• 한국수학교육학회지시리즈D:수학교육연구
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• 제5권1호
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• pp.25-44
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• 2001

The purposes of this paper are to understand the functions of technology TI92 graphing calculator and to develop some typical examples showing that current Korean secondary school mathematics curriculum can be treated with the technology. This study is consisted with five chapters. In Chapter 1, the background and purposes for this study is described. In Chapter 2, the textbooks developed by Core-plus Mathematics Project to reform mathematics education in the United states are analyzed to find the possibilities for practical uses in mathematics classrooms. In Chapter 3, the functions of TI-92 are analyzed with regard to how they can be applied to mathematics education. In Chapter 4, some examples are developed to show that TI-92 can be used for Korean secondary school mathematics education. Chapter 5 is consisted with summaries of this study and some suggestions for further study.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제10권4호
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• pp.239-258
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• 2006

This study sought to examine preservice teachers' beliefs about their intent to use computers and Internet resources in mathematics classrooms. Also, web-based instruction on topics in elementary school mathematics was used to foster teachers' confidence and competence in using instructional technology, thereby promoting positive attitudes toward use of computers and Internet resources in the mathematics classroom. The results indicated that students who participated in the web-based instructions exhibited a significantly (p < 0.05) better attitude toward using computers and web-based resources in teaching mathematics than did students in the control group.

• 한국콘텐츠학회논문지
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• 제11권9호
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• pp.536-545
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• 2011

본 연구에서는 테크놀로지 활용 이후 교사들의 교육활동을 어떻게 변화시키고 있는지 알아보고자 하였다. 선행연구를 바탕으로 구성된 설문지를 제작 배부하여 311명의 초중등 현직교사로부터 회수하여 탐색적 요인분석을 통해 5개의 요인을 추출하였다. 또한 이러한 요인들이 교사들의 심리 태도적 배경변인인 테크놀로지에 대한 태도와 테크놀로지 유능감에 따라 다르게 나타나는지에 대해서도 분석하였다. 연구의 결과는 학교현장에서 테크놀로지의 활용으로 인해 교사들의 교육활동에 상당한 변화가 일어나고 있음을 나타내주고 있다. 한편 교사들의 테크놀로지 활용교육의 필요성을 인식하는 테크놀로지에 대한 태도보다는 교사 스스로 테크놀로지를 잘 활용할 수 있다는 테크놀로지 유능감에 따라 교육활동의 변화에 대한 차이가 나타났다.

• 한국수학교육학회지시리즈A:수학교육
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• 제44권2호
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• pp.229-264
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• 2005

This thesis is about a comparative study how they use technology in math education in both Korea and U.S.A. The subjects of investigation are the representative math education journals in Korea and America-Mathlove of Korea and Mathematics Teacher of U.S.A. I have chosen and studied contents that is related to technology in the two journals which were published for 10 years from 1995 to 2004. The followings are the theme of the study. Theme 1 (The situation of environment) : I have examined the usage situation of technology in Korea and America, by studying and analysing the rates and types of sentences contained technology in the two journals. Theme 2 (The situation of substances) : By studying and analysing substances and materials of two journals, I have made a study what changes technology of math education in U.S.A and Korea made for math learning contents and materials. Theme 3 (the situation of methods) : I made a study about how technology has affected the methods of teaching and learning math in both Korea and U.S.A by analysing and studying the methods which they have applied to math education.

• 한국컴퓨터정보학회논문지
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• 제22권9호
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• pp.9-16
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• 2017

The course timetabling problem is a problem assigning a set of subjects to the given classrooms and different timeslots, while satisfying various hard constraints and soft constraints. This problem is defined as a constraint satisfaction optimization problem and is known as an NP-complete problem. Various methods has been proposed such as integer programming, constraint programming and local search methods to solve a variety of course timetabling problems. In this paper, we propose an iterative improvement search method to solve the problem based on constraint programming. First, an initial solution satisfying all the hard constraints is obtained by constraint programming, and then the solution is repeatedly improved using constraint programming again by adding new constraints to improve the quality of the soft constraints. Through experimental results, we confirmed that the proposed method can find far better solutions in a shorter time than the manual method.

• International Journal of Advanced Culture Technology
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• 제8권1호
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• pp.199-206
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• 2020

I suggested the design learning environment based on affordance concept approach for supporting and improving learners' behavior and outcome for convergent design education in this study. The design learning space should be applied teaching and learning activity, especially learners' behavior, physical space condition to support the design thinking process. The design learning space needs openness, individuality and connectivity to support the learners' behavioral to immerse, participate, cooperate, understand, think and fulfill the design thinking process. The composition principles of the learning environment for convergent design education supports communication and collaboration among members for independence and interaction. The spaces for design research and teaching needs high privacy while facilitating visual communications through special materials and wall structure design. Also, for connectivity to improve the learners' physical and visual contact, the environment of the classrooms requires flexibility and mobility by providing an open space integrating unit cells for realizing learning purpose. These are provided by formed of an open structure for inducing visual communication and physical contact to involve the design activities and the mutual interchange.

• 교육시설
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• 제7권1호
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• pp.57-66
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• 2000

Learning for educating creative thinking and problem solving abilities and for future-oriented method should have appropriate laboratory, experimental equipments and appliances. Technology laboratory model pertinent to experiment or activity for educating creative persons is suggested in the following : (1) It is considered that many problems of current education result from an overcrowded classes. The number of students per laboratory should be $30{\sim}40$ persons. (2) There should be sufficient activity spaces for students. Unlike normal classrooms laboratory should have various tools and materials, information, facility and equipment. (3) Flexible activity spaces for various activities should be provided for groups and individuals. (4) Safety facilities should be provided sufficiently. (5) Learning experiences of collection, analysis and utilization of information should be given. (6) Laboratories should be designed to be a place for self-propelled learning. They should be designed to be able to learn by individuals and small groups after taking into consideration the individual differences as students differ in interest, curiosity and ability.

• 공학교육연구
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• 제15권6호
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• pp.34-42
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• 2012

Problem solving by homework assignment is a process of practicing what were discussed in classrooms and thus is considered as an essential part of learning procedure in engineering education. We introduced the concept of cooperative learning, Student Teams-Achievement Division(STAD), to improve the students' learning efficiency by in-class problem solving. The instructor explained fundamental concepts, and lecture materials were handed out to compensate for the time of in-class team activity. Brief tests were given after every chapter, and team-based additional credits were given for the improvement comparing the average of previous tests of each student. This attempt of modified STAD was evaluated to have brought about a significant improvement in students' academic achievement, in addition to activating classroom atmosphere.

• 조명전기설비학회논문지
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• 제30권1호
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• pp.8-13
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• 2016

Public institutions should replace their luminaires with LED lighting by 2020 to save energy. Because the LED lighting installation rate in schools has not yet reached the legal goal, the ESCO program feasibility was investigated. The amount of electricity used, electric rates, times of use in classrooms and fluorescent lighting maintenance costs etc., as well as the elements of lighting maintenance were analyzed. In the case of schools, the lamp usage time was so short that the ESCO projects with only energy savings were impossible. In order to execute the ESCO projects, the maintenance cost savings by replacing an existing luminaire should be considered and the introduction of the relatively cheaper tube type LED lamp than the flat type LED luminaire was required.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권2호
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• pp.83-97
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• 2019

Science, Technology, Engineering, and Mathematics (STEM) education has been at the forefront of K-12 curricula in the technology-rich 21st century, with emphasis on how these fields reinforce each other in preparing students for a dynamic future. However, there is a need for greater attention to STEM education research in the mathematics education community, in particular to pedagogical approaches that facilitate integrating the mathematics component of STEM education. Toward this end, the authors report the outcomes of a Project-based Learning (PBL) unit in which upper elementary students integrated STEM elements by researching, crafting, testing, and evaluating kites they created by applying scientific knowledge of aerodynamics and mathematical knowledge of polygons, surface area, graphs, and data analysis. This unit, which the authors developed, implemented, and assessed, demonstrates how STEM subjects and in particular mathematics can be effectively integrated in upper elementary school classrooms through PBL.