• Communications of Mathematical Education
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• v.25 no.1
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• pp.63-78
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• 2011

The purpose of this study is to explore a teaching method of limits of functions with more intuitive and visual of CAS graphing calculators rather than with the rigorous ${\epsilon}-{\delta}$ method. Texas Instruments Voyage200 CAS graphing calculators are used for studying the possibility of the use of technology in calculus course. For this, various related theoretical constructs are reviewed: concept image, concept definition, cognitive conflict, the use of visualization of technology for calculus concepts, the theory of APOS, and local straightness. Based on such theoretical constructs this study suggests a teaching method of limits of functions with embodied visualization of CAS graphing calculators.

• Journal of the Korean School Mathematics Society
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• v.6 no.2
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• pp.71-85
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• 2003

In this paper we study the usefulness of Maple in school calculus education. The use of computer and calculator is debated in many aspect in mathematics education. By the computer visualization of mathematical image and proper use of computer we can teach inductively and intuitively the mathematical concept and give rise to the students' interest. Maple is very popular in college but is not in middle school because of language. Maple application which is made by Maplet is very useful multimedia teaching-learning tools. We introduce the use of Maplet and some application of the calculus course which we made.

• The Journal of Korean Institute for Practical Engineering Education
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• v.1 no.1
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• pp.55-60
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• 2009

Drag&Drop mechanism was formerly the clipboard of Microsoft Windows. Drag&Drop means that copy and paste functions using the clipboard are processed by a mouse event. The touch interface come info the spotlight not to speak of PCs, laptops and mobile phones. Mouse and touch interfaces make an environment to work easier and intuitive through visible interactions. In this paper, we implemented a web image collector to utilize Drag&Drop. And we proposed the how to apply and a utilizable plan from it.

• Journal for History of Mathematics
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• v.34 no.1
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• pp.1-20
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• 2021

Logic and intuition are considered as the opposite extremes of teaching geometry, and any teaching method of geometry is to be placed between these extremes. The purpose of this study is to identify the characteristics of logical and intuitive approaches for teaching geometry and to derive didactical implications by taking Euclid's Elements and Clairaut's Elements respectively representing the extremes. To this end, comparing the composition and contents of each book, we analyze which propositions Clairaut chose from Euclid's Elements, how their approaches differ in definitions, proofs, and geometrical constructions, and what unique approaches Clairaut took. The results reveal that Clairaut mainly chose propositions from Euclid's books 1, 3, 6, 11, and 12 to provide the contexts that show why such ideas were needed, rather than the sudden appearance of abstract and formal propositions, and omitted or modified the process of justification according to learners' levels. These propose a variety of intuitive strategies in line with trends of teaching geometry towards emphasis on conceptual understanding and different levels of justification. Specifically, such as the general principle of similarity and the infinite geometric approach shown in Clairaut's Elements, we could confirm that intuition-based geometry does not necessarily aim for tasks with low cognitive demand, but must be taught in a way that learners can understand.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.475-484
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• 2004

공간 능력 및 공간 시각화 능력의 향상은 우리가 살고 있는 세계를 표현하고 설명하는데 도움을 주고 실생활과 직업에 관련된 문제해결 능력을 기를 수 있게 한다. 초등학교에서는 비형식적인 방법으로 일상생활에서 접하는 대상과 다른 구체적 자료를 사용한 조사, 실험, 탐구를 통하여 여러 위치에서 도형을 시각화하고, 그려보고, 비교하는 활동을 강조하고 있다. 제7차 수학과 교육과정에서 공간능력 및 공간 시각화 능력을 향상시키기 위한 학습으로 구체적 조작물과 학습지 사용을 병행하고 있다. 하지만 초등 기하는 공간적인 경험을 현실 상황이나 구체물 조작을 통하여 형성된 공간직관을 수학화하도록 하여야 하나, 실제 현장에서는 학교여건 등의 여러 실정으로 조작 자료들이 제대로 마련되어 있지 않거나 잘 사용하지 않고 있다. 3차원을 경험할 수 있는 공간 시각화 학습프로그램을 적극 활용하여 어떤 방향이든 상관없이 가상의 공간에서 물체를 옮기거나 회전시킬 수 있으며 시간적, 공간적 제약을 받지 않고 학습자들의 공간시각화 능력을 향상시킬 수 있는 학습 프로그램 개발이 필요하다. 이에 본 연구에서는 이런 요구에 의해 아동과의 상호 작용성과 접근성을 향상시킨 웹기반 가상현실 프로그램을 개발하고 그 효과 분석을 통해 웹 기반 가상현실 학습 프로그램에 대한 가능성을 진단해 보고자 한다.

• School Mathematics
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• v.14 no.4
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• pp.565-577
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• 2012

In this study, we investigated the process of constructing the geometrical solutions to quadratic equation, through proportions between lengths of similar triangles in a dynamic environment. To do this, we provided one task to 4 ninth grades students and observed the process of the students' activities and strategies. As a result of this pilot lesson study, our research shows the advantage and possibility of geometrical method in learning and teaching quadratic equation.

• Journal of the Korean School Mathematics Society
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• v.11 no.3
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• pp.337-362
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• 2008

Nowadays the education of Mathematics is more important than any other courses in the school. But the most students have felt the difficulty and uncomfortableness in studying Mathematics, especially the geometry course. Moreover teachers also consider that the teaching of geometry is the hardest part of Mathematics. Therefore we suggest an effective method of teaching the geometry course for the middle school students. We provide the activity papers which contain mathematics problems based on the practical life of students. And we analyze the effects of the activity papers using the questionnaire.

• Journal of KIISE:Software and Applications
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• v.31 no.10
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• pp.1356-1363
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• 2004

We propose Tangible Media Control System (TMCS), which allows users to manipulate media contents with physical objects in an intuitive way. Currently, most people access digital media contents by exploiting GUI. However, It provides limited manipulations of the media contents. The proposed system, instead of mouse and keyboard, adopts two types of tangible objects, i.e RFID-enabled object and tracker-embedded object. The TMCS enables users to easily access and control digital media contents with the tangible objects. In addition, it supports an interactive media controller which users can synthesize media contents and generate new media contents according to users' taste. It also offers personalized contents, which is suitable for users' preferences, by exploiting context such as user's profile and situational information. Therefore. the proposed system can be applied to various interactive applications such as multimedia education, entertainment and multimedia editor.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.655-678
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• 2010

In the elementary mathematics, geometric education emphasize spatial sense and understandings of figures through development of intuitions in space. Especially space visualization is one of the factors which try conclusion with geometric problem solving. But studies about space visualization are limited to middle school geometric education, studies in elementary level haven't been done until now. Namely, discussions about elementary students' space visualization process and methods in plane or space figures is deficient in relation to geometric problem solving. This paper examines these aspects, especially in relation to plane and space problem solving in elementary levels. First, we investigate visualization methods for plane problem solving and space problem solving respectively, and analyse in diagram form how progress understanding of figures and visualization process. Next, we derive constituent factor on visualization process, and make a check errors which represented by difficulties in visualization process. Through these analysis, this paper aims at deriving an influence of visualization on geometric problem solving in the elementary mathematics.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.7-13
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• 2011

Scratch programming comes into the spotlight as Education Programming Language. Especially, it is made better use at educational class by accessibility and visuality in elementary school. But most of latest research is just focus on effective for programming education and prove effectiveness once more. In this study, possibility about curriculum using Scratch programming and specific applicable methods were suggested. This research suggested that how to study with scratch programming through lesson "Make a pattern" in 5th grade Math curriculum at elementary school. And there was reflected that we can verify programming procedure visually and improve creativity.