• The Mathematical Education
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• v.58 no.3
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• pp.383-401
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• 2019

This study started with the idea that it is necessary to focus on common concepts and ideas among the subjects when conducting integrated education in high school. This is a preliminary study for developing materials that can be taught in mathematics in the context of already learning scientific concepts in high school. For this purpose, Mendel 's law of genetics was studied among the contents of biological subjects which are known to have relatively little connection with mathematics. The more common links between the two subjects are, the better, in order to integrate math and other subjects and develop materials for teaching. Therefore, in this study, we investigated not only the probability domain but also the concept of statistical domain. We have been wondering if there is a more abundant idea to connect between 'Mendel's law' and 'probability and statistics'. Through these anxieties, we could find that concepts such as 'likely equality' and 'permutation and combination' including 'a large number of laws' can be a link between two subjects. Based on this, we were able to develop class materials that correspond to classes. This study is expected to help with research related to development of integrated education support materials, focusing on mathematics.

• Communications of Mathematical Education
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• v.17
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• pp.97-114
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• 2003

일선 교육 현장에서 영재를 지도함에 있어서 해결해야 할 당면 과제는 판별 도구와 학습 프로그램의 개발이다. 영재를 위한 수학 프로그램을 문제 해결형, 수학 탐구형, 과제 해결형의 3가지로 분류할 경우, 퍼즐은 문제 해결형과 수학 탐구형 프로그램의 특성을 공통적으로 갖고 있는 유형으로 수학적 지식의 통합과 연결성. 그리고 창의적 문제 해결력 신장 및 수학적 원리 ${\cdot}$ 법칙을 체험적으로 만들 수 있는 기회를 제공한다는 점에서 매우 가치있는 프로그램이다. 특히 조작퍼즐은 기존의 대수적 표현 체계로 학습하기가 힘든 관찰력이나 공간에 대한 인식과 표현력 친 공간 추론력을 기르는 데 유용하며, 게임적인 요소가 포함된 퍼즐은 지필에 의존해 왔던 수학학습에 대한 부정적인 인식을 해소하는 데 크게 기여할 것이다. 본 고에서는 수학 퍼즐의 종류 및 특성과 교육적 가치에 대해서 개괄적으로 살펴보고, 실제 프로그램 작성을 위한 정보를 제공과 영재들의 공감 감각을 기르기 위한 프로그램의 원을 이용한 수학 퍼즐의 개요를 제시한다.

• Journal of the Korean Institute of Intelligent Systems
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• v.8 no.3
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• pp.9-15
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• 1998

This paper presents an adaptive learning control method for unknown nonlinear systems by combining neuro control and iterative learning control techniques. In the present control system, an iterative learning controller (ILC) is used for a process of short term memory involved in a temporary adaptive and learning manipulation and a short term storage of a specific temporary action. The learning gain of the iterative learning law is estimated by using a neural network for an unknown system except relative degrees. The control informations obtained by ILC are transferred to a long term memory-based feedforward neuro controller (FNC) and accumulated in it in addition to the previously stored infonnations. This scheme is applied to a two link robot manipulator through simulations.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.1-17
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• 2014

Instructions for the commutative property of multiplication at elementary schools tend to be based on checking the equality between the quantities of 'a times b 'and b' times a, ' for example, $3{\times}4=12$ and $4{\times}3=12$. This article critically examined the approaches to teach the commutative property of multiplication from Kant's perspective of mathematical knowledge. According to Kant, mathematical knowledge is a priori. Yet, the numeric exploration by checking the equality between the amounts of 'a groups of b' and 'b groups of a' does not reflect the nature of apriority of mathematical knowledge. I suggest we teach the commutative property of multiplication in a way that it helps reveal the operational schema that is necessarily and generally involved in the transformation from the structure of 'a times b' to the structure of 'b times a.' Distributive reasoning is the mental operation that enables children to perform the structural transformation for the commutative property of multiplication by distributing a unit of one quantity across the other quantity. For example, 3 times 4 is transformed into 4 times 3 by distributing each unit of the quantity 3, which results in $3{\times}4=(1+1+1){\times}4=(1{\times}4)+(1{\times}4)+(1{\times}4)+(1{\times}4)=4+4+4=4{\times}3$. It is argued that the distributive reasoning is also critical in learning the subsequent mathematics concepts, such as (a whole number)${\times}10$ or 100 and fraction concept and fraction multiplication.

• Journal of Educational Research in Mathematics
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• v.15 no.2
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• pp.131-145
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• 2005

This study intends to analyze didactically on triangle-determining conditions and triangle-congruence conditions. The result of this study revealed the followings: Firstly, many pre-service mathematics teachers and secondary school students have insufficient understanding or misunderstanding on triangle-determining conditions and triangle-congruence conditions. Secondly, the term segment instead of edge may show well the concern of triangle-determining conditions. Thirdly, when students learn the method of finding six elements of triangle using the law of sines and cosines in high school, they should be given the opportunity to reflect the relation and the difference between triangle-determining situation and the situation of finding six elements of triangle. Fourthly, accepting some conditions like SSA-obtuse as a triangle-determining condition or not is not just a logical problem. It depends on the specific contexts investigating triangle-determining conditions. Fifthly, textbooks and classroom teaching need to guide students to discover triangle-deter-mining conditions in the process of inquiry from SSS, SSA, SAS, SAA, ASS, ASA, AAS, AAA to SSS, SAS, ASA, SAA. Sixthly, it is necessary to have students know the significance of 'correspondence' in congruence conditions. Finally, there are some problems of using the term 'correspondent' in describing triangle-congruence conditions.

• Journal of the Korean Chemical Society
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• v.50 no.6
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• pp.477-485
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• 2006

study investigated the influences of the forms of verbal external representations and students' verbal learning style in learning chemical concepts with drawing as a method to assist students in connecting and integrating multiple external representations. Seventh graders (N=133) at a coed middle school were assigned to formal drawing (FD) and personalized drawing (PD) groups. Students in the PD group were provided words at personalized style as verbal external representations for drawing, while those in the FD group were provided words at formal style. All students were taught about Boyles Law and Charless Law for two class hours. Results revealed that the scores of a conception test for the PD group were significantly higher than those for the FD group. In a situational interest test, students with strong verbal learning style preference scored significantly higher than students with weak verbal learning style preference in the two groups. Most PD group students were found to prefer to read verbal external representations at personalized style for drawing rather than at formal style, and perceived their activities positively upon cognitive, affective and motivational aspects. Students with strong verbal learning style preference had more positive perceptions about their activities than students with weak verbal learning style preference especially upon affective and motivational aspects.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.28-36
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• 2007

This study investigated the influences of small group discussion and students' visual learning style in learning chemical concepts with drawing and writing as methods to assist students in connecting and integrating multiple external representations. Seventh graders (N=449) at a coed middle school were assigned to individual drawing (ID), pair drawing (PD), individual writing (IW), and pair writing (PW) groups. All students learned "Boyle's Law" and "Charles's Law" for two class periods. Analyses of the results revealed that the students in the PD group, regardless of students' visual learning style, scored significantly higher than those in the ID group in a conception test. The scores of the students with strong visual learning preference in the PW group were significantly higher than those in the IW group in the conception test, while the scores of the students with weak visual learning preference were not significantly different between the two groups. Although the conception test scores of the PD group were higher than those of the PW group, the difference was relatively small. It was found that most students in both PD and PW groups perceived pair drawing and pair writing positively upon cognitive and motivational aspects.

• School Mathematics
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• v.12 no.2
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• pp.177-191
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• 2010

Small Group Collaborative Instruction in school settings has been endorsed by many educational experts over the years. Some studies found that learners greatly benefit from one another through communication and interaction with their peers. These studies previously indicated improvement of a learner‘s academic ability as well as the application of the affective domain when using this type of instruction. Lower-level students with limited mathematical abilities improved their problem-solving and conceptual thinking skills when tasked to work with other learners. On the other hand, the effectiveness of this process was questioned to be less evident with higher-level performers. Therefore, this study was designed to observe the efficacy of Small Group Collaborative Instruction on higher-level students and to explore their learning process as they interact with and teach lower-level students. This study observed that higher-level students use high-level mathematical thinking skills when helping lower-level students, and they improved problem-solving ability as well as communication skills.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.272-280
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• 2004

전통적인 수학교육은 간단한 수학적 사실을 이해하고 활용하는 측면에 있어서는 효과적일 수도 있지만, 수학적 개념, 원리, 법칙을 학생 스스로 탐구, 발견하고 창조하는 능력을 기르는 데는 적절하지 않다. 이러한 능력을 기르기 위해서는 학생들 스스로가 관찰, 조작, 분석, 종합하는 활동을 강화할 필요가 있다. 구체적 조작물을 학습도구로 활용하는 경우, 수학 학습에 대한 흥미와 자신감을 길러 주고, 자신의 수준에 맞는 내용을 자기 주도적 학습을 통하여 성취감을 가지게 하며, 학생 스스로 탐구 활동을 활발히 하는데 도움이 된다. 삶의 질이 급격히 향상되는 정보사회에서는 사이버 공간의 등장으로 공간감각 기능의 필요성이 더욱 절실한 바, 현행 수학교과서에서 제공되는 각종 공간 도형들은 3차원 공간에서 이루어지지 않고 평면도형으로 처리함으로써 아동의 도형인지 능력 향상에 큰 효과를 기대하기 어렵다. 이에 본 연구에서는 아동의 인지발달 단계를 고려, 도형인지능력 향상을 위한 선 및 점대칭 관련 동기유발, 선수, 기본, 보충, 심화, 평가, 도움말 관련 프로그램을 개발, 적용한 결과 학습자의 동기가 유발되고, 도형 인지능력 향상에 유의미한 결과를 얻었다.

• Journal of Engineering Education Research
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• v.3 no.2
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• pp.31-37
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• 2000

Recently, internet applications for efficient cyber education have drawn much interests. The world-wide web provides new opportunities for cyber education over the internet. This paper presents a virtual lab system which can be used on the world-wide web. The proposed virtual lab system provides the improved learning methods which can enhance the educational efficiency in engineering experiments. If the students enter the virtual lab system on the web, they can make an experiment on basic electrical and electronic principles through simple mouse manipulation. Since proposed virtual lab system is implemented to describe the actual lab system, the students can obtain similar experimental data through it. Several sample Java applets are illustrated as examples.