• 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.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.3
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• pp.283-308
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• 2018

'Divisor and multiple' is the topic included both in the elementary and in the secondary mathematics curriculum, but there has been lack of research on it. It has been reported that students have a difficulty in understanding the meaning of the greatest common divisor (GCD) and the least common multiple (LCM), while they can find out GCD and LCM. Against the lack of research on how to overcome this difficulty, this study designed teaching methods with a model for visualization to emphasize the meanings of divisor and multiple in finding out GCD and LCM, and implemented the methods in one fourth grade classroom. A questionnaire was developed to explore students' solution methods and interviews with focused students were implemented. In addition, fourth-grade students' thinking was compared and contrasted with fifth-grade students who studied divisor and multiple with the current textbook. The results of this study showed that the teaching methods with a specific model for visualization had a positive impact on students' conceptual understanding of the process to find out GCD and LCM. As such, this study provides instructional implications on how to foster the meanings of finding out GCD and LCM at the elementary school.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.281-294
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• 2019

The purpose of this study is to analyze errors and treatment behavior during the course of mathematics learning of academic achievement by applying reflective activities in the second semester of the third year of elementary school. The study participants are students from two classes, 21 from the third-grade S elementary school in Seoul and 20 from the comparative class. In the case of the experiment group, the multiplication unit was reconstructed into a mathematics class that applied reflective activities. They were pre-post-test to examine the changes in students' mathematics performance, and mathematical communication was recorded and analyzed for the focus group to analyze the patterns of learners' error handling in the reflective activities. In addition, they recorded and analyzed students' activities and conversations for error type and error handling. As a result of the study, the student's mathematics achievement was increased using reflective activities. When learning double digit multiplication, the error types varied. It was also confirmed that the reflective activities helped learners reflect on the multiplication algorithm and analyze the error-ridden calculations to reflect on and deal with their errors.

• School Mathematics
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• v.16 no.3
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• pp.613-631
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• 2014

The aim of this study was to investigate how the small group activity system influences individual to form concepts of prime number and composite number through activity theory on learning process of mathematically gifted 5th-grade students. Student's worksheets, recorded video, and interview were gathered and transcribed for analyzing data. Process of concept formation and using symbol behavior were used to derive the stage of mathematical concept from students, and the activity system and stage of concept formation process were schematized through analysis of whole class activity system and small group activity system based on activity theory. According to the results of this study, two students who were in different activity groups separated into the state of semi-concept and the stage of complex thinking respectively, and therefore, social context and the activity system had effects on process of concept formation among the students.

• School Mathematics
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• v.18 no.4
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• pp.793-818
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• 2016

The purpose of this study is to explore in detail $5^{th}$ grade students' understanding on the big ideas related to addition of fraction with different denominators: fixed whole unit, necessity of common measure, and recursive partitioning connected to algorithms. We conducted teaching experiments on 15 fifth grade students who had learned about addition of fractions with different denominators using the current textbook. Most students approached to the big ideas related to addition of fractions in a procedural way. However, some students were able to conceptually understand the interpretations and algorithms of fraction addition by quantitatively thinking about the context and focusing on the structures of units. Building on these results, this study is expected to suggest specific implications on instruction methods for addition of fractions with different denominators.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.145-166
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• 2012

The objective of this study is to analyze the cases related to the lingual and non-lingual metaphors used in the math class at elementary school and consider the values of metaphors as a teaching method for the subject of mathematics. Throughout this study, teachers' gestures are analyzed as lingual and non-lingual metaphors shown between teachers and students in the class for the topic of the inverse proportion in quartic equations for direct and inverse proportions in Chapter 7 for the first semester of the 6th grade at elementary school in terms of the amended curriculum for the year of 2007. According to the results of the analysis, it can be concluded that there are mechanical and hypothetical movement metaphors in the mathematical metaphors observed in this study. Also, in terms of gestures, iconic, metaphoric and deixis gestures are found. Such metaphors seem to be evenly distributed throughout the math class and expressed in various forms. Based on the results of the analysis, the educational meaning given by the utilization of metaphors is considered for the math class.

• The Journal of Korean Association of Computer Education
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• v.9 no.3
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• pp.109-119
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• 2006

Algorithm is a fundamental concept for all related research areas in computer science. Though many researches have paid attention to computer algorithm in solving applied problems, few researches have been conducted on how to effectively instruct the computer algorithm concept. This paper proposed the instructional method for the computer algorithm concept by using mathematics problems of the fourth grade, elementary school. We have applied our the instructional methodology to classroom, and empirically tested the effectiveness of our methodology. The results show that the effectiveness of instructional method, compared to the traditional instructional methodology.

• Communications of Mathematical Education
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• v.23 no.4
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• pp.1093-1130
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• 2009

The purpose of this study is to examine obstacles to progress for 20th century Korean mathematics. In 1945, shortly after Korea was liberated from Japan, there were no Korean mathematics Ph.D. holders, less than ten bachelor degree holders, and only one person with a master's degree in mathematics. We investigate the reasons for this. Korea has to overcome such an unforgiving condition and rebuild quality education programs in higher mathematics over the last several decades. These debilitating circumstances in higher mathematics were considerable obstacles in developing a higher level of mathematical research for the mainstream of 20th century world mathematics. We study policy and curriculums of Korean school mathematics in the late 19th and early 20th century, with some educational and socio-political background.

• School Mathematics
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• v.13 no.1
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• pp.207-227
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• 2011

This study developed a statistical thinking level with constructs framework from based on Jones, Thornton, Langrall, & Mooney (2000) to analyze the 6th graders' thinking level shown on their survey activities. It was modified by 5 constructs framework such as collecting, describing, organizing, representing, and analyzing and interpreting data with four thinking levels, which represent a continuum from idiosyncratic to analytic reasoning. As a result, among four levels such as idiosyncratic level (level 1), transitional level (level 2), quantitative level (level 3), and analytical level (level 4), levels of two through four are shown on statistical thinking levels in this study.

• The Mathematical Education
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• v.51 no.3
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• pp.265-280
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• 2012

This study aims to provide implications from mathematics education perspective by designing a process of 'validity review on the problem solving process', and then, by analyzing the results. In the result of analysis on the features of children's thinking in accordance with 4 stages of problem solving, children's thinking was equally observed in every stage rather than intensively observed in one stage, and reflective thinking related to important elements from each stage of problem solving process was observed. In the result of analysis of changes in description for problem solving process, there was a difference in the aspects of changes by children's knowledge level in mathematics, however, the activity of validity review on problem solving process in overall induced positive changes in children's description, especially the changes in problem solving process of children. Through the result of this study, we could see that the validity review on problem solving process promotes children's reflective thinking and enables meta-cognition thus has a positive influence on children's description of problem solving process.