• Title/Summary/Keyword: Elementary math

Search Result 328, Processing Time 0.028 seconds

Development of Computational Thinking-based Educational Program for SW Education (초등 SW교육을 위한 CT교육 프로그램 개발)

  • Ryu, Miyoung;Han, Seonkwan
    • Journal of The Korean Association of Information Education
    • /
    • v.19 no.1
    • /
    • pp.11-20
    • /
    • 2015
  • The researches on the concept of justice and utilization for Computational Thinking with SW education are being actively discussed. However, a program has developed in conjunction with the actual elementary curriculum is not much. In this study, we have developed an educational program in applied mathematics based on CT. First, a separated view for a CT Application of mathematical concepts and objectives are set in three different application models. In order to achieve the CT-based math lessons, we also have developed a teaching and learning materials. We applied the developed materials in class, and to evaluate the satisfaction of learners. In addition to the validation of school application, we conducted a survey of professionals and teachers. The results of the analysis, the data showed that are helpful in the development of the student' CT ability as well as the ability to be helpful teaching and learning in school.

The Study on the Educational program for the gifted students in Mathematics -The regularity and generalization of Hanoi Tower with 4 pillars- (수학분야 영재 수업 프로그램 연구 -기둥이 4개인 하노이 탑의 규칙성과 일반항-)

  • Bang, Seung-Jin;Choi, Jung-Oh;Lim, Jin-A;Koh, Jung-Ho;Lee, Jung-Seung;Nam, Ju-Gang;Jeon, Gyu-Min
    • Communications of Mathematical Education
    • /
    • v.21 no.1 s.29
    • /
    • pp.19-31
    • /
    • 2007
  • Currently the mathematics gifted students educational program is plentifully being developed for the elementary and the junior high school students. But the educational program for the gifted students who comes and goes to the high school is not many. This study look for the regularity and generalization of Hanoi Tower with 4 pillars, from the regularity and generalization of Hanoi Tower with 3 pillars. I think this study will be a clue to find the regularity and generalization of Hanoi Tower with n pillars, it's not solved still.

  • PDF

Development of Robot Contents for STEAM education (STEAM 교육을 위한 로봇 콘텐츠 개발)

  • Nam, Yun Jeong;Kim, Hee Sun
    • Journal of Korea Society of Industrial Information Systems
    • /
    • v.20 no.1
    • /
    • pp.9-18
    • /
    • 2015
  • Educational learning methods that take advantage of a robot provide opportunities for students to develop high dimensional thinking, a creative expression and discovery learning opportunity. It is also perceived as a suitable tool for STEAM systems which can be used in a variety of school curriculums. Therefore we designed and developed STEAM educational contents using robots in this study. This study analyze elementary text books and design the convergence contents from various subjects such as math, science, engineering and art through a robot. This study has developed educational materials by making a robot based on the designed contents. They have been applied to after school materials and then evaluated for comprehension, interest and participation. The results of this study have shown very encouraging evaluations from participating students. Accordingly, this study has shown that STEAM contents that take advantage of a robot have improved student participation, interests, and comprehension in the curriculums. Additionally, integrating STEAM educational content has proved more effective in contrast to being separated.

A Survey of the Connected Mathematics Project (시엠피(The Connected Mathematics Project)에 대한 고찰)

  • Kim, Hae-Gyu
    • Communications of Mathematical Education
    • /
    • v.25 no.1
    • /
    • pp.119-145
    • /
    • 2011
  • We study on the Connected Mathematics Project(CMP), one of the American mathematics education reform projects which have been promoted since the 1990s, so that we can provide some suggestions for the recent research of developing the 2009 Korean Mathematics Curriculum. In this paper, we examine the background of the CMP, the controversies over the textbooks [CMP1 textbooks] developed by CMP[CMP1] implemented from 1991 till 1996, and the curriculum of the CMP[CMP2] revised from CMP1 and carried from 2000 till 2006. Through the literature study, we can see that the CMP2 curriculum has reflected some of those controversies of the CMP1 textbooks by introducing procedures for students' acquiring basic skills, reducing the number of lessons and the contents supposed to be learned in each lesson, putting more stress on algebra and adding data analysis contents more.

An Instructional Design for the Converged English-Science Teaching Method using PBL Model in Elementary School (PBL 모형을 적용한 초등학교 영어·과학 융합 수업 모델 설계)

  • Park, In-Hwa
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.21 no.7
    • /
    • pp.66-72
    • /
    • 2020
  • In order to cultivate talented people with national economic influence in the rapidly changing 21st- century modern society, STEM(Science Technology Engineering Mathematics) education has been emphasized in advanced countries such as America and England. In South Korea, STEAM(Science Technology Engineering Arts Mathematics) education is emphasized by adding Arts. The objective of STEAM education is to strengthen the interest and motivation of learners, to focus on experience, exploration, experimentation, to solve convergent thinking and real-life problems, rather than cramming method of teaching and memorization. This study identifiesan instructional design for converged English, the world's official language, and science which is found in nearly all disciplines. With the development of the 4th industrial revolution based on the PBL model, learners participate in their lessons voluntarily for problem-solving skills. The instructional design based on the ADDIE model consists of 5 procedures: Analysis, Design, Development, Implementation, and Evaluation. The goal of fostering talented people with national economic influence is also important, and the teacher in education must recognize the importance of STEAM education and an appropriate instructional design should be studied constantly.

Development and Application of Meta-cognition-based App for Students with Learning Disabilities (학습장애학생을 위한 메타인지기반 앱 개발 및 적용)

  • Kwak, Sungtae;Jun, Woochun
    • Journal of the Korea Institute of Information and Communication Engineering
    • /
    • v.19 no.3
    • /
    • pp.689-696
    • /
    • 2015
  • In this study, a learning system based on smart learning is proposed so that students with learning disabilities can learn the effective use of meta-cognitive to solve problems arising during the learning process. The features of the proposed system are as follow. First, it is possible to achieve students' individualized learning by use of smart devices and smart education system. Second, it is possible to provide the constant repetition learning for students. Third, students can improve their achievement using the proposed app. The proposed smart education system using meta-cognition was applied to some learning disabilities students. The following results were obtained. First, the disabled students could have an interest in learning math and improve confidence. Second, the student's mathematical problem-solving skills have improved. Third, students' individualized and self-directed learning was achieved.

The Effects of Digital Storytelling on Mathematical Communication Apprehension in 6th graders' Mathematics Instruction (초등학교 6학년 수학수업에 적용한 디지털 스토리텔링이 수학적 의사소통불안에 미치는 효과 분석)

  • Choi, Byoung Hun
    • Education of Primary School Mathematics
    • /
    • v.17 no.1
    • /
    • pp.41-56
    • /
    • 2014
  • The purpose of this study was to investigate how Storytelling in Mathematics Instruction effects students' mathematical communication apprehension. In order to do this, I selected two grade six classes with no significant difference on the Communication Apprehension(CA) test. I applied normal story telling and digital story telling to each of the classes for ten weeks then analyzed the effects through the post CA test. As a result, for Normal Storytelling Class (NSC), there was no meaningful difference in the ex ante and ex post CA test results. However, for Digital Storytelling Class (DSC), there was a meaningful difference in regards to the communication apprehension subgroup. Also, between the two NSC and DSC groups' post CA results, there was a meaningful difference in mathematics lesson and subgroup factors. Consequently, these results suggest the appliance of Digital Storytelling helps lower CA in $6^{th}$ graders participation in math class and subgroup.

A study on improper notions appeared in dealing with quotient and remainder in division for decimal numbers in Korean elementary math textbooks and its improvements (우리나라 초등학교 수학 교과서의 소수 나눗셈에서의 몫과 나머지 취급에서 나타나는 부적절한 관념과 그 개선에 관한 연구)

  • Park, Kyosik;Kwon, Seokil
    • Journal of Educational Research in Mathematics
    • /
    • v.22 no.4
    • /
    • pp.445-458
    • /
    • 2012
  • Current textbooks may provide students and teachers with three improper notions related to the quotient and the remainder in division for decimal numbers as in the following. First, only the calculated results in (natural numbers)${\div}$(natural numbers) is the quotient. Second, when the quotient and the remainder are obtained in division for decimal numbers, the quotient is natural number and the remainder is unique. Third, only when the quotient cannot be divided exactly, the quotient can be rounded off. These can affect students and teachers on their notions of division for decimal numbers, so improvements are needed for to break it. For these improvements, the following measures are required. First, in the curriculum guidebook, the meaning of the quotient and the remainder in division for decimal numbers should be presented clearly, for preventing the possibility of the construction of such improper notions. Second, examples, problems, and the like should be presented in the textbooks enough to break such improper notions. Third, the didactical intention should be presented clearly with respect to the quotient and the remainder in division for decimal numbers in teacher's manual.

  • PDF

The Reality of Mathematics Gifted Children's Independent Study Ability and Mathematics Teachers' Recognition of Independent Study (수학영재학생들의 독립연구능력과 수학영재담당교사들의 독립연구 인식 실태)

  • Yim, Geun-Gwang;Kang, Soo-Ja
    • Journal of Gifted/Talented Education
    • /
    • v.18 no.1
    • /
    • pp.79-109
    • /
    • 2008
  • In most curricular model for gifted children, independent study is included as an important element for developing students' study ability and producing creative production Gifted children also prefers this style of learning and they study more easily and with more fun when they learn in the learning style they prefer. This study aims to find out how gifted children in math area performs independent study and how teachers who teach them recognize independent study; survey study was used to analyze the reality of the production in relation to independent study. In result, gifted children's independent study ability was rather very low and teachers recognized the necessity of independent study but lacked understanding of the method of independent study.

Analysis on Elementary Students' Proportional Thinking : A Case Study with Two 6-graders (초등학교 6학년 학생의 비례 추론 능력 분석 : 2명의 사례 연구)

  • Ko, Eun-Sung;Lee, Kyung-Hwa
    • Journal of Educational Research in Mathematics
    • /
    • v.17 no.4
    • /
    • pp.359-380
    • /
    • 2007
  • This study was conducted with two 6-graders to identify how were their proportional reasoning abilities, whether they evolved proportional thinking in a various context, and what had influence on their proportional thinking. The findings, as previous researches noted, suggested that the proportional expression obtaining by instrumental understanding could not provide rich opportunities for students to improve understanding about ratio and proportion and proportional reasoning abilities, while being useful for determining the answers. The students were able to solve proportional problems with incorporating their knowledge of divisor, multiples, and fraction into proportional situations, but not the lack of number sense. The students easily solved proportional problems experienced in math and other subjects but they did not notice proposition in problems with unfamiliar contexts.

  • PDF