• Title/Summary/Keyword: Classroom activity

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A study on the mathematical disposition and communication level in process of applying mathematical journal writing to the 3rd graders in a mathematics classroom (수학일지 쓰기 활동이 초등학생의 수학적 성향과 수학적 의사소통 수준에 미치는 영향: 3학년 수와연산 영역을 중심으로)

  • Yang, Hyeonsu;Kim, Min Kyeong
    • The Mathematical Education
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    • v.57 no.3
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    • pp.247-270
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    • 2018
  • The purpose of this study is to investigate the mathematical disposition and mathematical communication level of elementary school students in the process of applying mathematical journal writing activities. For this study, 21 third grade students in elementary school were observed when they participated in mathematical journal writing activities while studying number and operation area. According to the Mathematical disposition pre-test and post-test results, mathematical confidence, mathematical flexibility, mathematical will, and mathematical reflection increased and it was statistically proved. Expression and explanation level of the mathematical communication writing area also increased as the mathematical journal writing activity continued. Thus, mathematical journal writing activities can help to enhance the core competencies of the 2015 revised mathematics curriculum while make students 'to develop and transform mathematical expressions' and 'to express oneself'. Also, it provides implications of including active writing activities such as mathematical journal writing activities into mathematics classroom. Furthermore, the change in mathematical communication level according to mathematical disposition level was not statistically significant. Therefore, when providing active writing activities including mathematical journal writing activities into classroom, it is necessary to understand students' individual characteristics and to encourage communication to be active rather than giving feedback based on one's mathematical disposition level.

Implementation of An Interactive and Internet-based Virtual Laboratory For Electronic Circuit Experiments (전자회로 실험을 위한 상호작용적인 인터넷기반 가상실험실의 구현)

  • Kim Dong-Sik;Choi Kwan-Sun;Lee Sun-Heum
    • 한국정보통신설비학회:학술대회논문집
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    • 2002.08a
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    • pp.199-207
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    • 2002
  • A virtual laboratory for measurement and instrumentation must aim to realize an integrated environment. To achieve this goal, we designed and implemented a client/server distributed environment and developed a web-based virtual laboratory system for electronic circuits. Since our virtual laboratory system is implemented to describe the on-campus laboratory, the learners can obtain similar experimental data through it. The proposed virtual laboratory system is composed of four important components Principle Classroom, Virtual Experiment Classroom, Evaluation Classroom and Overall Management System. Through our virtual laboratory, the learners will be capable of teaming the concepts and theories related to electronic circuit experiments and how to operate the experimental equipments such as multimeters, function generators, digital oscilloscopes and DC power supplies. Also, every activity occurred in our virtual laboratory is recorded on database and Printed out on the preliminary report form. All of these can be achieved by the aid of the Management System. The database connectivity is made by PHP and the virtual laboratory environment is set up slightly differently for each learner. Finally, we have obtained several affirmative effects such as reducing the total experimental hours and the damage rate for experimental equipments and increasing Loaming efficiencies as well as faculty productivity.

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Implementation of A Web-based Virtual Laboratory For Electronic Circuits Using Java Applets (자바 애플릿을 이용한 웹기반 전자회로 가상실험실의 구현)

  • Kim, Dong-Sik;Choi, Kwan-Sun;Lee, Sun-Heum;Seo, Sam-Jun
    • Proceedings of the KIEE Conference
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    • 2002.07d
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    • pp.2625-2627
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    • 2002
  • A virtual laboratory for measurement and instrumentation must aim to realize an integrated environment. To achieve this goal, we designed and implemented a client/server distributed environment and developed a web-based virtual laboratory system for electronic circuits. The proposed virtual laboratory system is composed of four important components : Principle Classroom, Virtual Experiment Classroom, Evaluation Classroom and Overall Management System. Through our virtual laboratory, the learners will be capable of learning the concepts and theories related to electronic circuit experiments and how to operate the experimental equipments. Also, every activity occurred in our virtual laboratory is recorded on database and printed out on the preliminary report form. All of these can be achieved by the aid of the Management System. The database connectivity is made by PHP and the virtual laboratory environment is set up slightly differently for each learner. Finally, we have obtained several affirmative effects such as reducing the total experimental hours and the damage rate for experimental equipments and increasing learning efficiencies as well as faculty productivity.

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Using History of East Asian Mathematics in Mathematics Classroom (수학 교실에서 동아시아 수학사 활용하기)

  • JUNG, Hae Nam
    • Journal for History of Mathematics
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    • v.35 no.5
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    • pp.131-146
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    • 2022
  • This study is to find out how to use the materials of East Asian history in mathematics classroom. Although the use of the history of mathematics in classroom is gradually considered advantageous, the usage is mainly limited to Western mathematics history. As a result, students tend to misunderstand mathematics as a preexisting thing in Western Europe. To fix this trend, it is necessary to deal with more East Asian history of mathematics in mathematics classrooms. These activities will be more effective if they are organized in the context of students' real life or include experiential activities and discussions. Here, the study suggests a way to utilize the mathematical ideas of Bāguà and Liùshísìguà, which are easily encountered in everyday life, and some concepts presented in 『Nine Chapter』 of China and 『GuSuRyak』 of Joseon. Through this activity, it is also important for students to understand mathematics in a more everyday context, and to recognize that the modern mathematics culture has been formed by interacting and influencing each other, not by the east and the west.

An Analysis of Mathematical Communication in Preliminary Application of the Revised Curriculum - Focused on 'Exploratory Activity' and 'Story Corner' in Elementary Textbooks for the First and Second Grades - (개정 교육과정의 실험 적용에서 나타나는 수학적 의사소통 분석 - 초등 1.2학년 탐구 활동과 이야기 마당을 중심으로 -)

  • Park, Mi-Hye;Pang, Jeong-Suk
    • Journal of Educational Research in Mathematics
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    • v.19 no.1
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    • pp.163-183
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    • 2009
  • The purpose of this study was to provide useful information for teachers by analyzing mathematical communication emphasized through 'exploratory activity' and 'story corner' in elementary textbooks based on the revised curriculum. Two classrooms from the first grade and second grade respectively were observed and videotaped. Mathematical communication of each classroom was analyzed in terms of questioning, explaining, and the sources of mathematical ideas. The results showed that only one classroom focused on students' thinking processes and explored their ideas, whereas the other classrooms focused mainly on finding answer. Particularly, this tendency often appeared when implementing 'story corner' than 'exploratory activity'. The reason for this was inferred that teachers were not familiar with teaching mathematics in stories and that teachers' manual did not include concrete questions and students' expected responses. This paper included implications on how to promote mathematical communication specifically in lower grades in elementary school.

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Emotional Lives of Students in the Classroom Space LED Fluorescent Lamp for Sensitivity Lighting (학생들의 생활공간인 교실에 감성조명 적용을 위한 LED 형광등 개발연구)

  • Han, Sang-Seok
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.11 no.9
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    • pp.3446-3450
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    • 2010
  • This study aims to make class lighting that gives classroom to stability and activity. For the purpose, we develop a emotional lighting LED using LED source which is a environment-friendly and the lighting fo the next generation. We composed emotional lighting LED as controller for color conversion, power supply for supplying LED lamp a stable power, PCB board for LED lamp and lamp and case. We developed designed emotional lighting LED and proved that the system works and one can get intended color.

Service Control Architecture in Ubiquitous Environment for Classroom Automation (강의실 자동화를 위한 유비쿼터스 환경에서의 서비스 제어 구조)

  • Oh, Young-Seon;Kim, Byoung-Sun;Lee, Hyeun-Tae
    • Proceedings of the Korea Contents Association Conference
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    • 2004.11a
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    • pp.5-10
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    • 2004
  • In this paper, we propose a service control framework and user interface in a class automation of ubiquitous computing environment. We propose UPnP-based service control architecture and introduce an example service scenarios for automatic classroom. We present context-aware design approaches to argument user interface. We also present intelligent content authoring that facilitates producing e-learning content using activity context.

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Teachers' Values about Teaching Mathematics in Classrooms, Implementing Lesson Study and Open Approach: a Thai Experience

  • Kadroon, Thanya;Inprasitha, Maitree
    • Research in Mathematical Education
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    • v.15 no.2
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    • pp.115-126
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    • 2011
  • The aim of this study was to explore teachers' values about teaching mathematics in the classrooms which implemented Lesson Study and Open Approach as a teaching approach. The targeted group was 83 school teachers from 4 schools participating in a teacher professional development project. The data was gathered through teacher questionnaires, lesson observations and interviews. Data analysis is based on Bishop's (1988; 2003; 2007) and Komin's (1990) frameworks. The results from the implementation of Lesson Study and Open Approach in Thai classroom found the different of the roles and behaviors of teachers and students in classroom. The results revealed 3 kinds of values about teaching: Mathematical values, General educational values, Mathematics educational values and also found that most of the teachers valued problem solving as an innovative teaching approach as against traditional approaches they were familiar with.

Difficulties and Issues in Applying the 7th Mathematics Curriculum to Elementary School Classrooms (제 7차 수학과 교육과정의 초등학교 현장적용에서 나타나는 문제점 및 개선방향)

  • 방정숙
    • School Mathematics
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    • v.4 no.4
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    • pp.657-675
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    • 2002
  • This paper is to make strides toward an enriched understanding of the difficulties and issues raised by applying the 7th mathematics curriculum to elementary school classrooms. A general overview of the curriculum is presented in line with teaching and learning methods emphasized in the curriculum. Four classroom episodes are presented in brief in order to diagnose the problems in situating the curriculum in elementary mathematics classrooms. These episodes deal with lessons emphasizing activity rather than its associated concepts or principles, overusing multimedia data, pursuing play rather than its associated thinking, and distributing various individual worksheets in the name of differentiated instructional methods. In addition to the episodes, interview data with elementary school teachers also are presented as needed. This paper discusses two aspects of activating the curriculum into elementary mathematics classrooms. One deals with the issues of the curriculum and textbooks themselves, and the other covers those of research trends on mathematics education and teaching practices. This paper finally emphasizes a collaborative working relation among classroom teachers, mathematics educators, and policy makers with their own places and roles.

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Analyzing Science Teachers' Understandings about Scientific Argumentation in terms of Scientific Inquiry

  • Park, Young-Shin
    • Journal of The Korean Association For Science Education
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    • v.28 no.3
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    • pp.211-226
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    • 2008
  • The purpose of this study was to investigate science teachers' understandings about scientific argumentation in the classroom. Seven structured interview protocols were developed, asking the definition of scientific inquiry, the differentiation between scientific inquiry and hands-on activity, the opportunity of student argumentation, explicit teaching strategies for scientific argumentation, the critical example of argumentation, the criteria of successful argumentation, and the barrier of developing argumentation. The results indicate that there are differences and similarities in understandings about scientific argumentation between two groups of middle school teachers and upper elementary. Basically, teachers at middle school define scientific inquiry as the opportunity of practicing reasoning skills through argumentation, while teachers at upper elementary define it as the more opportunities of practicing procedural skills through experiments rather than of developing argumentation. Teachers in both groups have implemented a teaching strategy called "Claim-Evidence Approach," for the purpose of providing students with more opportunities to develop arguments. Students' misconception, limited scientific knowledge and perception about inquiry as a cycle without the opportunity of using reasoning skills were considered as barriers for implementing authentic scientific inquiry in the classroom.