• Title/Summary/Keyword: 초등 수학과 교육과정

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A Study on the Effects of Creative STEAM System Given by Center of Gravity Experiment (창의적 융합교육을 위한 무게중심 프로그램 개발과 적용사례 연구)

  • Kim, Su Geum;Ryu, Shi Kyu;Kim, Sun Bae
    • Journal of Educational Research in Mathematics
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    • v.24 no.3
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    • pp.333-357
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    • 2014
  • This study resulted from a study regarding creative STEAM System based upon an experiment with the center of gravity. The results of the study are constructed by a fusion of mathematics and physics, showing that they are the same as mathematical calculations. Also, students can find that center of gravity of an object is in equilibrium on a metal rod when the center of gravity exactly is placed on the rod. The fact that an experimental results are correspond to calculations can maximize the effectiveness of teaching. And also this study has the following effectiveness. First, the exact construction and calculations arouses good competition among students. Second, this experiment can give students a motivation for study and increase their thinking in classes because the theoretical background of center of gravity experiment is basically attributed to math and science classes in school. This study includes three different types of center-of-gravity experiments. One is a simple type of experiment in which center of gravity exists inside of an object. Another is a complicated one in which the center of gravity is also inside of an object. However, the third type is an experiment in where the center of gravity is outside of an object. Therefore, it gives students an opportunity to discuss how to confirm equilibrium on a metal rod when the object has its center of gravity outside. Having discussions in class will allow students to have a critical way of thinking. In addition, searching for a way to solve a problem will increase creativity of students as well. And the last type is finding the center of gravity of a big acrylic panel where multiple objects are on the panel. According to the survey and interview conducted by students who participated in this program, teaching based on creative STEAM system helps students to get a better understanding and more fast acquisition of knowledge. We can expect that a well-planned creative STEAM system through a continuous study will be both effective and efficient in educating critical and creative students.

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A Case Study of Artificial Intelligence Education for Graduate School of Education (교육 대학원에서의 인공지능 교육 사례)

  • Han, Kyujung
    • 한국정보교육학회:학술대회논문집
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    • 2021.08a
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    • pp.401-409
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    • 2021
  • This study is a case study of artificial intelligence education subjects in the graduate school of education. The main educational contents consisted of understanding and practice of machine learning, data analysis, actual artificial intelligence using Entries, artificial intelligence and physical computing. As a result of the survey on the educational effect after the application of the curriculum, it was found that the students preferred the use of the Entry AI block and the use of the Blacksmith board as a physical computing tool as the priority applied to the elementary education field. In addition, the data analysis area is effective in linking math data and graph education. As a physical computing tool, Husky Lens is useful for scalability by using image processing functions for self-driving car maker education. Suggestions for desirable AI education include training courses by level and reinforcement of data collection and analysis education.

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Contents and Sequences for Line Segments, Straight Lines, and Rays in Elementary Mathematics Curricula and Textbooks (선분, 직선, 반직선의 학습 내용과 학습 계열 분석)

  • Kim, Sangmee
    • Communications of Mathematical Education
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    • v.37 no.4
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    • pp.635-652
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    • 2023
  • This study conducts a comprehensive analysis of the curricular progression of the concepts and learning sequences of 'lines', specifically, 'line segments', 'straight lines', and 'rays', at the elementary school level. By examining mathematics curricula and textbooks, spanning from 2nd to 7th and 2007, 2009, 2015, and up to 2022 revised version, the study investigates the timing and methods of introducing these essential geometric concepts. It also explores the sequential delivery of instruction and the key focal points of pedagogy. Through the analysis of shifts in the timing and definitions, it becomes evident that these concepts of lines have predominantly been integrated as integral components of two-dimensional plane figures. This includes their role in defining the sides of polygons and the angles formed by lines. This perspective underscores the importance of providing ample opportunities for students to explore these basic geometric entities. Furthermore, the definitions of line segments, straight lines, and rays, their interrelations with points, and the relationships established between different types of lines significantly influence the development of these core concepts. Lastly, the study emphasizes the significance of introducing fundamental mathematical concepts, such as the notion of straight lines as the shortest distance in line segments and the concept of lines extending infinitely (infiniteness) in straight lines and rays. These ideas serve as foundational elements of mathematical thinking, emphasizing the necessity for students to grasp concretely these concepts through visualization and experiences in their daily surroundings. This progression aligns with a shift towards the comprehension of Euclidean geometry. This research suggests a comprehensive reassessment of how line concepts are introduced and taught, with a particular focus on connecting real-life exploratory experiences to the foundational principles of geometry, thereby enhancing the quality of mathematics education.

Comparative study of policy and elementary school mathematics learning program for mathematics underachievers in Korea and the United States: Focused on the Seattle Public Schools and Chuncheon Office of Education (우리나라와 미국의 초등학교 수학학습부진아 정책 및 지도 프로그램 비교 분석: 춘천시 교육청과 시애틀 교육청을 중심으로)

  • Ko, Junghwa
    • Journal of the Korean School Mathematics Society
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    • v.20 no.1
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    • pp.57-76
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    • 2017
  • Since the 1990s, Korea has been developing various policies and materials for the improvement of basic learning abilities. In this study, the cases of policies for underachievers in Korea and the US were compared and analyzed the programs for mathematics underachievers in elementary school with Chuncheon office of education and Seattle public schools. All of them started from the point of relief of underachievers, but they differed in the process of operating them specifically. This study suggests the followings. First, active utilization of vacation programs to solve problems such as low-income meal service, prevention of stigma effects, securing teacher's instruction time, teacher-instructor cooperation. Second, the necessity of detailed activity-centered textbooks that underachievers can explore with interest in mathematics learning and easy to use by teachers. Third, specific cooperation for inducing interest of their own children's learning and forming close ties between parents and teachers. Fourth, program analysis by a professional evaluation group to improve the quality of underachiever program.

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A Study on the Development of a Problem Bank in an Automated Assessment Module for Data Visualization Based on Public Data

  • HakNeung Go;Sangsu Jeong;Youngjun Lee
    • Journal of the Korea Society of Computer and Information
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    • v.29 no.5
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    • pp.203-211
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    • 2024
  • Utilizing programming languages for data visualization can enhance the efficiency and effectiveness in handling data volume, processing time, and flexibility. However, practice is required to become proficient in programming. Therefore public data-based the problem bank was developed to practice data visualization in a programming automatic assessment system. Public data were collected based on topics suggested in the curriculum and were preprocessed to make it suitable for users to visualize. The problem bank was associated with the mathematics curriculum to learn various data visualization methods. The developed problems were reviewed to expert and pilot testing, which validated the level of the questions and the potential of integrating data visualization in math education. However, feedback indicated a lack of student interest in the topics, leading us to develop additional questions using student-center data. The developed problem bank is expected to be used when students who have learned Python in primary school information gifted or middle school or higher learn data visualization.

A Case Study of Artificial Intelligence Education Course for Graduate School of Education (교육대학원에서의 인공지능 교과목 운영 사례)

  • Han, Kyujung
    • Journal of The Korean Association of Information Education
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    • v.25 no.5
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    • pp.673-681
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    • 2021
  • This study is a case study of artificial intelligence education subjects in the graduate school of education. The main educational contents consisted of understanding and practice of machine learning, data analysis, actual artificial intelligence using Entries, artificial intelligence and physical computing. As a result of the survey on the educational effect after the application of the curriculum, it was found that the students preferred the use of the Entry AI block and the use of the Blacksmith board as a physical computing tool as the priority applied to the elementary education field. In addition, the data analysis area is effective in linking math data and graph education. As a physical computing tool, Husky Lens is useful for scalability by using image processing functions for self-driving car maker education. Suggestions for desirable AI education include training courses by level and reinforcement of data collection and analysis education.

Analysis of the Sixth Graders' Strategies and Errors of Division-With-Remainder Problems (나머지가 있는 나눗셈 문장제에 대한 초등학교 6학년 학생들의 해결 전략 및 오류 분석)

  • Ha, Mihyun;Chang, Hyewon
    • Journal of Elementary Mathematics Education in Korea
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    • v.20 no.4
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    • pp.717-735
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    • 2016
  • For teaching division-with-remainder(DWR) problems, it is necessary to know students' strategies and errors about DWR problems. The purpose of this study is to investigate and analyze students' strategies and errors of DWR problems and to make some meaningful suggestions for teaching various methods of solving DWR problems. We constructed a test which consists of fifteen DWR problems to investigate students' solving strategies and errors. These problems include mathematical as well as syntactic structures. To apply this test, we selected 177 students from eight elementary schools in various districts of Seoul. The results were analyzed both qualitatively and quantitatively. The sixth graders' strategies can be classified as follows : Single strategies, Multi strategies and Assistant strategies. They used Division(D) strategy, Multiplication(M) strategy, and Additive Approach(A) strategy as sub-strategies. We noticed that frequently used strategies do not coincide with strategies for their success. While students in middle group used Assistant strategies frequently, students in higher group used Single strategies frequently. The sixth graders' errors can be classified as follows : Formula error(F error), Calculation error(C error), Calculation Product error(P error) and Interpretation error(I error). In this study, there were 4 elements for syntaxes in problems : large number, location of divisor and dividend, divisor size, vocabularies. When students in lower group were solving the problems, F errors appeared most frequently. However, in case of higher group, I errors appeared most frequently. Based on these results, we made some didactical suggestions.

A Scheme of the Instruction of Prism Definition for 5th Grade Students (각기둥의 정의 만들기에 관한 지도 사례 연구 -초등학교 5학년을 대상으로-)

  • Cho, Young-Mi;Park, Ha-Na
    • Journal of Elementary Mathematics Education in Korea
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    • v.15 no.2
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    • pp.317-332
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    • 2011
  • The purpose of this study is to suggest an effective plan for teaching the definition of prism by integrating and analyzing the theories related to the instruction of definitions. The subjects in this study to realize these objectives were as follows. First, it looks to theoretical backgrounds regarding the instruction of the definition of solid by functions of definition in mathematics education. Second, it explores the instructional way to form the definition of solid through function of definition, by analyzing the unit of solid in the 6th grade. Third, after conducting the real practice with the 5th graders who before learn solid in 6th curriculum, according to plan of instruction, it examined student's response and testify its effectiveness, and then propose a teaching scheme which is designed to be useful based on the outcomes. In terms of theoretical background, it investigated the precedent research in relation to the instruction of the definition that mathematical definition is not given perfectly but the process of making knowledge that mathematization activity is necessary. It investigated the effects of the instruction of definitions, based on the effects of teaching and interviews with the 5th graders, and analysis of student's handout. The followings were the results of this study. First, 'Making Definitions' activities through remove counterexample process was possible to analytic thinking not intuitively thinking, and it effects the extend of awareness in definition that definition is not fixed but various. Second, it need the step of organize terms that is useful on solid's definition through activate of background knowledge. Third, it is effective that explore characters of the solids after construct the solids. Fourth, interactive discussion that students correct their mistakes each other through mathematical communication and they can think developmental is useful on making definition more than individual study.

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A Remedial Education Programs to Improve Mathematics Applying Abilities as one of Core Competencies (직업기초역량으로서의 수리 활용 능력 향상을 위한 보정 학습 프로그램 개발)

  • Choe, Seung Hyun;Ryu, Hyunah;Nam, Geum Cheon
    • Journal of the Korean School Mathematics Society
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    • v.16 no.4
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    • pp.655-674
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    • 2013
  • The MEST determined to introduce a vocational ability test for the students in vocational high schools to enhance their job competence skills from 2013 accepting the field voices that current competence test is not proper for vocational high schools whose purpose is job preparation education. The test results can be used as an official certificate in the job settlement process. The purpose of this study is to enhance the students's basic skills for mathematics in vocational high schools and in addition to that, to develop mathematics teaching materials aiming to support students in applying mathematics in real vocational world after their learning mathematics in high schools. It seems that the students in vocational high schools experiencing difficulties in mathematics because of the lack of the basic skills for mathematics demanding for the restructuring the mathematics curriculum aiming for empowering to the maximum of the potential abilities of students in vocational high schools. For this purpose, we extracted essential elements from mathematics curricula ranging from elementary schools to middle schools and vocational high schools what is necessary for students in specialized high schools to enhance the students' abilities in using mathematics in vocational area. Based on above study, we analyzed, organized, and systemized the contents and levels of mathematics. Finally, we proposed in this paper the ways to build programs to enhance the students' essential mathematics skills aiming to level up the students' vocational ability required in real vocational companies.

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Textbook analysis on the application of concave polygons in congruence and symmetrical teaching and learning (합동과 대칭의 교수학습에서 오목다각형의 활용에 대한 교과서 분석)

  • Kang, Yunji
    • Communications of Mathematical Education
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    • v.38 no.2
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    • pp.215-230
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    • 2024
  • Congruences and symmetry are familiar concepts that can be encountered in everyday life. In order to effectively understand and acquire these concepts, the role of appropriate visual examples is important. This analysis examined various visual examples used in the process of learning the concepts of congruence and symmetry in elementary mathematics textbooks and focused on the use of convex polygons and concave polygons. As a result of the analysis, various types of polygons were used as visual examples for teaching and learning of congruence and symmetry in textbooks. The frequency of use of concave polygons was higher in the order of congruence, line symmetry, and point symmetry, and it was confirmed that it was used more frequently in the process of exploring properties than in the introduction of the concept. Based on these results, a plan to utilize concave polygons in teaching and learning of congruence and symmetry was sought.