• 공학교육연구
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• 제16권5호
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• pp.36-42
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• 2013

This paper explores the concept and historic context of appropriate technology to provide the academic community with better understanding, insights, current trends, and finally, implications for engineering education. To do that, a rigorous literature survey has been carried out. The result supports that the appropriate technology concept will meet present tasks of engineering education, which calls on policy development and further studies.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제12권1호
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• pp.1-26
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• 2008

The concept field is defined as the schema of all equivalent definitions of a mathematics concept. Concept system is defined as the schema of a group concept network where there are mathematics relations. Proposition field is defined as the schema of all equivalent proposition sets. Proposition system is defined as a schema of proposition sets where one mathematics proposition at least is "derived" from the other proposition. CPFS structure that consists of concept field, concept system proposition field, proposition system describes more precisely mathematics cognitive structure, and reveals the unique psychological phenomena and laws in mathematics learning.

• 한국수학교육학회지시리즈A:수학교육
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• 제42권5호
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• pp.697-706
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• 2003

In this paper we consider the equality sign as a mathematical concept and investigate its meaning, errors made by students, and subject matter knowledge of mathematics teacher in view of The Model of Mathematic al Concept Analysis, arithmetic-algebraic thinking, and some examples. The equality sign = is a symbol most frequently used in school mathematics. But its meanings vary accor ding to situations where it is used, say, objects placed on both sides, and involve not only ordinary meanings but also mathematical ideas. The Model of Mathematical Concept Analysis in school mathematics consists of Ordinary meaning, Mathematical idea, Representation, and their relationships. To understand a mathematical concept means to understand its ordinary meanings, mathematical ideas immanent in it, its various representations, and their relationships. Like other concepts in school mathematics, the equality sign should be also understood and analysed in vie w of a mathematical concept.

• 한국수학교육학회지시리즈A:수학교육
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• 제39권1호
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• pp.37-47
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• 2000

Number concept is basic in mathematics education. But it is very complex and is not easy to understand real number concept, because of its infinity. This study tried to show that what percents of secondary school mathematics teachers in Korea understood the properties of real number, such as cardinality, continuity, relation with real line, and infinity, which were written by verbal language.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제3권1호
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• pp.35-56
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• 1999

The evolution of the function concept was delineated in terms of the 17th and 18th Centuries' dependent nature of function, and the 19th and 20th Centuries' arbitrary and univalent nature of function. According to mathematics educators' beliefs about the value of the function concept in school mathematics, certain definitions of the concept tend to be emphasized. This study discusses three types - genetical (dependence), logical (settheoretical), analogical (machine/equations) - of definition of function and their values.

• 한국수학교육학회지시리즈A:수학교육
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• 제41권1호
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• pp.101-108
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• 2002

The purpose of this study is to estimate teachers' knowledge of mathematics via the concept of function. For the purpose, a survey was done to measure their knowledge of mathematics. The result obtained from the survey was as follows With respect to the knowledge on concept of friction, they understood the function as ordered pairs and graph rather than as relation and expression. This study reached the following conclusions from the result : They have the more static cognition than the dynamic one on the concept of unction.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권2호
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• pp.221-224
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• 2008

The article shows that the concept 'weight' and the concept 'heaviness' give rise to different abstractions in the sense of Piaget and that these two concepts are differentiated by set-theoretic devices. The failure of differentiation of these two concepts 'weight' and the 'heaviness' can cause the failure of learning of the difference between reflective abstraction and empirical reflective abstraction. To explain the Piagetian abstrcation in a classroom, the author suggests to use the concept 'color' instead of the concept 'weigtht'.

• 한국컴퓨터정보학회논문지
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• 제21권12호
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• pp.227-234
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• 2016

In this paper, we propose a think-aloud program for acquiring abstraction concept. Think-aloud is a technique, which is good for teaching higher-order thinking skills to learner. We intend to propose a program for teaching abstraction concept to learners directly, as software education is being reinforced in the current education policy. For the study, we develop a program depending on ADDIE model. According to these steps, we analyzed related works such as computational thinking, think-aloud technique, and direct instructional model. After that, we split and structuralized the learning tasks for achieving a goal. And then, we constructed steps for the instruction and detailed contents of the program. We did a survey for verification to nine experts and we corrected the program according to it.

• 대한수학교육학회지:수학교육학연구
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• 제15권4호
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• pp.489-504
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• 2005

이 논문에서는 컴퓨터와 수학교육을 바라보는 두 가지 서로 다른 입장에 대하여 알아보고, 그 중 구성주의적(constructivist) 입장에서 컴퓨터 환경의 설계를 논의한다. 이를 위하여 컴퓨터와 수학교육을 위한 바람직한 기본 원리를 구성주의(constructionism) 시각으로 살펴본다. 나아가 이러한 바람직한 기본 원리를 '함수화'라는 용어를 사용하여 규정하고, 이를 통해 컴퓨터 환경 설계 방법을 모색해 본다. 이 연구를 통하여 우리는 설계 과정에 대한 논의가 부족한 상태로 학교 현장에 도입되는 기존 컴퓨터용 소프트웨어들에 대한 문제점을 인식하고, 새로운 환경의 설계 원칙과 과정에 대해 논의하고, 실제 구현한다. 그 예로 LOGO와 DGS를 새로운 대상의 도입을 통하여 통합하는 방안에 대하여 논의한다. 이 논문에서 구현한 새로운 대상은 LOGO와 DGS의 함수화 명령 체계를 모두 이용하여 만들 수 있고, 동시에 LOGO와 DGS의 함수화 명령 체계으로 변화하고 조작할 수 있는 대상이다.

• 보건교육건강증진학회지
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• 제19권1호
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• pp.171-184
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• 2002

The purpose of this study was to investigate the relationship between self concept and depression of middle-aged women. The Subjects were 102 middle-aged women whose age range were 40-59 years old living in urban area. The instruments used in this study were self concept scale developed by Rosenberg and the depression scale developed by Zung. Data were collected done from July 1 to July 31, 2001 by a structured questionnaire. The Data were analyzed by the SPSS/PC+ program using t-test, ANOV A and Pearson Correlation Coefficient. The results of the study were as followed : 1. Mean score of self concept was 2.35. 2. Mean score of depression scale was 2.43 3. The relationship between self concept and depression was statistically negative correlation(r=-0.3769, P〈0.001). 4. There were statistically significant differences in the score of middle-aged women's self concept to the age(F=3.41, P〈0.05), education(F=2.97, P〈0.05), Occupation(t=1.84, P〈0.05). 5. General characteristics variables were significantly related to the level of depression were the age(F=3.12, P〈0.05), numbers of children(t=3.59,P〈0.05). Obstetrical characteristics variables were significantly related to the level of depression were age of menarche(F=4.03, P〈0.05), times of abortion(t=10.09, P〈0.001). In conclusion, this study revealed that self esteem was an important factor related to depression. I suggest that to decrease depression, it should be encouraged self esteem.