• Communications of Mathematical Education
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• v.9
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• pp.97-114
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• 1999

새로운 세기의 수학 교육은 직관과 조작 활동에 바탕을 둔 경험에서 수학적 형식, 관계, 개념, 원리 및 법칙 등을 이해하도록 지도되어야 한다. 즉 학생들의 내면 세계에서 적절한 경험을 통하여 시각적 ${\cdot}$ 직관적으로 수학적 개념을 재구성할 수 있도록 상황과 대상을 제공해야 한다. 이를 위하여 컴퓨터 응용 프로그램을 활용한 자기주도적 수학 개념 형성에 적합한 교수 ${\cdot}$ 학습 모델을 구안하여 보았다. 이는 수학의 필요성과 실용성 인식 및 자기주도적 문제해결력 향상을 위한 상호작용적 매체의 활용이 요구된다. 본 연구는 구성주의적 수학 교수 ${\cdot}$ 학습 이론을 근간으로 대수 ${\cdot}$ 해석 ${\cdot}$ 기하 및 스프레트시트의 상호 연계를 통하여 수학 지식을 재구성할 수 있도록 학습수행지를 제작하여 교사와 학생의 다원적 상호 학습 기회를 제공하는 데 주안점을 두고자 한다.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.341-354
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• 2009

The purpose of this study is to show the Fractals activities for mathematically gifted students, and to analyze the constructions on Fractals of the mathematically gifted. The subjects of this study were 5 mathematically gifted students in the Gifted Education Institut and also 6th graders at elementary schools. These activities on Fractals focused on constructing Fractals with the students' rules and were performed three ways; Fractal cards, colouring rules, Fractal curves. Analysis of collected data revealed in as follows: First, the constructions on Fractals transformed the ratios of lines and were changed using oblique lines or curves. Second, to make colouring rules on Fractals, students presented the sensitivities of initial and fractal dimensions on Fractals. In conclusion, this study suggested the importance of communication and mathematical approaches in the mathematics classrooms for the mathematically gifted.

• School Mathematics
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• v.5 no.2
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• pp.241-257
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• 2003

The goal of mathematics education in the 7-th national curriculum is focused on maximizing learning effectiveness through teaching mathematics, considering learning contents and levels appropriate to various levels of students' abilities. Thus, reduction of contents, learner-centered way of teaching, and multi-step differentiated learning are centered around the curriculum. However, in reality one of the most difficult problems mentioned by many inservice teachers is that students are not interested in school mathematics because some of them tended to learn mathematics in advance in private institutes and others felt difficult from school mathematics. Thus, alternative solutions are strongly required. When students are more interested in mathematics classes and instructional materials, as a more effective way of teaching, are appropriately used, problems mentioned above are expected to be solved. In order to solve problems, additionally, this study investigated the amount of time assigned to each area of mathematics textbooks from level 1-A to level 6-B, which are currently used in elementary school. This study also examined inservice teachers' views about how instructional materials should be used. This will be helpful on using and developing instructional materials, and it will lead to more exciting classes of mathematics. However, these teaching materials need to be carefully used regarding their relationships with pedagogical transfer, metacognitive movement, and localization.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.69-92
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• 2018

In this study, we analyzed whether 2015 revised elementary school mathematics curriculum 's standards statements reflect the direction of 2015 revised curriculum. For the objectivity of analysis, 128 achievement standards statements were analyzed based on content - centered statements, activity - centered statements, and performance - centered statements by Seo Young - jin 's (2013). As a result of the analysis, it can be seen that the 2015 revision elementary mathematics curriculum achievement standards statements do not contain enough information to expand the mathematical competence of students. To complement this, the achievement standards statements should include more elements than 'content + function', and other criteria should be developed to clearly communicate the meaning of the achievement standards statements. And it is necessary to supplement the expression of 'function' in the achievement standards in order to improve the expression of the elementary school mathematics curriculum achievement standards statements.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.3
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• pp.323-345
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• 2019

This study examines the introduction of fractions in the third grade mathematics textbooks focusing on stages of units coordination and suggests alternative activities to help students develop their understanding of fractions. As results, the sessions of introduction units in textbooks was well organized to allow students to construct more extensive fraction schemes (i.e., Part-whole fraction scheme → Partitive unit fraction scheme → Partitive fraction scheme). However, most of the activities in textbooks were related to stages 1 and 2 of units coordination. In particular, the operations and partitioning schemes (i.e., equi-partitioning and splitting schemes), which are key to the development of students' fraction knowledge, were not explicitly revealed. Fraction schemes also did not extend to the Iterative fraction scheme, which is central to the construction of improper fractions. Based on these results, this study is expected to provide implications for the introduction of fractions in textbooks focusing on stages of units coordination to teachers and textbook developers.

• Communications of Mathematical Education
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• v.26 no.2
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• pp.177-203
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• 2012

The purpose of this research was to look at whether small group drawing activities can be applied to learning content that combine mathematics and art, by analyzing the changes in $10^{th}$ grade students' interests in mathematics and particular features of their strategic thinking that were reflected in small group drawing activities using graphs and inequations. The results of the study are as follows: 1. The small group drawing activity using graphs and inequations demonstrated that students interests in mathematics could experience positive changes. 2. The small group drawing activity using graphs and inequations was effective in stimulating the students' strategic thinking skills, which are higher level thinking activities necessary for creating problem solving. As the students went through the whole process of accomplishing a complete goal, the students engaged in integrated thinking activities that brought understandings of basic graphs and inequations together, and were also found to use such higher level thinking functions needed in achieving creative problem solving such as critical thinking, flexible thinking, development-oriented thinking, and inferential thinking. 3. The small group drawing activity using graphs and in equations could be expected to constitute learning content that integrate mathematics and art, and is an effective solution in boosting students' strengths in mathematics by way of activities that consider students' unique cognitive and qualitative peculiarities and through integration with art.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.69-84
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• 2017

The purpose of this study is to review how to introduce a division algorithm in mathematics textbooks which were applied 2009 revised curriculum. As a result, the textbooks do not introduce the algorithm in the context of division by equal part. The standardized division algorithm was introduced apart from the stepwise division algorithms and there is no explanation in between them. And there is a lack connectivity between activities and algorithms. This study is expected to help new curriculum and textbook to introduce division algorithm in proper way.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.19-32
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• 2006

We study on administration system and teaching of R &E(Research and Education) in Korea Science Academy(KSA) laying stress on Mathematics project No.7. We analyze in detail administration system of R&E in KSA(for example, aim, human constitution, practical execution), and draw some meaningful suggestions in order to receive successful results in R&E of KSA. And we describe mathematical topics, problems, and results which are received by students of KSA in the process of R&E(project No.7).

• Journal of the Korean School Mathematics Society
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• v.7 no.1
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• pp.103-120
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• 2004

Today most of Korean students have no interest in mathematics and lack of confidence in it due to the burden of the college entrance examination, which often results in a failure or a dropout in mathematics in school. Therefore there is a need to diagnose the true causes and to find out a solution. As one of these solutions this study has developed and applied a learning model based upon cooperative group activities for the improvement of mathematical power to classroom. For developing this learning model a variety of research methods are used; questionnaires, observation, and analysis of the interview materials. After the application of this learning model, a lot of positive results in mathematics class have been observed.

• Journal of the Korean School Mathematics Society
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• v.6 no.2
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• pp.21-37
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• 2003

In this paper, we improved, compared and analyzed the articulation of school mathematics. We also tried to form the theoretical basis of school mathematics by classifying and considering the articulation into vertical articulation and horizontal articulation depending on the meaning, and give an actual help. The articulation of school mathematics until now has been focused on a study of vertical articulation according to the macroscopic characteristic of mathematics, but now a study of the horizontal articulation as well as the vertical articulation should be done in consideration of the micro characteristics of mathematics and various realities of life by modifying a syllabus of the function unit and by using internet homepage. Thus, we structurally divided the articulation into vertical articulation and horizontal articulation, analyzed mathematical activities and presented actual models of each representative learning activity for smooth teaching in schools through the function unit.