• School Mathematics
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• v.3 no.2
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• pp.447-473
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• 2001

Since the greater part of mathematical concepts have been developed in the direction of “from the concrete and realistic aspects to the abstract level”, children should be secured to learn mathematics genetically with various manipulative materials. The aim of this study is to instigate the active use of geoboards in mathematics classroom. To achieve this arm, we first embodied the several significances on the use of geoboards in mathematics instruction. And we then performed an instruction that children discover and justify the formula related to the area of trapezoid by exploring with geoboards, and analyzed the instructional episode to support our assertion about some secure merit accompanied by using geoboards. From this study, we obtained the conclusion that geoboard activity contains many significances such as children can explore congruence, symmetry, similarity, fundamental properties of figures, and pattern. Futhermore, geoboard activity enable children to transform a figure into other equivalently, develop spatial sense, have basic experiences for coordinate geometry, build a concrete model to explain abstract ideas, and foster the ability of problem solving and mathematical thinking.

• New Physics: Sae Mulli
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• v.68 no.12
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• pp.1356-1363
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• 2018

The purpose of this study was to investigate science high-school students' creativity and scientific attitude when an integrated science, technology, engineering and mathematics (STEM) project themed 'lighting of quantum dot solution' was applied to them. The subjects were a one team composed of 3 students in the 11th grade desiring to participate in the Korea Science Exhibition. They began with a scientific inquiry related to the physical properties of the QD solution and then gradually showed the process of expansion of their ideas into the integration of engineering, technology, and mathematics. Also, during the process, they showed problem solving ability and scientific attitudes, such as cooperation, endurance, and satisfaction of accomplishment.

• Research in Mathematical Education
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• v.7 no.3
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• pp.139-150
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• 2003

The purpose of this paper is to review the gifted education from a reflective perspective. Especially, this research touches upon the issues of selection process from a critical point of view. Most of the problems presented in the mathematics competition or in the programs for preparing such competitions share the similar characteristic: the circumstances that are given for questions are too artificial and complicated; problem solving processes are superficially and fragmentally related to mathematical knowledge; and the previous experience with the problem very much decides whether a student can solve the problem and the speed of problem solving. In contrast, the problems for selecting students for Gifted Education Center clearly show what the related mathematical knowledge is and what kind of mathematical thinking ability these problems intend to assess. Accordingly, the process of solving these problems can be considered an important criterion of a student's mathematical ability. In addition, these kinds of problems can encourage students to keep further interest, and can be used as tasks for mathematical investigation later. We hope that this paper will initiate further discussions on issues derived from the mathematically gifted student selection process.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.57-70
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• 2007

This study is aimed at the improvement of the teaching mathematics via the use of the mathematical history based on the learning stages which are understanding the problem, seeking after and solving the problem, application and development, and understanding the homeworks. General questions of this study are as follows according to the purpose of this study: First, we develop materials to use the teaching and learning stages which are understanding the problem, seeking after and solving the problem, application and development, and understanding the homeworks. Second, we search the effective methods for using materials which are developed in this study. Third, we apply materials to the teaching and learning mathematics. To answer the problems, 1 class students of the 4th grade in Gwangju participated in this study. Teaching and learning which uses mathematical history based on the learning stages is performed. The following results were obtained in this research. First, the teaching and learning using materials which is related to mathematical history is effective in improvement of students' mathematical ability. Second, the teaching and learning using material which is related to mathematics history is effective in improvement of students' mathematical attitude. In special, mathematical attitude of students who are involved in learning using materials which is related to mathematical history is more positive than that of general students using traditional teaching methods. Lastly, generalization of newly developed materials should be done to get more development and upgrade.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.107-122
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• 2015

This research aims to suggest a math-based convergence instructional model. The convergence instructional model with emphasis on problem solving ability was developed based on each subject and the STEAM model. Then, the appropriateness and limit of the classroom model were investigated, through examining the aspects of its realization in each stage of the class instruction model while enacting a four part lesson on 6th graders. As a result, each stage of the classroom instruction model influenced in helping the students discover various problem solving skills, critically examine the process of the solving, and attain positive perspectives on the classroom instruction. However, appropriate intervention of the teacher was needed to lead the students to further synthesize the explored issues in mathematics and to expand the scope of their emotional experience. This paper closes with suggestions in implementing math based convergence lessons.

• The Mathematical Education
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• v.55 no.1
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• pp.73-89
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• 2016

The purpose of this study was to analyze middle school students' problem posing types and strategies. we analyzed problems posed by 120 middle school students during mathematics class focused on problem posing activities in various aspects. Students' posed problems were classified into five types: not a problem(NP), non-math(NM), impossible(IM), insufficient(IN), sufficient(SU) and each of the posed problems. Students used three kinds of problem posing strategies such as goal manipulation(GM), assumption manipulation(AM), and condition manipulation(CM), and in posing one problem, one or more than two strategies were used. According to the prior studies, problem posing can contributes to the development of students' problem solving ability, creativity, mathematical aptitude, and a broader understanding of mathematical concepts. However, we found that some students had difficulties in posing problems or limited understandings of that. We hope the results of the study contribute to encouraging problem posing activities in mathematics instruction.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.37-57
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• 2018

In the early days, the use of concept maps in mathematics education focused on how to represent mathematical ideas in the concept map. In recent years, however, concept maps have proved beneficial for improving problem solving ability. Conceptual diagrams can be used for collaboration among students, tools for exploring problems, tools for introducing problem structures, tools for developing and systematizing knowledge systems. In this study, we focused on the structure analysis of mathematical problems using Concept Map based on the analysis of previous research. In addition, we have devised a method of using concept maps for problem analysis and a method of analysis of systematic mathematical problem structure. The method developed in this study was found to have significant value by applying to the university scholastic ability test.

• The Mathematical Education
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• v.51 no.3
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• pp.197-210
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• 2012

In this study, we will develop and implement the teaching program of 'Function', on the subject of "Poster-Making utilizing the Graph Art" in the Math Camp for middle-school students. And we will examine the didactical significance through student's activities and products. The teaching program of 'Function' utilizing the Graph Art can be promoted self-directly the understanding of 'Function' concept and the ability for handling 'Function'. In the process of drawing up the graph art, in particular, this program help students to promote the ability for problem-solving and mathematical thinking, and to communicate mathematically and attain the his own level. Ultimately, this program have a positive influence upon cognitive and affective and areas with regard to mathematics.

• Journal of the Korean School Mathematics Society
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• v.4 no.2
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• pp.75-84
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• 2001

The purpose of this research is to promote the academic achievement motivation and improve problem solving ability in Mathematics. In addition I hope to explore a new teaching method and facilitate students interest in mathmatics. If the teachers utilize an Internet Web Page and exchang information, the interaction activities will allow them to collect and analyse a variety of data. As this teaching method assists students motivation to get the effects of self-regulated learning strategies of students using the internet and their academic achievements and learning attitudes can be explored. The information will be gathered after the students participate in classes which were taught through the Edunet Homepage and the Department of Mathematics Homepage of KongJu National University. The Internet pages focused on the "Function" chapter of the first grade text for students attending middle school. The students were divided into two groups, experimental and comparative. Each group is composed of three levels, high, middle, and low. In the post experimental phase, two tests were administered which measured achievement ability and the learning attitude of the students. The results of the tests were then compared and analyzed. The results were as follows: First, the study demonstrated that self-regulated Learning Starategies towards Academic Achievements and Learning Attitudes were more effective than traditional teaching methods. These methods were significantly effective in the middle level and low level groups. The study demonstrated little to no improvement in the high level groups

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.203-208
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• 2010

본 연구는 디지털교과서의 문제 푸는 방법 찾기 조작자료가 실험반 학생들의 문제해결력에 긍정적 영향을 미칠 것인지, 또한 서책교과서로 공부한 비교반 학생들과 문제해결력에 있어서 어떠한 차이가 있는지를 분석하고자 한다. 아울러 디지털교과서로 공부한 실험반과 서책교과서로 공부한 비교반 학생들의 학업성취도, 수학 교과에 대한 태도 등에 영향을 미치는지를 살펴보고자 한다.