students who received the 8th~9th grades from their examination of the last semester, participated in a total of 7 units based on Skemp's intelligent learning model. The results of the study showed that there were two important cases found to nearly achieve the category $R_2$. One was reflective thinking could happen through exploratory software in category $R_1$. The other was the exploratory activities which could have the same effectiveness as the relational understanding in category $I_2$, as Skemp mentioned that there is a room to be achieved in the elementary level when such relational understanding is achieved.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.701-722
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• 2010

Students have to investigate, experiment and inquire using the manipulative materials and real-world thing for studying Geometry. Manipulative materials activities encourage to understand mathematical concept and connection of symbol. Experiment activities using the computer focused the student's intuitive and inquisitive activities because of visualization of an abstract mathematics concept. This study developed a workbook through the use of manipulative materials and computer for operating and experimenting, and suggested a method for inquiry of geometrical properties and proved an effect. Manipulative materials-experiment activities was proven effective to middle level and lower level students in understanding the geometrical properties, and was proven effective to high level and lower level students when it comes to mathematical communication ability. When students operate, at first, they have to know about the feature and information of the materials, and the teacher has to make an elaborate plan and encourages the students to discuss about this.

• Journal for History of Mathematics
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• v.20 no.3
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• pp.17-26
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• 2007

Following $G\ddot{o}del's$ own arguments, this paper explores his views on mathematics, its object, and mathematical intuition. The major claim is that we simply cannot classify the $G\ddot{o}del's$ view as robust Platonism or realism, since it is conceivable that both Platonistic ontology and intuitionistic epistemology occupy a central place in his philosophy and mathematics.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.565-584
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• 2012

This study investigates how the GSP helps gifted and talented students understand geometric principles and concepts during the inquiry process in the generalization of the internal triangle, and how the students logically proceeded to visualize the content during the process of generalization. Four mathematically gifted students were chosen for the study. They investigated the pattern between the area of the original triangle and the area of the internal triangle with the ratio of each sides on m:n respectively. Digital audio, video and written data were collected and analyzed. From the analysis the researcher found four results. First, the visualization used the GSP helps the students to understand the geometric principles and concepts intuitively. Second, the GSP helps the students to develop their inductive reasoning skills by proving the various cases. Third, the lessons used GSP increases interest in apathetic students and improves their mathematical communication and self-efficiency.

• 한국정보교육학회:학술대회논문집
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• 2008.01a
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• pp.192-197
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• 2008

초등학교 수학과 도형 학습은 매우 추상적인 분야로 직관적인 이해를 돕기 위해 다양한 구체적인 조작이 요구되는데, 그 중에서 컴퓨터를 활용한 도형 학습은 학생들의 구체물을 이용한 학습의 한계를 극복할 수 있는 장점이 있다. 특히 Flex와 Flash를 이용하면 입체도형의 가상물의 제작 및 동적인 학습은 물론 사용상의 제약이 적어 시,공간의 한계를 극복할 수 있다. 본 연구에서는 초등학교 수학과 제 7차 교육과정의 입체도형 영역을 분석하여 학습요소를 추출하고 플래시의 드로잉 메서드를 바탕으로 학습요소별로 속성과 메서드를 정의하고 클래스를 설계하여 입체도형 객체를 생성하고 플렉스의 컴포넌트로 구성된 학습 어플리케이션의 틀을 설계하여 입체도형 객체가 플렉스의 어플리케이션 내에서 사용이 가능하도록 설계 개발하였다. 본 연구가 갖는 의의는 첫째, 초등학교 수학과 수준에 맞는 속성과 메서드를 갖도록 개발한 입체도형 객체를 활용하여 학습자의 입체도형에 자유로운 탐구활동 기회를 제공하여 보다 직관적이고 구체적으로 도형학습을 할 수 있도록 돕는다. 둘째, 플렉스를 활용함으로서 학습자의 쉬운 접근을 돕고 학습 어플리케이션 틀을 활용하여 기존에 개발되어 있는 수학과 플래시 파일들을 활용한 다른 수학과 영역의 학습 어플리케이션 설계 및 개발의 시간과 노력을 단축시키는데 있다.

• Journal of Science Education
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• v.35 no.2
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• pp.193-203
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• 2011

The purpose of this study is to investigate and analyze high school girls' observational characteristics. A total of 77 female high students were asked to observe 'Las Meninas', a well known 17th century painting by Diego Velazquez and volumetric flask. MBTI(Myer Briggs Type Indicator) was implemented for student's personal characteristics. We analyzed testimony into its differences between objective and practical, and subjective and abstract, wholeness by character type. As a result, 41 participants have preference for sensuous recognition and the rest of the 36 participants have preference for intuitional recognition. From the observation statement, it showed differences of the results according to their character type. As the result that it showed above, learners used two ways of recognition but they showed tendency with strong reliance on their preferred recognition. In case of preferring the sensuous recognition, it tended towards the basis of phenomenological analysis, objective fact and physical judge. However, in case of preferring the intuitional recognition, it tended to observe by momentary thinking, flash of idea and meaning behind.

• The Bulletin of The Korean Astronomical Society
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• v.44 no.2
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• pp.67.1-67.1
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• 2019

IAU 창립 100주년을 맞이하는 시점에서 현대 천문학의 주요 주제들을 다룬 체험형 특별전 '우주연구실 인턴체험전'을 기획하여 과천과학관에서 45일간 운영하였다. 유·초등 어린이로부터 중·고등 청소년과 성인에 이르는 다양한 연령층의 약 5만 명이 전시를 관람하였다. 전시의 주요 연출방향은 현대적인 천문학 연구성과를 대중과 공유하되, 관람객 스스로가 연구과정에 대한 이해를 통해 결과를 인지할 수 있도록 하는 것이었다. 1900년대 이후 천문학자들의 실제 연구방법과 원리를 단순화한 체험요소들을 개발하여 인간의 우주에 대한 호기심과 탐구의 흐름에 따라 관람할 수 있도록 전개하였다. 또한 관람객이 인턴연구원 과정을 수료하는 형태로 관람동선을 연출하여 전시내용을 보다 적극적으로 탐구하게 하였다. 전시 관람객 인식조사 결과, 전시를 통해 '암흑물질'을 새롭게 알게 되었다고 한 응답자가 가장 많았고, 그 외 우주의 규모, 블랙홀과 외계행성 관측, 아직 밝혀지지 않은 것들이 많음을 알게 되었다는 응답이 주를 이뤘다. 전시물에 대한 평가로는 직관적으로 거리-광도 관계를 보여주는 전시물과 블랙홀에 대한 이해를 돕는 체험전시물들에 대한 만족도가 높았고, 전시해설이 전시내용을 이해하는데 도움을 줬다는 응답자가 많았다. 여전히 초등 저학년이 이해하기 쉬운 전시물이 필요하다는 과제가 남아있다.