• 대한수학교육학회지:학교수학
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• 제4권2호
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• pp.147-160
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• 2002

The purpose of this study is to examine the The correlation between information processing types and mathematical communication abilities / word problem solving abilities. The results obtained are as follows: 1 Simultaneous/continuous information process types showed statistically high correlation with mathematical communication abilities. However, the correlation between simultaneous information process and mathematical communication abilities is a little higher than the correlation between continuous information process and mathematical communication abilities. 2. There is a high correlation between mathematical communication abilities and word problem solving abilities. Especially, speaking ability is much more correlated with four factors of word problem solving than reading, writing and listening, Through this study, we can conclude that information process types should be consider ed in order to improve mathematical communication abilities and mathematical communication abilities is essential in word problem solving.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제2권2호
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• pp.133-144
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• 1998

We examined two kinds of problem posing, 'problem making' and 'problem modifying' to find which one is more effective for improving mathematical problem solving ability according to the student's learning-levels and sexes. The results showed that 'problem making' is more effective for high and middle-level groups than 'problem modifying'. There was no big difference according to the sexes. These facts implies that making a problem when a situation was presented is more effective to develop problem solving ability than modifying a problem ： modifying some conditions and contents of given problem.

• 한국보육지원학회지
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• 제13권6호
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• pp.69-86
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• 2017

Objective: This study was conducted to investigate the effects of small-group arithmetic word problem activities with concrete materials on 5 year old children's mathematical ability and attitude. Methods: A total of 34 five-year-old children (control group 16 children, experimental group18 children) attending two kindergartens in P city participated in this study. Fifteen small-group arithmetic word problem activities with concrete materials were conducted in the classroom of the experimental group twice a week for eight weeks. Before and after the activities, all the participants individually took a basic arithmetic test, mathematical word problem solving test, and mathematical attitudes test. Results: First, we observed that the children in the experimental group achieved significantly higher scores on the mathematical ability tests, including the basic arithmetic test and mathematical word problems solving test when compared to the children in the control group. Second, we also found that children in the experimental group showed higher improvement in the mathematical attitudes test than their counterparts. Conclusion/Implications: The results of this study suggest that small-group arithmetic word problem activities with concrete materials are effective in improving children's mathematical ability and attitudes.

• 한국수학교육학회지시리즈A:수학교육
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• 제48권2호
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• pp.183-190
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• 2009

This is a following study of the preceding study, Flexibility of mind and divergent thinking in problem solving process that was performed by Choi & Do in 2005. In this paper, we discuss the relationship between ability to shift a viewpoint and insight into invariance, another major consideration in mathematical creativity, in the process of mathematical problem solving.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제23권2호
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• pp.429-459
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• 2009

실행연구는 연구자가 문제의식을 가지고 실제를 개선하고 자신의 전문적 지식을 향상시켜 나가는 연구이다. 본 연구는 학생들이 학교와 가정에서 수학을 많이 접함에도 불구하고 수학적 문제해결력이 낮고 실생활에 적용시키는 수학적 이해력이 부족하다는 문제점을 인식한 교사가 학생들의 수학적 이해력을 높이고 교사 자신의 수학 교수법을 계발하려 데서 출발하였다. 본 연구를 실행한 교사는 수학적 지식을 적용할 수 있는 문제 상황을 학생들 스스로가 잦아보게 하여 수학을 실생활에 적용할 줄 알고 수학과 친숙해지도록 하는 수학적 이해력을 신장시키기 위한 방안으로 상황중심의 문제해결 모형을 고안하였다. 본문에서는 교사가 연구자가 되어 학생들의 이해를 촉진시키기 위하여 개발한 상황중심의 수업 모형을 설명하고, 이를 적용하는 과정과 수업의 반성을 통해서 얻은 연구자의 성찰적 지식을 정리하였다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제35권3호
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• pp.277-293
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• 2021

본 연구는 초등학생을 대상으로 개방형 문제해결학습을 진행하였을 때 학생들의 수학적 창의성과 수학적 태도에 대해 어떤 영향을 미치는지 알아보기 위한 것이다. 이를 위해 서울 시내 초등학교 6학년 학생들을 대상으로 9차시의 개방형 문제해결학습을 진행한 뒤 I-STATistics를 활용하여 사전 사후 t-검정하여 결과를 분석하였다. 연구 결과, 개방형 문제해결학습은 수학적 창의성 신장에 효과가 있었고, 특히 창의성의 하위 요소인 유창성에는 유의미한 결과가 없었지만, 융통성, 독창성 신장에 효과가 있었다. 또한, 개방형 문제해결학습은 수학적 태도 향상에 도움이 되며 특히 하위 요인 중 수학적 태도, 인정욕구, 동기 향상에 효과가 있었다. 그리고 개방형 문제해결학습에서 학생들은 다양한 반응을 공유하고 생각을 확장할 수 있었다. 연구 결과를 토대로 학교 현장에서 개방형 수학 문제해결을 활용을 위한 양질의 자료 개발 및 교사 연수를 지속할 필요가 있음을 제안하였다.

• East Asian mathematical journal
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• 제34권4호
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• pp.429-449
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• 2018

The purpose of this study is to investigate how the mathematical creativity of middle school mathematical gifted students is represented through the process of problem posing activities. For this goal, they were asked to pose real-world problems similar to the tasks which had been solved together in advance. This study demonstrated that just 2 of 15 pupils showed mathematical giftedness as well as mathematical creativity. And selecting mathematically creative and gifted pupils through creative problem-solving test consisting of problem solving tasks should be conducted very carefully to prevent missing excellent candidates. A couple of pupils who have been exerting their efforts in getting private tutoring seemed not overcoming algorithmic fixation and showed negative attitude in finding new problems and divergent approaches or solutions, though they showed excellence in solving typical mathematics problems. Thus, we conclude that it is necessary to incorporate problem posing tasks as well as multiple solution tasks into both screening process of gifted pupils and mathematics gifted classes for effective assessing and fostering mathematical creativity.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제8권2호
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• pp.81-93
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• 2004

This study investigated three preservice teachers' mathematical problem solving among hand-in-write-ups and final projects for each subject. All participants' activities and computer explorations were observed and video taped. If it was possible, an open-ended individual interview was performed before, during, and after each exploration. The method of data collection was observation, interviewing, field notes, students' written assignments, computer works, and audio and videotapes of preservice teachers' mathematical problem solving activities. At the beginning of the mathematical problem solving activities, all participants did not have strong procedural and conceptual knowledge of the graph, making a model by using data, and general concept of a sine function, but they built strong procedural and conceptual knowledge and connected them appropriately through mathematical problem solving activities by using the computer technology.

• 아동학회지
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• 제21권4호
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• pp.227-241
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• 2000

This study investigated the effectiveness of mathematical activities based on picture books for the development of children's problem-solving performance. Subjects were 72 children divided in two groups of 36 each; one group had mathematical activities based on picture books and the other group had of pencil-and-paper tasks. The problem-solving performance was measured in terms of the test by Ward(1993) with a few modification for pretest and posttest. Mathematical activities were performed 12 times over a 6 week period. The data was analyzed by Analysis of Covariance(ANCOVA). The group taught by picture books significantly improved mathematical problem-solving performance.

• 한국수학사학회지
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• 제25권2호
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• pp.71-95
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• 2012

현재 수학교육에서 큰 흐름을 이루고 있는 수학적 모델링, 수학화, 문제해결을 살펴보았다. 먼저, 1990년대 이후 수학교육에서 활발히 연구되기 시작한 수학적 모델과 수학적 모델링을 살펴보았다. 그리고 1970년대 Freudenthal가 주장한 수학화를 분석하여 수학적 모델링과 비교분석하였다. 또한, 1980년대 이후 수학교육의 중심이 된 문제해결도 살펴보고, 이를 수학적 모델링과 비교분석하였다.