• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제20권1호
• /
• pp.31-38
• /
• 2016

WHAT we teach, and HOW students experience it, are the primary factors that shape students' understanding and beliefs of what mathematics is all about. Further, students pick up their sense of mathematics from their experience with it. We have seen the results of the approach to "break the subject into pieces and make students master it bit by bit. As an alternative, we strive to create a teaching environment in which students are DOING mathematics and thereby engender selected aspects of "mathematical culture" in the classroom. The vehicle for doing this is the so-called Japanese Open-ended approach to teaching mathematics. We will discuss three aspects of the open-ended approach - process open, end product open, formulating problems open - and the associated approach to assessing learning.

• International journal of advanced smart convergence
• /
• 제5권2호
• /
• pp.8-17
• /
• 2016

Scratch-based programming has come to be known as an effective programming tool because of its graphic instruction modules, which are designed to be assembled like the famous LEGO building blocks. These building block-like structures allow users to more easily program applications without using other more difficult programming languages such as C or Java, which are text-based. Therefore, it poses a good opportunity for application in educational settings, especially in primary schools. This paper presents an effective approach to developing an educational robot for use in elementary schools. Furthermore, we present the method for scratch programming based on the external modules need for the implementation of robot motion. Lastly, we design a systematic curriculum, titled "Play with a Robot," and propose guidelines to using the educational programming language Scratch.

• 대한수학교육학회지:수학교육학연구
• /
• 제9권1호
• /
• pp.295-309
• /
• 1999

The primary purpose of this study is to investigate problems with the current mathematics textbook. According to a survey, the following were the findings: Textbook is only a tool-book for introducing mathematical facts. It is a unique book for all students possessing different level of mathematical ability. There is difficulty in teaming math using technological devices and in activating(mental and concrete) manipulative activities. There is difficulty in communicating while doing mathematics. There is lack of defined and developed layout of textbook, et. al. It can be however found that these problems can be solved to some degrees, when mathematics textbook is developed based on constructivism. Recently, in mathematics education, it has been gradually emphasized that constructivism can be powerful in teaching and learning mathematics. There are however some difficulties in developing mathematics textbooks to reflect constructivism, such as to fill the gap between the contents written in the national curriculum determined in advance and the contents which students construct psychologically or socially in mathematics class.

• 한국수학사학회지
• /
• 제28권4호
• /
• pp.191-204
• /
• 2015

The reason of the confusion of learners about the logic concepts such as implication, necessary condition and sufficient condition can be analyzed from the point of view of history of logic, discrepancy between ordinary language and formal logic, and reification which occurs in the process of cognition of discursive object and also indicates the necessity of a research. This study analysed the difficulties related to study and implication concept and attempted to the reflection of textbook and curriculum. Not that ordinary language makes the introduction of formal language easier, but that this study discussed the possibilities ordinary language intervenes the learning of formal language. This study additionally intended to understand learning difficulties of concrete subjects, abstract subjects and the gap between primary object and discursive object by understanding the process of sagging, encapsulating and reifying.

• 한국수학교육학회지시리즈C:초등수학교육
• /
• 제12권2호
• /
• pp.99-115
• /
• 2009

2007 개정 수학과 교육과정 중 두드러진 특징 중 하나는 의사소통의 강조이다. 의사소통은 단지 학생들의 의견을 청취하는 것이 아니다. 즉, 의사소통과 발표는 구분되어야 한다. 본 고에서는 의사소통이 원활이 이루어지는 교실문화 형성을 위해 교사에게 요구되는 교수 학습 실제에 대해서 논의하였다.

• 교육시설
• /
• 제6권2호
• /
• pp.41-54
• /
• 1999

The objective of this study is to propese a model of elementary school whih reflects the goal of the 7th Reform in Primary & Seconday School Curriculum and attracts prtvate investment through Seokwang elementaey snhool in Seosan. The chief concept of architectural planning on this school is brought out by the analysis of the 7th Reform which pursues a self-regulative and initiative education. Based on this analysis, a proper dimensions of each space are proposed and a new model of elementary school which includes zoning by grade in grouping of the classrooms and outdoor spaces is proposed. As there is no domestic example of the elementary school complex with attraction of private investment in public schools, the matters which must be consideed in planning of this complex are unvectigated, and actual plan for Seokwang elementary school is proposed.

• 영어어문교육
• /
• 제15권2호
• /
• pp.245-259
• /
• 2009

The purpose of this study was to investigate English teachers' perceptions about doing their own action research to find out the benefits of involvement in action research. I believe that teachers should engage in curriculum research and development because it relates to their own classrooms and because a primary aim for teacher education program is to give teachers ways of exploring their own classrooms. I focused on 17 graduate students who had undertaken action research during the fall semester of 2007 and administered a questionnaire about their perceptions of doing action research. The results revealed that their perceptions of doing action research fell into the following two categories, positive and negative aspects. For positive aspects, they experienced a sense of personal and professional growth and they underwent identity transformation from passive, etic-oriented, and uncritical to active, emic-oriented, and critical teachers. However, many of them expressed that major obstacles to doing action research were time constraints and lack of skills or training in conducting action research. Thus, it is suggested that both pre- and in-service teachers should consider conducting a language teaching diary study, doing collaborative action research, and acquiring all the necessary skills for conducting action research.

• 인문언어
• /
• 제1권2호
• /
• pp.221-228
• /
• 2001

This article criticizes Professor Nam-Sik Park's understanding and proposals on the educational implementation of English Linguistcs in Korea. First of all, this article claims that 'studying English' cannot be the primary goal of 'doing English linguistics', arguing that the curriculum related to the English linguistics should not be altered on the basis of the practical use of English linguistics. The article furthermore criticizes Professor Park's narrow view on the 'practicalism'. Criticism is also addressed to Professor Park's undesirable and unduly clear-cut dichotomy on 'data' versus 'theory', 'subject' versus 'object', 'theoretical linguistics' versus 'applied linguistics', and 'English linguistics' versus 'linguistics', while the author's fundamental emphasis is given to the idea that humanistic understanding of English language is neccessary for proper and extensive comprehension and application of English linguistics in Korea.

• 디지털콘텐츠학회 논문지
• /
• 제8권4호
• /
• pp.607-613
• /
• 2007

Current changes in the written language curriculum have lead to emphasis being placed on the process involved in writing rather than the product. Writing is being viewed as a means of exploration, with text being manipulated in revision until a clear message is conveyed. This study focuses on the use of the computer in written language, as a tool to facilitate learning, increase interaction and alter children's attitudes. Some children from a local primary school participated in a project which gave them access to a computer and guidance during the process of revision. Evaluation of this study showed a two-fold effect. Firstly the writing behaviors of the children developed with their increased involvement in the process. For example, the children began to read what they had written thereby independently evaluating the content. Secondly, arising from this, as a sense of control over their writing was gained the children's attitudes towards writing became more positive.

• 한국수학교육학회지시리즈C:초등수학교육
• /
• 제9권1호
• /
• pp.11-29
• /
• 2005

Discrete mathematics is as important as it was reformed as an optional subject in the middle school and high school in the 7th national curriculum. There are a lot of studies about discrete mathematics in the middle course but studies about it in elementary course has little performed. Therefore, the purpose of this paper is to analyze the concept of discrete mathematics, which is hidden in the mathematics textbook of elementary school and to develop the learning materials of discrete mathematics. Through this, it would make the students to have the sharp insight in their daily lift and mathematical experience by learning: the mathematical inquiry and adaptation.