• Education of Primary School Mathematics
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• v.17 no.2
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• pp.127-157
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• 2014

The purpose of the study is to enhance the figure analysis ability for pre-service elementary teacher by using GSP. To do this, we limited to teaching competence divide into ability various problem-solving, extract key elements, predict the difficulty of student and investigated the initial of them, the reality of GSP construction. As results, pre-service elementary teachers made errors, proposed teaching focused on the character using in the problem solving, and found that in one particular difficulties to find the students. The reality of GSP construction activity was possible to explore through the partially constructed a number of various properties, but we found to have difficulty in the connection between concepts. and integrated view of the problem analysis. After visual identification and exploration through the GSP construction, problem-solving ability became a little more variety and changed their direction in order to focus the student's anticipated difficulties. From these results, we could extract some pedagogical implications helping pre-service teachers to reinforce teaching competence by GSP construction.

• Communications of Mathematical Education
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• v.10
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• pp.293-302
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• 2000

GSP는 The Geometer's Sketchapd의 약자로 1994년 미국에서 연구 개발된 기하 프로그램이다. 기존의 정적인 평면 기하를 동적인 기하로 변환 할 수 있으므로 visual 세대인 현재의 학생들에게 학습에 대한 흥미를 유발시킬 수 있다. 본 논문에서는 특히 3차원 입체를 2차원 평면에 투영시키는 투시화법을 GSP를 도구로 구현해 보았다.

• Journal for History of Mathematics
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• v.21 no.2
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• pp.71-80
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• 2008

From the ancient Korea, our ancestor had designed the unique pattern which is Dan-chung, in architectures such as palace and Buddhist temple. In Dan-chung pattern, there are many various kinds, that is geometric pattern, arabesque pattern, plant pattern, flower pattern, animal pattern, Buddhist pattern and living pattern. So, we can see the tessellations in the Dan-chung pattern, moreover we can find the beauty of tessellation in the Korean traditional architectures and crafts. In this paper, I'll show you Korean traditional tessellations via GSP 4.0. which means geomeric program Geometer's SkechPad.

• The Mathematical Education
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• v.50 no.2
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• pp.233-246
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• 2011

The geometry field in the current high school curriculum deals mainly with analytic geometry and the reference to logic geometry leaves much to be desired. This study investigated the construction on a heptagon by using conic sections as one of measures for achieving harmony between analytic geometry and logic geometry in the high school curriculum with the Geometer's Sketchpad(GSP), which is a specialized software prevalent in mathematics education field and is intended to draw an educational suggestion on it.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.515-536
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• 2014

In the present study, we analyze four seventh grade students' recognition of geometric properties and the following justification processes while their adopting different construction approaches in GSP(Geometer's Sketchpad). As the students recognized dependency and level-1 invariants by dragging activities, they determined their own construction approaches. Two students, who preferred robust construction, immediately recognized the path of a draggable point and provided step-1 justification. The other students attempted soft construction followed by their recognition of level-2 invariants and the path, and came to step-2 justification.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.249-255
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• 2004

본 논문에서는 컴퓨터 기하 프로그램으로 가장 널리 활용되고 있는 GSP(The Geometer's Sketchpad)를 사용하여 사영기하학의 성질을 반영하는 투시화법(perspective drawing)으로 펜션을 작도하였다. 2000년에 버전 3.1로 작도하였을 때 한 점 투시화법(one-point perspective drawing)으로만 완성된 집을 보였고, 두 점 투시화법(two-point perspective drawing)으로는 미완성된 집이었다. 새로운 버전 4.0은 그 기능이 탁월하게 향상되었으므로 어렵지 않게 두 점 투시화법으로 집을 완성하였고 또한 photo -shop 7.0을 사용하여 아름다운 펜션으로 장식하여 보았다.

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.319-320
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• 2005

• School Mathematics
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• v.15 no.4
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• pp.957-973
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• 2013

This study analyzed Secondary Mathematically Gifted' mathematical thinking processes demonstrated from the activities. They configured regular triangle tessellations in the Non-Euclidean hyperbolic disk model. The students constructed the figure and transformation to construct the tessellation in the poincare disk. gsp file which is the dynamic geometric environmen, The students were to explore the characteristics of the hyperbolic segments, construct an equilateral triangle and inversion. In this process, a variety of strategic thinking process appeared and they recognized to the Non-Euclidean geometric system.

• Journal of Korea Multimedia Society
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• v.5 no.5
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• pp.590-598
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• 2002

For efficient sequential pattern mining, we need to reduce the cost to generate candidate patterns and searching space for the generated ones. Although Apriori-like methods like GSP[8] are simple, they have some problems such as generating of many candidate patterns and repetitive searching of a large database. PrefixSpan[2], which was proposed as an alternative of GSP, constructs the prefix projected databases which are stepwise partitioned in the mining process. It can reduce the searching space to estimate the support of candidate patterns, but the construction cost of projected databases is still high. To solve these problems, we proposed SuffixSpan(Suffix checked Sequential Pattern mining) as a new sequential pattern mining method. It generates a small size of candidate pattern sets using partition property and suffix property at a low cost and also uses 1-prefix projected databases as the searching space in order to reduce the cost of estimating the support of candidate patterns.

• School Mathematics
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• v.15 no.4
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• pp.921-940
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• 2013

This study is to analyze mathematically gifted middle school students' characteristics of mathematical thinking and the teacher's role in teaching and learning about the central projection and perspective drawing. And it will help to develop teaching and learning materials for the mathematically gifted. The result of this study is as followings : mathematically gifted middle school students show the various characteristics of mathematical thinking like as intuitive insight, generalization, logical thinking & mathematical abstraction and so on, and the teacher plays roles as instructional designer, facilitator, technical assistant and counselor.