• 한국학교수학회논문집
• /
• 제25권3호
• /
• pp.225-241
• /
• 2022

본 연구의 목적은 예비교사들이 함수 개념을 도입하는 수업을 설계할 때 함수 개념의 어떤 측면을 강조하여 지도하는지를 분석하여 제시하는 것이다. 이를 위해 예비교사 중 한 명의 발표자(예비교사 A)가 수행한 가상 수업과 동료 예비교사 10명(예비교사 A1~A10)이 이 수업에 대해 반성한 내용을 분석하였다. 그 결과, 예비교사들은 과정과 대응의 관점으로 함수 개념을 도입하는 것이 우세하였고, 변화와 종속성 관점으로 도입하는 경우는 극히 드물었다. 또한 예비교사들이 함수 도입에서 강조하는 측면은 상황·언어적 표현, 표, 그래프, 식, 그림 등과 같이 함수를 표현하는 양식과 밀접하게 관련됨을 확인하였다. 이러한 결과는 2015 개정 교육과정에 제시된 종속적인 변화 관계에 기반하여 함수 개념을 도입하기 위한 예비교사 교육 및 연구에 시사점을 제시하는 하나의 경험적 근거자료가 될 것으로 사료된다.

• 디지털산업정보학회논문지
• /
• 제9권3호
• /
• pp.39-48
• /
• 2013

Ontology has an important role in semantic web to construct and query semantic data. When system make changes to ontologies, questions arise about versioning of these changes. Applying this changes on a dynamic environment is even more important. To apply these changes, change specification method is needed. Early studies show RDF-based syntax for the operations between old and new ontologies. When several ontology versions can be used for some query, if possible, using possible newest version ontology with prospective use is best way to process the query. Prospective use of ontology means using a newer version of an ontology with a data source that conforms to a more recent ontology. In this paper, for prospective use of ontology version, structure of change specification of class and property through several ontology versions is proposed. From this, efficient adaptive ontology version selection for a query can be possible. Algorithm for structure of version transition representation is proposed and simulation results show possible newest version number for queries.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제13권2호
• /
• pp.75-90
• /
• 2009

There are concepts in calculus which are difficult to teach and learn. One of these concepts is integration. However, problem posing has not yet received the attention it deserves from the mathematics education community. There is no systematic study that deals with teaching of calculus concepts by problem posing oriented teaching strategy. In this respect this study investigated the effect of problem posing on students' (prospective teachers') academic success when problem posing oriented approach is used to teach the integral concept in Calculus-II (Mathematics-II) course to first grade prospective teachers who are enrolled to the Primary Science Teaching Program of Education Faculty. The study used intervention-posttest experimental design. Quantitative research techniques were employed to gather, analyze and interpret the data. The sample comprised 79 elementary prospective science teachers. The results indicate that problem posing approach effects academic success in a positive way and at significant level.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제42권5호
• /
• pp.647-672
• /
• 2003

This study sought to determine the impact of the graphing calculator on prospective math-teachers' mathematical thinking while they engaged in the exploratory tasks. To understand students' thinking processes, two groups of three students enrolled in the college of education program participated in the study and their performances were audio-taped and described in the observers' notebooks. The results indicated that the prospective teachers got the clues in recalling the prior memory, adapting the algebraic knowledge to given problems, and finding the patterns related to data, to solve the tasks based on inductive, deductive, and creative thinking. The graphing calculator amplified the speed and accuracy of problem-solving strategies and resulted partly in students' progress to the creative thinking by their concept development.

• 수산해양교육연구
• /
• 제25권2호
• /
• pp.307-320
• /
• 2013

The purpose of this study is to inquire into present conditions and problems of current performance test and to try to come up with a fundamental alternative of it. Eventually, the studies of performance test so far can be labelled 'prescription' as a prospective approach. On the contrary, the fundamental alternative can be labelled 'understanding' as a retrospective approach. It can be seen that these 'prescription' and 'understanding' do not separate but represent both extreme ends of problem-solving.'Prescription' exists for 'understanding' and the latter can be acquired through the former. Just under this assumption, it can be accepted that 'prescription' as a prospective approach of performance test is an inevitable measure to achieve the purpose of it. However, the ultimate purpose of 'prescription' should proceed to 'understanding' as a retrospective approach.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제18권1호
• /
• pp.55-74
• /
• 2014

This study examined the potential teaching strategies of prospective elementary teachers and their perceptions of the procedural/conceptual nature of examples. Fifty-four prospective teachers participated in this study, engaging in two-phase tasks. Analysis of data indicated that: (a) Overall, the participants' perceptions were geared toward putting emphasis on conceptual understanding rather than procedural understanding; but (b) Generally, procedure-oriented strategies were more frequently incorporated in participants' potential teaching plans. This implied that participants' preconceived ideas regarding math examples were not always reliable indicators of their potential teaching strategies. Implications and suggestions for mathematics teacher preparation are discussed.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제18권1호
• /
• pp.1-29
• /
• 2014

When taught the precise definition of ${\pi}$, students may be simply asked to memorize its approximate value without developing a rigorous understanding of the underlying reason of why it is a constant. Measuring the circumferences and diameters of various circles and calculating their ratios might just represent an attempt to verify that ${\pi}$ has an approximate value of 3.14, and will not necessarily result in an adequate understanding about the constant nor formally proves that it is a constant. In this study, we aim to investigate prospective teachers' conceptual understanding of ${\pi}$, and as a constant and whether they can provide a proof of its constant property. The findings show that prospective teachers lack a holistic understanding of the constant nature of ${\pi}$, and reveal how they teach students about this property in an inappropriate approach through a proving activity. We conclude our findings with a suggestion on how to improve the situation.

• 한국경영과학회:학술대회논문집
• /
• 한국경영과학회 2004년도 추계학술대회 및 정기총회
• /
• pp.395-398
• /
• 2004

It is effective and desirable for a proper customer relational management(CRM) to send an email of product sales' advertisement bills for the prospective customers rather than to send spam mails for non specific customers. This study identifies the prospective customers with high probability to buy the specific products using Artificial Neural Network(ANN) and Induction Rule(IR) technique. We suggest an integrated model, IRANN of ANN and IR of decision tree program C5.0 and, also compare and analyze the accuracy of ANN, IR, and IRANN each other.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제22권3호
• /
• pp.203-222
• /
• 2019

Despite its importance when it is employed in classrooms, scaffolding is limited in the classrooms. Many researchers have focused on contingent teaching, which is the first component of scaffolding. Given a lack of research on contingent teaching with prospective teachers (PSTs), this paper explores how PSTs intend to do contingent teaching in small groups when they engage in mathematics teaching. Building on research on contingent teaching, I analyzed 26 PSTs' written responses to scenarios in an online open-ended survey. The focus of the analysis was on how the PSTs would do contingent teaching that might support students to learn the subject matter. I present findings in relation to what the PSTs' responses showed in relation to contingent teaching with the subject matter. The findings will be discussed along with implications.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제23권4호
• /
• pp.219-233
• /
• 2020

Teachers' intervention in small groups is a research area that needs more research attention. Ehrenfeld and Horn (2020) identified teachers' group work monitoring routines that consist of four recurrent talk moves: 1) Initiation, 2) Entry, 3) Focus, and 4) Exit. To better understand prospective teachers' (PTs) intervention in small groups in mathematics classrooms, I investigated how PTs' intervention actions and purposes are related to the monitoring routines, particularly, in terms of Focus moves. I analyzed 26 PTs' responses to four written scenarios, each of which depicts interactions among students in a small group. I identified 1) types of PTs' math talk, 2) types of PTs' non-math talk, 3) types of intervention purposes, and 4) patterns of intervention actions and purposes by scenario. This study contributes to understanding PTs' intervention actions and purposes in mathematics instruction.