• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.347-364
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• 2009

In this paper, the researchers investigated the influence of graphing calculator in learning the concept of linear function for the gifted students. Elementary students who were taking a course in enrichment mathematics at Science Education Institute for the Gifted in Mokpo National University were selected for this study. The researchers analyzed students' processes of mathematical inference and conjecture, and students' algebraic description. We found the facts that the visualization using a graphing calculator and CBL is helpful to the gifted students in understanding concepts of liner function, finding the relationship between variables, analyzing and presupposing of graph. But, using graphing calculator can be a factor that disturbs learning of students who have too much of curiosity on graphing calculator.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.33-52
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• 1997

We can explain open education by means of pulling down the straight and narrow viewpoint of our educational system. We should incorporate various thoughts and attempts to the most practical educational classrooms and learn to cope flexibly with the several educational problems. On the other hand, Britain for the last fifty years have adapted progressive method in most schools, but with no visible results. The children's fundamental mathematical abilities have not increased. Therefore, mathematical educators in U. S. and Britain proposed the following three facts: First, we need to find out precisely what is involved in applying mathematical skills to practical situations; Secondly, we need to find out why this kind of mathematical understanding is so difficult for so many children; And, finally, we need to know what methods can be used to help children attain this wider mathematical understanding. Thus, we have analyzed and studied the British primary mathematics textbooks < stage 1 >, < stage 3 >, < stage 4 > and < stage 5 > from the open educational viewpoint and the above proposals. As result, a central point was that British have well incorporated into their primary mathematics textbooks with the variety of programs using everyday problems.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.285-301
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• 2013

The purpose of the study is to analyze the 4th graders' visual representation in mathematics problem solving process and to find out how to teach the visual representation in mathematics problem solving process. on the basis of the results, this study gives several pedagogical implication related to the mathematics problem solving. The following were the conclusions drawn from the results obtained in this study. First, The achievement level of students and using visual representation in the mathematics problem solving are closely connected. High achieving students used visual representation in the mathematics problem solving process more frequently. Second, high achieving students realize the usefulness of visual representation in the mathematics problem solving process and use visual representation to solve mathematical problem. But low achieving students have no conception that visual representation is one of the method to solve mathematical problem. Third, students tend to especially focus on 'setting up an equation' when they solve a mathematical problem. Because they mostly experienced mathematical problems presented by the type of 'word problem-equation-answer'. Fourth even through students tried visual representation to solve a mathematical problem, they could not solve the problem successfully in numerous instances. Because students who face a difficulty in solving a problem try to construct perfect drawing immediately. But generating visual representation 2)to represent mathematical problem cannot be constructed at one swoop.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.89-97
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• 2005

초등학교 수학과의 학습은 학습자의 구체적인 조작을 통해서 이루어져야 하나 현재 웹을 통하여 학습할 수 있는 수와 연산 영역의 학습 프로그램은 대부분 단순한 수의 나열이거나 프로그램에서 제공하는 학습 내용을 따라해 보는 수준에 그치고 있다. 구체적인 조작을 할 수 있는 자바 애플릿을 제작하려고 해도 초등학생의 인지 단계 및 교육과정에 적합한 수와 연산 클래스가 체계화되어 있지 않아 클래스의 사용에 어려움이 있다. 이에 본 연구에서는 수와 연산 영역의 교육과정을 분석하여 객체를 정의하고, 객체의 속성과 메소드를 분석하여 클래스를 구성한 후 클래스 사이의 관계를 파악하여 클래스 계층구조를 설계하였다.

• School Mathematics
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• v.13 no.3
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• pp.485-500
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• 2011

The purpose of this study is to investigate how elementary mathematics teachers use and implement a reform-oriented mathematics curriculum material, Everyday Mathematics, and to examine what features the curriculum material has. Eight elementary mathematics teachers in the United States participated in the study. Data sources consist of teacher classroom observation write-ups, interviews, and the curriculum material. The results from the analysis of the curriculum material suggest that 80 percent of the tasks are at the high-level in terms of cognitive demand and 26 percent of tasks are identified as transparent. The results also show that the teachers appeared to adapt the curriculum material and partially take suggestions or activities out of the curriculum material in enacting them in their mathematics classrooms. The analysis of enacted tasks suggests that the levels of cognitive demand were shifted from high-level to low-level; 27 percent of the high-level tasks in the curriculum material were maintained at the high-level as enacted in the mathematics classrooms. The level of cognitive demand shifted in many cases; shifts from high-level to low-level occurred. This contributes to the curriculum material not being transparent to teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.737-760
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• 2016

This study analyzed the 2009 revised curriculum 6th grade math geometric domain and developed virtual operation tool contents based RME theory. These materials were examine to find out how to effect on the spatial sense and mathematical attitudes by applying it to teach the 6th grade students. The results were as follows. First, it is more effective for improving spatial sense to study mathematics based RME theory with virtual operation tool contents than normal one. This means that mathematics study based RME theory with virtual operation contents overcomes the limitations of flat learning environment. And it is great educational and effective method for students to improve their spatial sense. Second, it is more effective for improving mathematical attitudes to study mathematics based RME theory with virtual operation tool contents than normal one. This means that Mathematics study based RME theory with virtual operation contents makes student more participate learning actively. It helps the students who have passive learning habits to have self-directed learning habits, ability to cooperation and communicate. The results of this study suggest that mathematics study based RME theory is very helpful for student to improve their spatial sense and have positive effect on self-concept in mathematics, attitudes toward mathematics and improving study habits in mathematical attitudes.

• Education of Primary School Mathematics
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• v.2 no.2
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• pp.85-102
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• 1998

Since textbooks for elementary school mathematics in accordance with the seventh curriculum are 'Class I' textbooks, which are used as one and only one textbooks throughout the country, the following aspects have been considered： In the legal aspect, the contents including the curriculum for mathematics asked of the Writing Committee by the Ministry of Education were reflected; in the aspect of theory of mathematics education, the textbooks are written in a way appropriate to theory of mathematics education; and in the aspect of application of reality, the textbooks are written to help improving mathematics education in classrooms. Therefore, the main frame of writing the textbooks is to make students feel proud enough to say "I have done mathematics", through helping students rationally solve problems surrounding them by themselves with their experiences and activities. In the above viewpoint the following sentence is reflected upon: "Hundred explanations are not equal to one manipulation activity."

• Education of Primary School Mathematics
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• v.4 no.2
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• pp.83-103
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• 2000

The purpose of this study is to develop and implement an alternative elementary mathematics curriculum to enhance creative problem solving ability. The curriculum consisting of three main elements was developed. The three elements are content knowledge, process knowledge and creative thinking skills. The curriculum contents and the units were developed by mathematics educators, elementary educators, psychologists, elementary school teachers and curriculum specialists for 3 years. In order to test the effectiveness of the developed curriculum, the 5 units based on a problem-based-learning (PBL) method were implemented in a 5th grade class as an experimental group during the second semester. For the comparison group the ordinary lesson based on the 6th national mathematics curriculum was implemented during the same period. Performance assessment was developed and used for the pre and post test. T-est was use to testify that the effect of the curriculum is statistically signigicant. The results of the test showed that the experimental group progressed significantly in the creative problem solving ability, but the comparison group did not.

• Education of Primary School Mathematics
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• v.5 no.1
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• pp.41-55
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• 2001

The purpose of this study was to compare and analyze the curricula of kindergarten and elementary school and to present a plan for connecting the two curricula. The curricula emphasized mathematical thinking and problem solving instead of fragmentary knowledge and adopted the streamed curriculum based on children’s ability and interest. And both of them consisted of number and operation, geometry, measurement, statistics, and put emphasis on activity such as real life experience, play, manipulation of concrete objects, and communication. However, there are some kinds of differences between them, because the kindergarten curriculum is not included in the common curriculum, from 1st grade to 10th grade. Thus, this study recommended several ideas based. Thus, this study recommended several ideas based on theories to connect the mathematics curricula of kindergarten and elementary school.

• Education of Primary School Mathematics
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• v.4 no.1
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• pp.31-41
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• 2000

There has been much concern and worry about executing school curriculum from the year 2000 because the seventh curriculum is based on the complicated' differentiated education' concept. Now the new textbook has been developed according to the curriculum. This paper will reinforce the understanding of the curriculum and textbook in school math. In order to do this, this paper will present questions on three subjects to help school teachers and people related to math education to probe and discuss the benefits and problems of teaching math using the new textbook. The three subjects are based on the contents included in certain chapters of the math textbook. These are 1) understanding mathematics concepts using manipulatives or concrete objects, 2) doing math projects or problem solving activities 3) learning mathematics using calculators. furthermore, it is emphasized in this paper that math teachers must keep in mind that they should execute instruction in their own way using the 'textbook' not as a bible but as a guideline.