• Title/Summary/Keyword: 평면도형

### An Analysis of Plane Figure in the Elementary Mathematics Instructional Materials (평면도형에 관한 초등학교 수학과 교과용 도서 분석)

• Pang, Jeong-Suk
• Journal of the Korean School Mathematics Society
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• v.13 no.1
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• pp.1-21
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• 2010
• This paper analyzed the contents and instructional methods of various plane figures presented mainly in a series of elementary mathematics textbooks on the basis of the analysis of related contents in the 2007 revised national mathematics curriculum. As such, this paper provided detailed analyses of how textbooks would implement the vision and intention of the curriculum, how the definition of each plane figure in the textbooks might be different from its mathematical definition, and how textbooks would introduce each plane figure. It is expected that the issues and suggestions stemming from this analysis will be informative in designing new instructional materials.

### Revisiting Triangle : a Foundational Element of Plane Geometry (평면도형 탐구의 기본 요소로서 삼각형 다시 보기)

• Do, Jong-Hoon
• Proceedings of the Korea Society of Mathematical Education Conference
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• pp.37-50
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• 2007
• What is a foundational element of plane geometry? Isn't it possible to constitute the contents of plane geometry from that element? In this paper, we suggest a view point that triangle is a foundational element of plane geometry. And take some examples of reconstruction of usually given contents and mathematical activity centered on the triangle in plane geometry.

### A Study on Solving Circumference of Plane Figure (평면도형의 둘레 문제 해결에 관한 제언)

• Roh, Eunhwan;Jeong, Sangtae
• Education of Primary School Mathematics
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• v.19 no.4
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• pp.291-311
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• 2016
• Researcher was interested in circumference of plane figure problem. Meanwhile, researcher found some difficulty in solving circumference problem with stair like plane figure. In this phenomenon, researcher felt to find the teaching method to help students with circumference of plane figure. For this, researcher analyzed many students' recording paper and had interview with few students. As a result researcher found that students had some difficulty in recognizing essential information and prior knowledge base was not made up. From these responses, this paper proposed teaching method for helping students about circumference related problems.

### 구장술해(九章術解)에서의 평면도형의 넓이에 대한 고찰

• Park, Young-Sik;Choi, Kil-Nam
• East Asian mathematical journal
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• v.25 no.3
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• pp.343-378
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• 2009
• In this paper, we investigate areas of plane figures (rectangle, equilateral triangle, trapezoid, circle, segment of a circle, ring) on GuJangSulHae and the other Sanhakseo, and elementary and middle school mathematics education in Korea and China.

### 산학서(算學書)에서의 평면도형 넓이에 관한 연구

• Choi, Kil-Nam;Park, Young-Sik
• East Asian mathematical journal
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• v.26 no.2
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• pp.191-218
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• 2010
• In this paper, we investigate areas of plane in some San Hak Seos, and elementary and middle school mathematics education in Korea and China.

### Review on Teaching of Measuring the Area of Plane Figures (평면도형의 넓이 측정 지도에 대한 고찰)

• Kim, Jeong-Ha;Kang, Moon-Bong
• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.509-531
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• 2011
• This study is to determine if teaching of measuring the area of plane figures in elementary school is successful. While they teach to measure the area of figures in elementary school, students don't measure the segment of the figure directly until now. The figures are presented with auxiliary line and numerical information. When students measure the area of such figure, they do only substitute the number and calculate it. This study found that such teaching is not successful and propose the new teaching method of measuring the plane figures.

### Analysis for Triangles in Elementary School Curriculum and Textbook: Focusing on the Instructional Teaching and Learning Elements of 2-D Shapes (평면도형의 교수·학습 요소에 따른 삼각형에 관한 초등학교 교과서 분석)

• Kwon, Misun
• Education of Primary School Mathematics
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• v.24 no.4
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• pp.233-246
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• 2021
• Two-dimensional shapes have a great influence on elementary school students' learning and are closely related to other content areas. Therefore, in this study, The Teaching and Learning Elements that should be taught in two-dimensional shapes were extracted from the literature. It also was analyzed that revised mathematics textbooks in the year 2015 were properly implemented with the teaching and learning elements. As a result of the analysis, in the case of Understanding The Concept, the activities in the textbooks are not able to recognize 2-D shapes which are focusing on shapes of the actual object. In the case of Classifying two-dimensional shapes according to the Criteria, the classification criteria were presented differently from what was learned in the previous course. In the aspect of Applying the Concept, the activities in order to Discuss two-dimensional shapes were not sufficient. Lastly, in view of the fact the 2015 revised curriculum is not considered with the relationship between two-dimensional shapes. For that reason, the following Knowing Relationships parts are insufficiently presented; Understanding the Relationship Between shapes through Definitions and Properties, Identifying the relationship between shapes throughout classification activities, and Discussing the relationship between shapes. Based on the analysis result of two-dimensional shapes, it is suggested that the finding of this research helps to enlarge the teaching methodology of triangles and provide educational perspectives for development in other shape areas.

### Revisiting Triangle : a Foundational Element of Plane Geometry (평면도형 탐구의 기본 요소로서 삼각형의 재조명)

• Do, Jong-Hoon
• The Mathematical Education
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• v.46 no.4
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• pp.493-502
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• 2007
• What is a foundational element of plane geometry? Isn't it possible to constitute the contents of plane geometry from that element? In this paper, we suggest a view point that triangle is a foundational element of plane geometry. And take some examples of reconstruction of usually given contents and mathematical activity centered on the triangle in plane geometry.

### A Semiotic Analysis of Opportunity to Learn about Plane Figures in Grade 1 and 2 Mathematics Textbooks (초등학교 1학년과 2학년 수학교과서가 제공하는 평면도형의 학습기회에 대한 기호학적 분석)

• Cho, Jinwoo
• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.129-149
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• 2020
• This study reports the results of analyzing the learning opportunities about the plane figures provided by the first and second grade mathematics textbooks. The plane figures that students learn during this period are important in that it serves as the basis for the later geometric education. With assumptions that mathematics learning is related to the problem of meaning and that meaning-related activity can be viewed as a symbolic activity, it adopts and uses the perspectives and tools of semiotics to analyze the learning opportunities provided by the mathematics textbook. The analysis of the semiotic process of the textbook activities revealed the significance of learning opportunities and helped to distinguish the seemingly similar learning opportunities. Based on the results of the analysis, I discussed the link between learning opportunities provided by grade 1 and grade 2 mathematics textbooks. Finally, the paper concludes with suggestions and conclusions and suggestions for further research.

### An Analysis of Fifth Graders' Solution Methods in Finding the Area of Plane Figure (초등학교 5학년 평면도형의 넓이 구하기 수업에서 나타난 학생들의 해결 방법 분석)

• Yu, Yeon-Ja;Pang, Jeong-Suk
• School Mathematics
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• v.10 no.3
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• pp.443-461
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• 2008
• The purpose of this study was to provide teachers with suggestions on how to teach the unit of finding the area of plane figure by analyzing students' different solution methods. The solution methods were analyzed according to how the original area of the given figure was kept: partition, transformation, and elimination. The partition method was most used. With regard to transformation, students seemed to find it easy to use the area of rectangle. With regard to elimination, students were successful using elimination to find the area of a given figure but had difficulty in producing a formula from the method. The teacher played a key role to encourage students to employ different solution methods, and gave them opportunities to compare and contrast various methods. A cautionary note is that, with too much emphasis on 'variety', the mathematical efficiency may be lost in the process. It suggests that a teacher should be careful to establish appropriate sociomathe- matical norms with students in order that they can make their own judgment on which solution method is mathematically worth and efficient.