• Communications of Mathematical Education
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• v.13 no.2
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• pp.457-475
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• 2002

수학사를 통해 볼 때 눈금 없는 자와 컴퍼스를 이용한 작도 가능성의 문제는 여러 면에서 의미가 있었다. 종이 접기는 수학과는 무관하게 나름대로 많은 흥미를 끌어 왔다. 그러나 종이 접기가 기하학적 작도와 흥미 있는 관련이 있음이 알려지면서 수학적으로도 연구되었고 더 나아가 수학 학습에의 유의미한 활용 가능성이 제안되었다. 본 글에서는 종이 접기에서 괄목할 만한 수학적 성질을 고전적인 작도 가능성의 문제와 다항식의 거듭 제곱근에 의한 가해성 등과 관련하여 고찰한다. 또, 초 ${\cdot}$ 중등 학교에서 활용 가능한 가상의 수업 프로토콜도 제시한다.

• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.1-23
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• 2020

The purpose of this study is to theorize the conceptualizations of educational interest focused on mathematics learning and to investigate the directions of increasing students' interest in mathematics. This study reconsiders the interest theory of Dewey, classification of situational interest and individual interest, and the experimental research of mathematical interest. The conceptions of educational interest on mathematics learning are as follows. First, mathematical interest refers to the total experiences that an individual feels the need to engage in mathematical objects. Second, making a distinction between situational interest and individual interest is effective in suggesting educational interventions in order to improve students' learning interest. Third, interest is characterized by affect, cognition, and value. According to the conceptions of educational interest on mathematics learning, this study suggests that we should develop or construct good mathematics tasks to increase students' interest in mathematics. Good mathematics tasks consider both students' understanding and students' affection and provide activity's goals or values to be noticed by students.

• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.443-465
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• 2014

Mathematics subject has been recognized as a subject in which we resolve some problematic situations through the logical and mathematical thinking according to mathematical concepts, principles, and rules. So we has focused on cultivating logical and mathematical thinking abilities when teaching and learning mathematics. However according to Bruner, we can use the narrative mode of thought which supplements the logical and scientific mode of thought when we think about logical and scientific matters, and we could make meanings by doing so. On the other hand, the Ministry of Education has announced recently that it would develope the textbooks of storytelling type of mathematics, and then many people have been interested in using stories in mathematics subject. The purposes of this article are to investigate the effects and the defects of using stories in mathematics subject, to probe the narrative characteristics of mathematics, and to inquire how using mathematics narrative can make students to make meaning about mathematics which compensates the defects of using stories in mathematics subject. And the main purpose is to inquire the implications of using mathematics narrative in teaching and learning mathematics.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.07a
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• pp.171-174
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• 2014

다양한 학습 능력과 성격을 지닌 학생들은 대체로 프로그래밍에 많은 흥미와 관심을 보이고 있다. 이와 관련하여 다양한 연구가 이루어지고 있지만, 본 연구에서는 본질적으로 프로그래밍이 학생들에게 왜 흥미를 유발하는지 프로그래밍 그 자체에 대한 논의가 필요하다고 생각한다. 즉 프로그래밍 교육이 학생들에게 주는 의미를 발달상의 심리적 요인과 철학적 배경을 중심으로 탐색하였다. 심리적 요인으로는 유아의 발달 과정에서 자기애 욕구를 프로그래밍을 통해 충족시킬 수 있다고 분석하였다. 또한 인간의 마음을 구성하고 만물의 근원인 이(理)와 기(氣)의 개념으로 프로그래밍 세계를 해석하였다.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.413-430
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• 2013

The purpose of this study was to analyze mathematical storytelling in Korean elementary mathematics textbooks and propose some applications for better storytelling, Storytelling strategies were introduced for enhancing students' understanding on mathematical concepts and improving students' attitudes toward mathematics. For this study, the researcher analyzed the 2nd grade mathematics textbook that employs storytelling strategies. The results are as follows. First, current storytelling textbook chapter is designed to appreciate students' intellectual autonomy. Second, current storytelling textbook chapter includes the storytelling that helps understand mathematical concepts and exercise mathematical skills. Third, current storytelling textbook chapter is designed for enhancing students' interest and helping students' character education. The researcher suggested the followings. First, a long term field-based research should be continued for more improved mathematical storytelling materials. Second, a digital format storytelling also needs to be developed as an alternative strategy of mathematical storytelling, which reinforces interactions between teller and listeners.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2010.05a
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• pp.437-440
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• 2010

In modern society, people will obtain the necessary goods and find meaning of himself and his community through jobs. The meaning of job for people with disabilities is identical with people's with non-disabilities and people with disabilities will live as a member of society through jobs. Because people with hearing impairment have a problem about job such as the short longevity and high turnover, vocational aptitude test which evaluates psychological characteristics, aptitudes and interests is necessary for them. In this paper, we design and evaluate the picture vocational interest inventory supporting the Internet as a vocational aptitude test for people with hearing impairment. We use the picture vocational interest inventory of Korean Employment Development Institute as a implementation target. The previous tests for people with hearing impairment have a problem which an examinee, an examiner and a sign language interpreter are involved in the test at the same space and time. Therefore, our picture vocational interest inventory has no limitation of time and space because it processes on the Internet.

• Communications of Mathematical Education
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• v.33 no.1
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• pp.21-34
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• 2019

The purpose of this paper is to investigate the differences of the mathematics anxiety and mathematical achievement of high school students according to math socialization, and to find out which mathematics anxiety causes have more influence on mathematical achievement and how much it is. For this purposes, the problem of this study as follows: firstly, are there any relationship among mathematical grades, mathematics anxiety, interest and math socialization? secondly, are there any math socialization mathematics predict to mathematical grades, mathematics anxiety, interest? lastly, are there any differences in the mathematical grades, mathematics anxiety, interest according to math socialization level? The subjects of this study consist of 479 students selected for a class of unit, in high schools located in Seoul and metropolitan area, Korea. In this study, for students math socialization, Jung(2002)'s scale was used. Mathematical anxiety & interest, Huh(1996)'s Mathematics Anxiety Scale was used. The collected data were analyzed by using the 24.0 SPSS program. The data were also tested by using the t-test, pearson correlation and multiple regression. The major results of this study were as follows: firstly, math socialization, mathematics anxiety, interest and mathematical grades have significantly related each other, secondly, the multiple regression analyses demonstrated that sub factors of math socialization were the significant predictors of mathematical grades, mathematics anxiety and interest, lastly, mathematics grades, and mathematical anxiety and interest have significant differences depending on math socialization.

• The Journal of the Korea Contents Association
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• v.21 no.8
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• pp.201-212
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• 2021

Curriculum content interest has been studied in terms of teachers rather than students in ways that help revise curriculum and develop textbooks. In this study, 227 first-year high school students were interested in what they learned in middle school and what they learned in high school, focusing on meaningful assumptions and contents for middle school and high school students. We analyze this difference in interest by gender and achievement level. According to the research results, first-year high school students, who are in the middle and high school transition period, have relatively high interest in themselves, such as youth development, compared to family needs or interest in family life. There were no gender differences, but there were differences in content interest depending on the level of achievement. This means that the content interest should be interpreted by considering various variables such as the development of learners, the situation of learners in the school-level transition period, and the entrance examination of universities. The results of this study will provide implications for future curriculum revisions, textbook development, and curriculum considerations, and will need to be carefully analyzed and utilized based on a learner-centered perspective.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.01a
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• pp.237-240
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• 2014

오늘날 학생들에게 스마트폰은 일상생활에서 빼놓을 수 없는 친숙한 기기이지만 단순한 오락 위주의 활용에 그치는 경우가 대부분이다. 스마트폰을 손안의 작은 컴퓨터라는 관점에서 본다면 이는 더욱더 안타까운 실정이다. 왜냐하면 스마트폰은 그 동안 물리적 현실적 제약조건을 벗어나 다양한 교육활동을 가능하게 할 수 있는 교육 도구로써도 의미가 있기 때문이다. 이에 본 연구에서는 앱 인벤터를 활용한 PBL프로그래밍 교육을 연구하고자 한다. 앱 인벤터를 통해 학생들은 실제로 활용가능한 앱을 만들 수 있다는 점은 다른 교육용프로그래밍 언어와 차별화된 점이라 할 수 있다. 이러한 장점을 적극 활용하여 학생들의 흥미와 관심을 지속적으로 유지시키며 프로그래밍 교육을 할 수 있다는 점에서 의미가 있다고 생각한다.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.175-190
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• 2021

The purpose of this study was to find out how interest in thermal concepts and the perceived difficulty affect the stimulation of science state curiosity. To achieve this purpose, 410 elementary school students in 5th to 6th grade were asked to measure interest in the content of the thermal concept tasks, the perceived difficulty and science state curiosity while solving the thermal concept tasks. 2 (low interest vs. high interest)×2 (easy vs. difficult) ANCOVA was conducted with the covariate of the student's level of science curiosity, which is expected to affect the stimulation of science state curiosity. As a result of the analysis, students with high interest in the contents of the task were showed high science state curiosity. Meanwhile, there was no difference in the level of science state curiosity according to the perceived difficulty. In addition, science state curiosity level of the students with low interest in the content of the task were high when they perceived the task as easy, but science state curiosity level of the students with high interest in the content of the task were high when they perceived the task as difficult. This study was meaningful in that it empirically verified that interest in the content of the tasks has an effect on the stimulation of science state curiosity, and that the effect of interest on the stimulation of science state curiosity varies according to the level of the perceived difficulty.