• Research in Mathematical Education
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• v.24 no.3
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• pp.255-278
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• 2021

Proof serves a critical role in mathematical practices as well as in fostering student's mathematical understanding. However, the research literature accumulates results that there are not many opportunities available for students to engage with proving-related activities and that students' understanding about proof is not promising. This unpromising state of instruction of proof calls for a novel approach to address the aforementioned issues. This study investigated an instruction of proof to explore a pedagogy to teach how to prove. The teacher utilized the way of problem posing to make proving a routine part of everyday lesson and changed the classroom culture to support student proving. The study identified the teacher's support for student proving, the key pedagogical changes that embraced proving as part of everyday lesson, and what changes the teacher made to cultivate the classroom culture to be better suited for establishing a supportive community for student proving. The results indicate that problem posing has a potential to embrace proof into everyday lesson.

• Cross-Cultural Studies
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• v.36
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• pp.175-209
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• 2014

This paper reports on a qualitative examining the cross-cultural reasons for student engagement and resistance to critical literacy in a three week summer TESOL MA course that was part of a Korean/American university faculty exchange program. Of particular interest was the unique diversity of the class which consisted of 13 subjects from 9 different nations. Using student and instructor reflective journals, field notes on classroom observations, and the course terminal paper on student's philosophies of education as research corpora, results of the study revealed that students resisted instruction in critical literacy for ideological and epistemological reasons. Nonetheless, the data also showed that while all students resisted some theories in critical literacy, all students nonetheless engaged the course content in meaningful ways.

• Educational Technology International
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• v.10 no.2
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• pp.29-61
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• 2009

The purpose of this study was to design an inquiry supporting tool on wiki based collaborative learning and to investigate the effect of the inquiry supporting tool. Eight design principles were selected and more specified design strategies were made from the literatures. The first system with the first-round design principles was developed and implemented in an actual classroom. After the first field study, researcher found a few drawbacks of the system. The second system was implemented in the classroom again. Finally developed wiki-based inquiry supporting tool system is unique in that it allows instructors to design their own CSCL inquiry activities, and it has intuitive menu tabs showing inquiry learning processes.

• Research in Mathematical Education
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• v.27 no.3
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• pp.409-430
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• 2024

In this paper, we describe a framework developed by synthesizing and combining scholarship from the fields of equity in mathematics education and effective integration of technology in the classroom. This framework allows researchers, educators, and teachers to examine the potential of technology-enhanced mathematics lessons to advance equity along six identified dimensions. We share a case study of a research lesson that applied this framework and implemented technology as an equity lever by allowing students to explore social justice issues using a suite of technology tools. Implications for mathematics teacher educators and researchers are discussed as ways the framework can be used to promote the equitable integration of technology.

• Proceedings of the Korea Air Pollution Research Association Conference
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• 2005.11a
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• pp.150-152
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• 2005

• Proceedings of the Korean Operations and Management Science Society Conference
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• 1999.04a
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• pp.204-206
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• 1999

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.265-276
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• 2016

In this study, modeling pedagogies were employed to re-design and teach the unit of Seasonal Changes in the $6^{th}$ grade science curriculum. The effects of the modeling-based program were investigated in both the conceptual and affective domains using an approach of mixing quantitative and qualitative techniques. The result showed that the students in the modeling-based science inquiry classroom gained a higher mean score in a conceptual achievement test than their counterparts in a traditional science classroom. The number of the conceptual resources activated to explain the causes of the seasons, as well as the types of student explanations developed through the combination of the resources activated, were greater in the modeling-based classroom. The modeling-based science inquiry was also effective in improving student attitudes toward science lessons. It was revealed, however, that the students experienced both positive and negative epistemic feelings during the modeling-based science inquiry. Implications of these findings for science education and relevant research were suggested and discussed.

• Journal of Korean Society of Occupational and Environmental Hygiene
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• v.23 no.3
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• pp.222-228
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• 2013

Objectives: The indoor air quality of newly-built (NC) and remodeled (RC) school classrooms was assessed. The primary aim was to show correlations between volatile organic compounds (VOCs) and formaldehyde (HCHO) pollutant levels. Methods: This study investigated the indoor air concentrations of VOCs and HCHO at 26 sites of newly built and 68 sites of remodeled classrooms located in South Gyeongsang Province between 2010 and 2012. VOCs in the indoor air were determined by adsorbent tube (Tenax TA) and automatic thermal desorption coupled with GC-MS analysis. Target analytes were five VOCs: benzene, toluene, ethylbenzene, xylene, and styrene. HCHO was collected with a 2,4-DNPH cartridge and analyzed by HPLC. Conclusions: This study estimated that indoor VOCs and HCHO concentrations in the classrooms were mainly affected by interior building materials and classroom equipment. For proper indoor air quality in schools, classroom air should be improved through reduction of hazardous materials by adequate ventilation, selecting environmental friendly materials, etc.

• Research in Mathematical Education
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• v.19 no.1
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• pp.81-88
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• 2015

This study used a posttest control group design and to find out differences between students' self-regulated learning strategies in traditional and non-traditional classroom. To this end, 131 first year university students within the experimental and control groups took part in the study. While ICT-based approach was used as the main medium of instruction in the experimental group, in the control group the paper-based traditional method was used. A survey adapted from Davaanyam [Davaanyam, T. (2013). The structural relationships among Mongolian students' attitudes toward mathematics, motivational beliefs, self-regulated learning strategies, and mathematics achievement. Ph. D. Dissertation. Jeonju, Jeonbuk, Korea: Chonbuk National Unversity.] was used to gather the data. The results of the study indicated a significant difference between the control and experimental groups in regard with their self-regulated learning. That is to say, the experimental group taught through ICT tools acquired higher levels of self-regulation as compared with the control group instructed through the traditional teaching method.

• Journal of the Korean Institute of Educational Facilities
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• v.11 no.1
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• pp.5-14
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• 2004

Since 1990s in Korea, elementary school classrooms have been designed toward open education system in pursuit of variety of educational purpose. Also, the architectural designs of schools have been acomplished for individual school not based on the standard design code. The present paper aims to investigate the acoustic environment of existing classrooms and to compare the sound insulation capacity between the ordinary classrooms and the newly built classrooms for open education. The current acoustical situation of elementary classrooms was analyzed using field measurements and questionnaire survey. In order to this, Three elementary schools were selected which were built in 1978, 1996 and 2000 respectively. Room acoustical parameters including Reverberation time(RT), Definition(D50), Speech Intelligibility(RASTI), Transmission loss(TL) and STC were measured in a classroom in each elementary school classroom. Each measurement was undertaken with the windows and doors being open or closed. As the result, it was found that the transmission loss between rooms in open classrooms is, $5{\sim}6dB$ in average, inferior than the ordinary classrooms. The RASTI of 0.70 was measured in newly built classrooms which is better than old classrooms(0.70) and open classrooms(0.73). This was shown as same in the speech definition measurements. This results from the condition of sealing and airtightness of classrooms and floor materials. The results denote that open classrooms have poor acoustic condition in sound insulation and speech intelligibility.