• 한국수학교육학회지시리즈C:초등수학교육
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• 제6권1호
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• pp.1-10
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• 2002

The objectives of the current study are on the practical use of geoboard in an elementary school class. To do this, we first investigate how come geoboard is significant in a practical use. Second, we present an example of practical use of geoboard connecting with the analysis of the 7th curriculum. Third, we investigate the results of geoboard which is applied to elementary school class. The results of this research are as follows: First, the instruction of using geoboard can give an interest and curiosity to all students. Second, right triangle, rectangle, square and so on can be easily constructed because geoboard is linked by dots. Third, by constructing figures on geoboard and comparing figures which is made by themselves, students could better understand the concept of figures rather than the explanation of teacher. fourth, students can be improved the ability of problem solving and spatial sense by providing experience for exploration. Fifth, students need not to have anxiety for error because geoband is used and so can be corrected easily.

• 한국수학교육학회지시리즈A:수학교육
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• 제39권1호
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• pp.21-36
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• 2000

The purpose of the study was to investigate the effects of the geoboard activities in understanding the Pythagorean Theorem. Five groups of middle school students were involved in the study. The research questions of the study were followings: 1)What are the differences in understanding and attitudes among students those who revealed the various levels of achievement when geoboards were introduced in learning the Pythagorean Theorem. 2)What was the effect of the geoboard activity in introducing the Pythagorean Theorem and solving relevant problems? 3)What would be the impression of geoboard activity for those who already knew the Pythagorean Theorem? 4)What would be the effects of interaction in geoboard activities? 5)What was the effect of the geoboard activity in recovering the Pythagorean Theorem, and applying the theorem. The result of the study revealed the positive effects of geoboard activities throughout the research questions although there were differences among various levels of students and groups.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권2호
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• pp.227-237
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• 2007

This research analyzes students' response types in the creativity assessment by using pattern block, geoboard, and pantomino. 74 students from third grade to sixth grade participated in this research. 15 minutes were given to pattern block and geoboard questions. 74 students showed 393 answers in pattern block question and 590 answers in geoboard question. In pantomino, 20 minutes were given and 54 students showed 443 types of answers. The results are as follows: First, in the students' responses, tendency of using particular piece or figure, which presents conjoining in a piece selection and positioning, showed strongly. For example, usage of hexagon and trapezoid pieces were higer in pattern block and usage of L, P, and I pieces were higer in pentomino. Second, it is confirmed that creativity's subordinate factors, fluency, flexibility, and originality, are separate from each other. To illustrate, in pattern block, three students', who showed 11 types of responses in fluency, flexibility responses were each 5, 6, and 8 types. Specially, among those studenys, only one could achieve a point in originality. Third, students' response types categorized in this research could be used for a bae-data to mark grades on originality.

• 대한수학교육학회지:학교수학
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• 제3권2호
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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.

• 대한수학교육학회지:학교수학
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• 제18권1호
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• pp.85-103
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• 2016

이 연구는 5학년 영재반 수업에서 TI-73 그래핑 계산기의 지오보드를 사용하여 Pick의 공식을 찾아가는 과정에서 나타난 수업담화로부터 논증과 논증활동의 특성을 알아보고자 하였다. 분석을 위한 자료는 수업 비디오, 음성녹음록, 활동지가 있으며 Toulmin의 논증 도식을 분석의 준거로 사용하였다. 연구 결과 그래핑 계산기의 지오보드는 주어진 조건의 다양한 격자다각형에 대한 넓이를 계산해줌으로써 실험과 관찰의 환경을 조성하고 '자료${\rightarrow}$주장'의 구성과 이의 정당화를 위한 보증, 지지, 한정어, 반박의 논증활동을 유발시키는 도구적 역할을 하였다. 경계점의 수와 내점의 수로 Pick의 공식을 유도할 때 '집단적 논증'의 방식이 나타났으며 교사는 논증활동을 지휘하는 역할, 지식을 판단하는 권위자의 역할을 하였다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제5권2호
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• pp.111-119
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• 2001

Over the years, the benefits of instructional manipulatives in mathematics education have been verified by classroom practice and educational research. The purpose of this paper is to introduce how the instructional material, specifically, geoboard could be used and integrated in elementary mathematics classroom in order to develop student's mathematical concepts and process in terms of the following areas: (1) Number '||'&'||' Operation : counting, fraction '||'&'||' additio $n_traction/multiplication (2) Geometry : geometric concepts (3) Geometry : symmetry '||'&'||' motion (4) Measurement : area '||'&'||' perimeter (5) Probability '||'&'||' Statistics : table '||'&'||' graph (6) Pattern : finding patterns Further, future study will continue to foster how manipulatives will enhance children's mathematics knowledge and influence on their mathematics performance.

• 한국초등수학교육학회지
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• 제15권2호
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• pp.437-461
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• 2011

본 연구는 초등 수학영재들이 'n${\times}$n 격자점에서 정사각형 개수 구하기' 과제를 해결하는 과정에서 나타나는 메타인지 요소를 분석하여 이것이 문제해결과정에 어떻게 서로 상호작용을 하며, 또 메타인지 요소가 문제해결의 성패에 어떤 영향을 미치는 지를 살펴보고자 하였다 이를 위하여 현재 우리나라의 대표적인 3가지 영재교육기관(지역공동영재학급, 교육지원청부설 영재교육원, 대학부설 과학영재교육원)별로 각 1명씩 총 3명(기관의 순서대로 각각 학생 C, 학생 B, 학생 A라 함)을 대상으로 3시간 정도가 걸리는 수업을 연구자가 직접 참여한 관찰과 수업 녹화용 비디오 및 활동지 분석, 그리고 수업 후 면담 등을 통해 질적 사례 연구를 실시하였다.

• 대한수학교육학회지:수학교육학연구
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• 제8권1호
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• pp.137-144
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• 1998

A common geoboard puzzel serves as the point of departure for an investigation that lends itself to whole-group discussion with a class of prospective secondary school teachers. Students are provided with opportunities to devise and carry out problem-solving strategies (called 'heuristics' by Polya); exploit inerrelationships among geometry, arithmetic and algebra; formulate generalizations and conjectures; plan and execute an computational project; construct mathematical arguments to establish theorems; and find counter-examples to dispose of a false conjecture. In recent tears, Eugene F. Krause wrote two papers having the same title except for the numeral In that papers he arrives at an theorem about the sizes of squares with lattice point vertices in the coordinate plane, In this paper we follow a different path genearlization to coordinate 3-space

• 한국수학교육학회지시리즈A:수학교육
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• 제23권1호
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• pp.53-65
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• 1984

Teachers need to provide a variety of learning experiences for pupils in elementary school mathematics. This is necessary due to pupils (a) achieving at diverse levels of accomplishment in the mathematics curriculum. (b) individually possessing different learning styles. The following, among others, can be relevant learning activities to present to pupils: 1. using a selected series of elementary school mathematics textbooks. 2. utilizing the flannel board to guide individual pupil achievement in mathematics. 3. helping pupils attach meaning to learning through the use of markers. 1. guiding pupils in learning by using place value charts. 5. aiding learner achievement through the use of transparencies and the overhead projector. 6. stimulating learner interest in mathematics with the use of selected filmstrips. 7. using graphs in functional situations. 8. helping young pupils to develop interest in numbers by singing songs directly related to ongoing units of study in elementary school mathematics. 9. using the geoboard to help pupils experience the world of geometry. 10. providing drill and practice for pupils so that previous developed learnings will not be forgotten.

• 한국학교수학회논문집
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• 제9권4호
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• pp.575-595
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• 2006

본 연구는 교육대학교의 교육현장에서 '놀이수학' 강의를 실행하고, 이를 통해 예비초등교사와 초등학교 수학교육에 적용할 수 있는 놀이수학에 대해 살펴봄으로써 이들이 초등학교 수학수업을 준비함에 있어 새로운 동기와 흥미를 가질 수 있도록 하는 것을 목적으로 한다. 연구대상으로 선정된 교육대학교 3학년 43명의 학생들은 강의시간을 통해 조작교구와 구체물을 활용한 놀이수학활동을 직접 경험해보고, 이러한 놀이수학의 주제들이 초등학교 수학의 어떤 영역과 학년에서 적용가능한지를 살펴보았다. 또한 초등학교 수학수업에 적용할 수 있는 놀이수학 학습자료를 개발하는 등 예비초등교사로서 이후 수학수업에서 놀이수학을 활용하는데 필요한 기초적인 지식을 다루고자 하였다.