• School Mathematics
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• v.17 no.1
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• pp.19-33
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• 2015

This study examined mathematics class using the CAS(Computer Algebra Systems, CAS) targeted for high school first grade students. We examined what kind of transforming of representations got up according to mathematics subject contents at this classroom. This study analyzed 15 math lessons during one month and the focus of analysis was on the classroom teacher. In particular, for transformations among representations this study mainly investigated from theoretical frameworks such as transparent and opaque representation of Lesh, Behr & Post(1987), descriptive and depictive representation of Kosslyn(1994). According to the results of this study, CAS technology affected the transforming of representations in high school math class and this transforming of representations improved the students' thinking and understanding of mathematical concepts and provided the opportunity to create the representation of individual student. Such results of this study suggest the importance of CAS technology's role in transforming of representations. and they offer the chance to reconsider the fact that CAS technology could be used to improve students' ability of transforming representations at the mathematics class.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.507-539
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• 2014

The algebra is an important tool influencing on a mathematics in general. To make good use of the algebra, it is necessary to transfer from a given situation to a proper algebraic representation. But some research in related to algebraic word problems have reported the difficulty changing to a proper algebraic representation. Our study have focused on transformation and elaboration of algebraic representation. We investigated in detail the responses and perceptions of 29 Grade 7 students while transforming to algebraic representation, only concentrating on the literature expression form the problematic situations given. Most of students showed difficulties in transforming both descriptive and geometric problems to algebraic representation. 10% of them responded wrong answers except only a problem. Four of them were interviewed individually to show their thinking and find the factor influencing on a positive elaboration. As results, we could find some characteristics of their thinking including the misconception that regard the problem finding a functional formula because there are the variables x and y in the problematic situation. In addition, we could find the their fixation which student have to set up the equation. Furthermore we could check that making student explain own algebraic representation was able to become the factor influencing on a positive elaboration. From these, we also discussed about several didactical implications.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.479-490
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• 2014

The purpose of this study is to develop an argument-based modeling strategy, utilizing writing and argumentation for communication in science education. We need to support students and teachers who have difficulty in modeling in science education, this strategy focuses on development of four kinds of factors as follows: First, awareness of problems, recognizing in association with problems by observing several problematic situations. Second is science concept structuralization suggesting enough science concepts by organization for scientific explanation. The third is claim-evidence appropriateness that suggests appropriate representation as evidence for assertions. Last, the use of various representations and multimodal representations that converts and integrates these representations in evidence suggestion. For the development of these four factors, this study organized three stages. 'Recognition process' for understanding of multimodal representations, and 'Interpretation process' for understanding of activity according to multimodal representations, 'Application process' for understanding of modeling through argumentation. This application process has been done with eight stages of 'Asking questions or problems - Planning experiment - Investigation through observation on experiment - Analyzing and interpreting data - Constructing pre-model - Presenting model - Expressing model using multimodal representations - Evaluating model - Revising model'. After this application process, students could have opportunity to form scientific knowledge by making their own model as scientific explanation system for the phenomenon of the natural world they observed during a series of courses of modeling.

• Journal of the Korean Geographical Society
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• v.35 no.4
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• pp.565-583
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• 2000

레지오 접근법을 토대로 한 구성주의적 지리교육이 현실적 적실성을 갖기 위해서는, 첫째, 도식적 언어를 통한 상징적 표상을 지식 구성의 결과가 아닌 과정적 도구로, 또는 토론의 매개체로 전환하여야 한다. 둘째, 주제(선도) 개념을 중심으로 연계성과 위계성을 가진 개념을 조직하고, 이를 토대로 여러 차시의 내용을 연계하여 수업해야한다. 섯째, 개인적 구성보다 사회적 구성이 보다 고차적이고 심층적인 지식 구성을 가능케 한다. 따라서 구성주의 수업은 협동적.토론적인 모습일 때가 바람직하다. 넷째, 수업의 방향성과 학습의 목적성을 위해 안내자, 조력자로서 교사의 역할을 다하여야 한다. 이때 안내는 학습자 스스로 자신의 학습 목적과 방향을 판단하는 매개체로서, 그리고 사고력을 증진시키는 디딤돌로써의 안내이어야 한다. 다섯째. 선행학습에서의 구성과정과 구성맥락을 재 상기시키고, 이를 통해 구서의 지속성과 심층성을 강화하는 나선형적 구성의 절차를 반드시 밟도록 해야 한다.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2000.06a
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• pp.411-418
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• 2000

Hausser (1999)와 이기용 (1999a, 1999c)에서는 데이터베이스 관리 시스템(DBMS)을 이용하여 자연언어의 의미를 다루는 데이터베이스 의미론을 제안하였다. 특히 이기용 (1999c)에서는 수형도(tree), 논리 형태(logical fomulas), 자질 구조(feature structure)와 같은 다양한 언어 표상 형식들을 관계형 데이터베이스 관리 시스템(DBMS)의 표상 형식인 테이블 형식으로 전환 가능함을 보임으로써 데이터베이스 의미론에 관계형 데이터베이스 관리 시스템을 도입할 수 있음을 제시하였다. 한편, Lee (2000)에서 제시한 데이터베이스 의미론 모형에서는 데이터베이스 관리 시스템과 사용자(end-user)를 연결하는 언어 정보 처리 시스템(LIPS; Linguistic Information Processing System)을 제안하였다. 이 언어 정보 처리 시스템은 사용자에 의해 입력된 언어 자료를 처리하여 그 분석 결과를 데이터베이스 관리 시스템에 전달하고, 이를 통해 구축된 데이터베이스에서 추출한 정보를 다시 사용자에게 전달하는 시스템이다. 이 논문은 한국어 '이, 히, 리, 기' 피동형을 전산처리 할 수 있도록, 데이터베이스 의미론에서 핵심 요소인 언어정보 처리 시스템과 데이터베이스 관리 시스템을 구현하는 것이 목적이다.

• Annual Conference on Human and Language Technology
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• 2000.10d
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• pp.411-418
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• 2000

Hausser (1999)와 이기용 (1999a, 1999c)에서는 데이터베이스 관리 시스템(DBMS)을 이용하여 자연언어의 의미를 다루는 데이터베이스 의미론을 제안하였다. 특히 이기용 (1999c)에서는 수형도(tree), 논리 형태(logical fomulas), 자질 구조(feature structure)와 같은 다양한 언어 표상 형식들을 관계형 데이터베이스 관리 시스템(RDBMS)의 표상 형식인 테이블 형식으로 전환 가능함을 보임으로써 데이터베이스 의미론에 관계형 데이터 베이스 관리 시스템을 도입할 수 있음을 제시하였다. 한편, Lee (2000)에서 제시한 데이터베이스 의미론 모형에서는 데이터베이스 관리 시스템과 사용자(end-user)를 연결하는 언어 정보 처리 시스템(LIPS; Linguistic Information Processing System)을 제안하였다. 이 언어정보 처리 시스템은 사용자에 의해 입력된 언어 자료를 처리하여 그 분석 결과를 데이터베이스 관리 시스템에 전달하고, 이를 통해 구축된 데이터베이스에서 추출한 정보를 다시 사용자에게 전달하는 시스템이다. 이 논문은 한국어 '이, 히, 리, 기' 피동형을 전산처리를 할 수 있도록, 데이터베이스 의미론에서 핵심 요소인 언어정보 처리 시스템과 데이터베이스 관리 시스템을 구현하는 것 이 목적이다.

• Journal of the Korean Geographical Society
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• v.35 no.1
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• pp.95-120
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• 2000

구성주의 수업은 삶의 경험 혹은 나의 문제로 전환된 문제를 학습주제로 하여, 교사와 학습자, 학습자간에 상호성과 상보성이 전제된 대화화 협력을 통해, 맥락에 적합한 지식을 구성하는 활동이라 할 수 있다. 구성주의 지리교육은 지리학을 위해 지리적 지식을 구성하는 것이 아니라, 지리적 삶을 위해 지리적 지식을 구성하는 것이다. 이것은 지리적 맥락과 맥락의 구성에 충실할 때 가능해 진다. 방법론적으로는 생활 주변에서 볼 수 있는 지리적 사상을 학습대상으로 하여, 이들을 그림이라는 상징을 통해 학습자 스스로 맥락에 따라 구성, 재구성하는 과정 속에 지리적 지식이 구성되게 하는 것이다.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.89-96
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• 2022

This study examines the strategy of delivering the drama's poet Kim Soo-young and his literary works to the public through the drama (2004). This drama shows Kim's inner self and his literary view by inserting poems into scenes where the poet suffers internal conflict, while presenting relatively less well-known poems to broaden the public's understanding of poetry. In addition, the drama maintains viewers' interest by properly placing elements of conflict, and effectively shows how the conflict affected his life and the world of time. Therefore, the drama is a meaningful text that embodies a poet named Kim Soo-young in three dimensions along with the historical transformation and social problems of the time and the literary chapter of the time through the video.

• Journal of the Korean Geographical Society
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• v.51 no.4
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• pp.559-576
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• 2016

The concept of 'cultural diversity' has emerged as a key concept and the buzzword of the 21st century's international community in education, science and culture sectors since UNESCO's "World Declaration on Cultural Diversity"(2001). However, the appropriate and correct implementation in educational level and in a subject scale can not be pursued without special understanding of multilateral implications of UNESCO's 'cultural diversity' because the concept of cultural diversity has been distributed to various applications according to individual scholars and institutions before the "World Declaration on Cultural Diversity" was released. The ultimate orientation of 'cultural diversity', the concept presented in "World Declaration on Cultural Diversity" is 'world peace' and 'the coexistence of various cultures of mankind'. In this regard, 'cultural diversity' has special 'educational' meaning to the next generation as well as the current one. Also, it is meaningful to take educational practices on cultural diversity in case of the "World Geography" subject in view of that international society of geographical education came up with "International Declaration of Geographical Education for Cultural Diversity" in the IGU(International Geographical Union) 2000. From this point of view, the author proposes that the 'cultural diversity' concept implies four folds of meanings as an ideology, as a symbol, as a vision, and as a epistemological turn based on the analysis of literatures on 'cultural diversity' of UNESCO, then presents an educational practice centering around the examples and its usage of teaching materials of cultural diversity.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.213-235
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• 2013

The purpose of this study is to analyze how the teaching activities which used EXCEL influence the specialized high school underachieved students. They have difficulties in making use of various representations for better understanding of function. EXCEL is helpful for learning function because it enables the students to use real life materials in math learning as well as formulates Tabular, Algebraic and Graphical which represent function. Furthermore, the students in specialized high school also have the experience of using EXCEL while studying other subjects. For that reason they have no burdens and fears on using EXCEL in learning activities. Utilizing EXCEL in the classroom gives an expectation that it helps to have interests on studying function and prepare for the next learning in the end. Research classes were conducted in a group of five students who have different hopes of career and a variety of mathematical interests. Though the students couldn't transfer Algebraic to Graphical in the diagnostic evaluation, they could resolve the problem of connections between Graphical, Tabular and Algebraic in the process perspectives, and could also express graphical representation by linking object perspectives with process perspectives. Therefore, they solved the connection problem of Tabular, Algebraic and Graphical in the object perspectives. As a result, the students could make transitions between Algebraic and Graphical in object perspectives through the classes applying EXCEL. Consequently, teaching the students with underachievement utilizing EXCEL enables them to recover their interests on math and it helps them to complete their following curriculum.