• Journal of the Korean School Mathematics Society
• /
• v.8 no.1
• /
• pp.19-33
• /
• 2005

In this paper, we analyzed the qualitative data which collected from the inquiry learning situation on small group using TI-92 graphing calculator. From the analysis, we found the followings: First, TI-92 graphing calculator promote the mathematical communication between students or students and teacher on the small group inquiry learning process through it be a role of catalyzer to make opened atmosphere. Second, TI-92 graphing calculator give a chance to students to explore the advanced mathematical relations through it provide the new learning environment relate to the visual imagery.

• Journal of Elementary Mathematics Education in Korea
• /
• v.14 no.3
• /
• pp.701-722
• /
• 2010

Students have to investigate, experiment and inquire using the manipulative materials and real-world thing for studying Geometry. Manipulative materials activities encourage to understand mathematical concept and connection of symbol. Experiment activities using the computer focused the student's intuitive and inquisitive activities because of visualization of an abstract mathematics concept. This study developed a workbook through the use of manipulative materials and computer for operating and experimenting, and suggested a method for inquiry of geometrical properties and proved an effect. Manipulative materials-experiment activities was proven effective to middle level and lower level students in understanding the geometrical properties, and was proven effective to high level and lower level students when it comes to mathematical communication ability. When students operate, at first, they have to know about the feature and information of the materials, and the teacher has to make an elaborate plan and encourages the students to discuss about this.

• The Mathematical Education
• /
• v.56 no.1
• /
• pp.41-62
• /
• 2017

The purpose of this study is to propose the possibility of integrating creativity and character education and its need in mathematics education by developing and validating a testing tool assessing students' perceptions of mathematical creativity and character. For this purpose, we developed sixty questions in total to extract factors of mathematical creativity and character based on a literature review. Then, questionnaire data were collected for 1258 middle school students. After the collected data were randomly divided into two (n1=615, n2=643), the first group of data was used for exploratory factor analysis and the second one was employed for confirmatory factor analysis. As a result, 45 problems showing nine factors were extracted. The cognitive components of creativity includes divergent thinking, convergent thinking, imagination/visualization, and reasoning, whereas its affective components are interest, motivation, and openness. The character components contain participation, communication, responsibility, and promise. In addition, it is concluded that the developed testing tool, in which character in the model of this study impacts creativity meaningfully, has a measurement consistency which is not affected by gender and grade differences. These results have implications for a guide to curriculum development promoting creativity and character at school by showing objective and practical foundations of helping how to integrate creativity and character education.

• Journal of Digital Convergence
• /
• v.14 no.10
• /
• pp.53-60
• /
• 2016

This study investigated the effect of visual mathematics education using smartphones and immediate feedback through SNS on students' understanding of basic mathematical concept and academic achievement at the tertiary level. Researchers analyzed the test results of 214 students' mid-term and final examination in 4 classes consisted of 16 weeks' classes with two hours per week. Also their 30 questionnaire survey results were analyzed. The result reveals that classes using smartphones promoted understanding mathematical concepts and induced students' motivation and affirmative reaction. This study implies that an appropriate use of technology will support dynamic visualization of mathematical modeling and its interpretation, which enables students' active participation and deeper understanding.

• Journal of Elementary Mathematics Education in Korea
• /
• v.24 no.1
• /
• pp.151-168
• /
• 2020

The use of software is effective in developing mathematical understanding that provides mathematical problems and ensures mathematical communication. In particular, various software may provide all of the skills and conceptual activities students need to understand mathematical concepts. Based on these arguments, I analyze domestic prior studies based on the perspective of how the shape education using software affects mathematics learning. Based on the five categories of visualization, manipulation, cognitive tools, discourse promoters, and ways of thinking, domestic studies have shown that the number and categories of research related to shape education using software are limited. In addition, it was confirmed that previous studies in South Korea have been focused on the application of software rather than analysis of the changing aspects of learners' mathematics learning. These implications might be used as a basis for setting the direction of research on mathematics education related to the education of software utilization in the future.

• Communications of Mathematical Education
• /
• v.36 no.3
• /
• pp.335-353
• /
• 2022

The purpose of this study is to identify the characteristics and types of errors in the conceptual image of Korean language learners according to the types of terms in mathematics that are the basis for solving mathematical word problems, and to prepare basic data for effective teaching and learning methods in solving the word problems of Korean language learners. To do this, a case study was conducted targeting four Korean language learners to analyze the specific conceptual images of terms registered in curriculum and terms that were not registered in curriculum but used in textbooks. As a result of this study, first, it is necessary to guide Korean language learners by using sufficient visualization material so that they can form appropriate conceptual definitions for terms in school mathematics. Second, it is necessary to understand the specific relationship between the language used in the home of Korean language learners and the conceptual image of terms in school mathematics. Third, it is necessary to pay attention to the passive term, which has difficulty in understanding the meaning rather than the active term. Fourth, even for Korean language learners who do not have difficulties in daily communication, it is necessary to instruct them on everyday language that are not registered in the curriculum but used in math textbooks. Fifth, terms in school mathematics should be taught in consideration of the types of errors that reflect the linguistic characteristics of Korean language learners shown in the explanation of terms. This recognition is expected to be helpful in teaching word problem solving for Korean language learners with different linguistic backgrounds.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.19 no.5
• /
• pp.1207-1212
• /
• 2015

In this paper, we propose three-dimensional (3D) visualization and recognition techniques of micro-objects under photon-starved conditions using photon counting integral imaging microscopy. To capture high resolution 2D images with different perspectives in the proposed method, we use Synthetic Aperture Integral Imaging (SAII). Poisson distribution which is mathematical model of photon counting imaging system is used to extract photons from the images. To estimate 3D images with 2D photon counting images, the statistical estimation is used. Therefore, 3D images can be obtained and visualized without any damage under photon-starved conditions. In addition, 3D object recognition can be implemented using nonlinear correlation filters. To prove the usefulness of our technique, we implemented the optical experiment.

• Journal of the Korean School Mathematics Society
• /
• v.15 no.3
• /
• pp.565-584
• /
• 2012

This study investigates how the GSP helps gifted and talented students understand geometric principles and concepts during the inquiry process in the generalization of the internal triangle, and how the students logically proceeded to visualize the content during the process of generalization. Four mathematically gifted students were chosen for the study. They investigated the pattern between the area of the original triangle and the area of the internal triangle with the ratio of each sides on m:n respectively. Digital audio, video and written data were collected and analyzed. From the analysis the researcher found four results. First, the visualization used the GSP helps the students to understand the geometric principles and concepts intuitively. Second, the GSP helps the students to develop their inductive reasoning skills by proving the various cases. Third, the lessons used GSP increases interest in apathetic students and improves their mathematical communication and self-efficiency.