• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.51-56
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• 2006

초등학교 수학과의 학습은 학습자의 구체적인 조작을 통해서 개념을 학습하여야 한다. 웹에서 구현되는 콘텐츠들은 개념 학습을 위한 정의나 정적인 것이다. 이린 정적인 콘텐츠는 상호작용의 제약 조건이 많다. 이런 제약 조건을 극복하고 학생들의 인지적인 단계에 적합한 동적인 상호작용을 위한 콘텐츠 개발이 필요하다. 이에 본 연구에서는 수와 연산 영역의 교육과정을 분석을 통하여 객체와 클래스를 분석 설계한 이전의 연구에 이어 '수 클래스'를 구현하고 구현한 클래스를 활용하여 학생들의 자유로운 조작과 탐구활동을 통해 수와 연산의 개념과 원리를 학습할 수 있는 프로그램인 '수와 연산 학습 애플릿'을 개발하였다. 이것은 학생들의 동적인 상호 작용을 강하할 수 있다.

• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.115-120
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• 2006

제 7차 교육과정부터 규칙성 영역의 학습이 도입되고 중요하게 다뤄지고 있지만, 학생들이 규칙성을 찾거나 도형 패턴을 나타내는 데 어려움을 겪고 있기 때문에, 본 논문에서는 규칙성을 LOGO 프로그래밍 언어를 통해 학습하고 그 효과를 분석하였다. 수학적 패턴의 유형은 생성방식에 따라서 (1) 반복패턴, (2) 대칭패턴, (3) 증가패턴, (4) 회전패턴, (5) 혼합패턴의 다섯 가지이다. 논 논문에서는 규칙성 영역에 대한 LOGO 수업의 효과를 분석하기 위해서, 각각 패턴에 대하여 평가 문항을 만든 후 수업전과 LOGO를 통한 수업 후에 평가를 실시하여 분석하였다. 사전평가 M 4.74에서 LOGO 수업을 실시 한 후에 평가에서 M 5.22로 LOGO 수업의 효과가 유의미(p<.05, p=0.016)하게 나타났다. 특히, 도형패턴에서 높은 향상도를 나타냈다.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.109-121
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• 1997

A lot of educators claim that the open education should be performed in elementary classroom, but it is true that they do not suggest the specific direction of practicing open education in case of mathematics subject. Although a project lesson is recommended, there is little case that suggests the direction of practice and the evaluation method of project lesson. Therefore this study searchs for the possibility of practicing open education in elementary mathematics classroom by reviewing the portfolio assessment and suggesting the specific case of applying the portfolio assessment to project lesson. A portfolio is a folder in which is recording solution process, student's self reflection, and teacher's comment, about topics and problems more than one. Students can see their own varying aspects and recognize their own merits and demerits, sincerities, and potentialities by portfolio assessment. Futheremore, teacher can both grasp the student's cognitive situation and give them the professional advice about the cognitive development. That is, they can perform the instruction underlining the learner's ability and personality, by identifying what Vygotsky calls 'the proximal zone of development' through portfolio assessment. Consequently, portfolio assessment is an alternative evaluation method for integrating process and product of learning, and can be used as an important tool for developing the learner's potential possibility of self-realization.

• Education of Primary School Mathematics
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• v.20 no.4
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• pp.267-286
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• 2017

This study analyzed the processes of lesson plan, implementation, and reflection by a professional learning community with five teachers who were teaching second grade students in the same elementary school. The results of the study showed that the learning community helped the teachers prepare for a lesson effectively, enhance their teaching practices, and reflect on their teaching methods. However, the teachers had difficulties in re-designing and implementing the collaborative lesson plan in their classrooms and had a tendency to talk about their feelings about lessons rather than meaningful comments for subsequent lessons. The successes and difficulties revealed through this study are expected to provide us with directions of learning communities for improving teachers' professional development.

• Education of Primary School Mathematics
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• v.13 no.2
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• pp.55-66
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• 2010

The basic direction of mathematical education for the 21st century is focused on helping student to understand mathematics and developing their problem solving abilities, mathematical disposition and mathematical thinking. Elementary mathematics teachers should help students make sense of mathematics, confident of their ability, and make learning environment comfortable for students to participate in. Through making activities 1 to 100 with digits 1,9,9,6, students improved the interest and preference of students about mathematics. This game is useful to foster students' mathematical thinking(concepts of exponential number expression, roots concept(${\sqrt}$), gauss function([])) and mathematical disposition. If students are helped to be interested in mathematics through mathematical games, they regard mathematics as interesting and challengeable subject to let themselves think many ways.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.523-532
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• 2005

Moving figures and piling up some boxes are newly the introduced studying contents in the 7th curriculum of mathematics and it will be able to form the sense of space of the students. Against the studying contents for the sense of space formation, the teachers of site speak instruction is very difficult and the student's scores are low. Elementary school mathematics studying which inclusive of figure studying is the most effective when they operate the actual object. But in the school site, the instruction with actual object is very difficult because many reasons. And web based studying data system which is for forming the sense of space the students is not abundant because it started initially. From this dissertation, studying contents will be taken out and web base figure studying system will be designed and embodied. The interaction will be active in the system. Student will be able to understand the principle by the medium of the animation from the system and they can improve their sense of space by the interesting game.

• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.551-560
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• 2011

STEAM education is a topic-based curriculum to integrate the concepts into other subjects such as science, technology, engineering, art and mathematics in order to improve the students' interesting, understanding, integrated thinking and problem solving ability. In this paper, we designed STEAM curriculum in the form of Project-based Learning and developed the material for elementary students. We also developed the android-based application through searching for a utilization of IT simulation for enhancement the students' Project-based Learning effect.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.287-314
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• 2010

The algorithm is a chain of mechanical procedures, capable of solving a problem. In modern mathematics educations, the teaching algorithm is performing an important role, even though contracted than in the past. The conspicuous characteristic of current elementary mathematics textbook's manner of manipulating multiplication algorithm is exceeding converge to 'standard algorithm.' But there are many algorithm other than standard algorithm in calculating multiplication, and this diversity is important with respect to didactical dimension. In this thesis, we have reconstructed the experimental learning and teaching plan of multiplication algorithm unit by making the best use of diversity of multiplication algorithm. It's core contents are as follows. Firstly, It handled various modified algorithms in addition to standard algorithm. Secondly, It did not order children to use standard algorithm exclusively, but encouraged children to select algorithm according to his interest. As stated above, we have performed teaching experiment which is ruled by new lesson design and analysed the effects of teaching experiment. Through this study, we obtained the following results and suggestions. Firstly, the experimental learning and teaching plan was effective on understanding of the place-value principle and the distributive law. The experimental group which was learned through various modified algorithm in addition to standard algorithm displayed higher degree of understanding than the control group. Secondly, as for computational ability, the experimental group did not show better achievement than the control group. It's cause is, in my guess, that we taught the children the various modified algorithm and allowed the children to select a algorithm by preference. The experimental group was more interested in diversity of algorithm and it's application itself than correct computation. Thirdly, the lattice method was not adopted in the majority of present mathematics school textbooks, but ranked high in the children's preference. I suggest that the mathematics school textbooks which will be developed henceforth should accept the lattice method.

• School Mathematics
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• v.10 no.3
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• pp.401-422
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• 2008

In the current school curriculum, an alternative assessment method which focuses more on the problem solving process rather than the final solution is being investigated. The goal is to evaluate students' understanding of the subject. A descriptive evaluation is being suggested as a way of examining the thought process of the students by a structured analysis of the problem solving process. But currently, there are not enough descriptive problems available for teachers to effectively carry out the alternative assessment method in the elementary school mathematics curriculum. In this research, we surveyed 197 elementary school teachers in Seoul to determine the status of descriptive evaluation in elementary school mathematics and to understand the teachers perception about the new assessment method. The goal of the survey was to find an effective implication of the new assessment method in elementary mathematics classes. The research showed that the elementary teachers use this assessment method about 4 to 7 times per month in their classes. They give descriptive problem test anytime they think it is appropriate during the Instruction of the topic. More than 90% of the teachers were using this assessment method to improve students' creativity and mathematical thinking. The teachers in the survey also commented that the teachers' administrative responsibility should be reduced and that the school environment in general should be improved for the new assessment method to be successful. Finally the study also showed that development of more descriptive problems in each grade level is needed to progress the new assessment method.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.3
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• pp.289-303
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• 2019

The aim of this study was to seek for the purpose of social justice of mathematics education based on the understating of a critical race perspectives. This paper is consisted of two parts. First, I analyzed literatures of mathematics education for social justice in order to understand the discussions and concerns related to the topic. Second, I used the selected tenets of critical race theory to examine mathematics education for social justice scholarship. From the analysis, I concluded the current capacity of mathematics education for social justice toward addressing race issues in a mathematics classroom.