• 한국수학교육학회지시리즈E:수학교육논문집
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• 제23권3호
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• pp.785-801
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• 2009

본 연구에서는 제7차 수학과 교육과정 10-나 삼각함수 단원에서 구체적 조작물과 실험을 이용한 건물의 높이 너비를 측정하는 체험수학 활동을 통하여 학생들이 수학수업에 흥미를 갖고 수학의 필요성을 느낄 수 있는 방안을 제시하였다.

• 대한수학교육학회지:학교수학
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• 제1권2호
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• pp.547-554
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• 1999

This paper gives an example of experimental mathematics education which leads students to understand logically the problem of finding gold from doing some experiments.

• 한국학교수학회논문집
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• 제4권1호
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• pp.29-36
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• 2001

This paper gives an example of experimental mathematics education which leads students to understand logically the problem of Fractal and Infinity.

• 한국학교수학회논문집
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• 제5권2호
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• pp.47-57
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• 2002

The purpose of this study is to investigate the effects of a mathematics basis underachiever program on a mathematics achievement and mathematics attitudes. For this investigation, twenty eight-grade students as an experimental group were trained in a mathematics basis underachiever program by trained teachers in a middle school classroom for a period of 8 weeks. Twenty eight-grade students in another middle school, serving as a control group. Both groups were given a pretest and a posttest to check the mathematics achievement inspection tool(Likert-type Mathematics Attitude Survey; LTMAS) and a mathematics attitude inspection tool(KEDI, 2001). In the analysis of data Frequencies, percentiles, t-test were used. The results of the study are summarized as follows; First, the results showed that the experimental group demonstrated significantly higher differences than the control group in the mathematics achievement components of inequality equation, figure area and the whole in a mathematical achievement(p<.05). Second the results showed that the experimental group demonstrated significantly higher differences than the control group in the mathematics attitude components of positive mathematics attitude, negative mathematics attitude and the whole in a mathematical attitude(p<.05).

• 대한수학교육학회지:학교수학
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• 제2권1호
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• pp.145-164
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• 2000

The purpose of this study is to investigate the effect of NIE instruction in learning mathematics. There are two groups. The one group is an experimental group which is assigned to use NIE in learning mathematics for 10 weeks. The other group is a controlled group which is received only ordinary teaching methods. The results of this study are as follows. 1. There is no significant difference in learning achievement between the experimental group and the controlled group in significant level 0.05. 2. There are some difference in mathematical disposition between two groups. That is, the students of experimental group learned NIE are not changed in mathematical disposition. However, the other group takes on negative attitude in a mathematical disposition. Considering that as the students go up higher grade, their mathematical disposition become negative, using NIE in mathematics education is valuable to prevent the negative disposition to the mathematics. 3. There are some difference between two groups in the open-ended problem test in significant level 0.05. Although using NIE has little effects in the ordinary test methods, NIE has some effects in the test which require communication ability.

• 대한수학교육학회지:수학교육학연구
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• 제9권1호
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• pp.333-350
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• 1999

The purpose of this study is to define performance assessment of mathematics, to make a model of performance task of mathematics for the first grade middle school students in higher group, to examine validity and reliability of performance task and to investigate the effects on the students' achievement and attitude. It first defines performance assessment and exanmines its main features and scoring methods. Based on these, nine performance assessment tasks and scoring criteria were designed for the first grade middle school students in higher group. The validity of performance tasks were examined by experts. The loaming achievement and mathematical attitude test between two groups were performed as pre and post test. The thinking of students about performance assessment was investigated by attitude survey. The results of this study are as follows: First, the validity of the performance tasks is very high. Second, The control group. Forth, there is a difference in student's attitude about mathematics between scorer reliability was high due to the scorer training. Third, there is little difference in teaming achievement between experimental and experimental and control group in 5% meaningful levels. That is, student's of both groups attitude about mathematics comes negatives, but the width of change of negative attitude in experimental group is less than control group. In the trend of negative attitude of mathematics as grade comes higher, this results showed that performance assessment of mathematics had positive influence on attitude of mathematics. The result of survey about mathematical performance assessment experience showed that students have positive attitude to performance assessment and recognized effectiveness of the performance assessment of mathematics.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• 제26권4호
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• pp.333-342
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• 2022

In this paper, we perform a direct comparison study of real experimental data for domain rearrangement and the Cahn-Hilliard (CH) equation on the dynamics of morphological evolution. To validate a mathematical model for physical phenomena, we take initial conditions from experimental images by using an image segmentation technique. The image segmentation algorithm is based on the Mumford-Shah functional and the Allen-Cahn (AC) equation. The segmented phase-field profile is similar to the solution of the CH equation, that is, it has hyperbolic tangent profile across interfacial transition region. We use unconditionally stable schemes to solve the governing equations. As a test problem, we take domain rearrangement of lipid bilayers. Numerical results demonstrate that comparison of the evolutions with experimental data is a good benchmark test for validating a mathematical model.

• 한국학교수학회논문집
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• 제3권2호
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• pp.111-122
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• 2000

This study is focused on vocational high school students who feel hardly interested in mathematics and are considered to have very limited basic scholastic ability. It analyzes the data obtained by applying the material, extracted from the Internet and literature to school classes from March to July, for the purposes of improving the degree of scholastic achievement on the basis of the fact that interest induced learning materials were developed and applied to the students to bring about their motivation resulting in a positive change in understanding and attitudes to mathematics. According to the result of the analysis, the level of students' scholastic ability of both the comparative class and the experimental class were too low to become interested in mathematics. However, the experimental class students seemed to feel familiar to the learning materials rather than reluctant, and it appeared that their interest and behavior of learning began to change gradually in an extent. In addition to that, as an aspect of scholastic achievement there was not considerable difference between the two classes, but as time went, some valuable changes were found. Unfortunately, the size of group of the research was small and the period of the experimental classes was not extensively long, and therefore the same result might not occur in other groups. However, it is believed that in class-time, educating students by putting in learning materials bringing about relevant motivation to the class, will lead them to become interested in mathematics, and change their attitudes and understanding of mathematics. After all, scholastic achievement will be effective.

• 한국수학교육학회지시리즈A:수학교육
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• 제31권2호
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• pp.93-107
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• 1992

The purpose of this study is to make out teaching-learning method for developing mathematical abilities of the 1st grade children in elementary school by investigating cognitive effects which mathematical pre-experiences given intentionally by teachers have on children's learning mathematics. The research questions for this purpose are as follows: In learning effects through mathematical pre-experiences given intentionally by teachers. 1) is there any differences between children with pre-experiences and children without them in Mathematics Achievement Test\ulcorner 2) is there any differences between children with pre-experiences and children without them in Transfer Test for learning effects\ulcorner For this study, a class with 41 children in H elementary school located in a Myon near Chong-ju was selected as an experimental group and a class with 43 children in G elementary school in the same Myon was selected as a control group. Nonequivalent Control Group Design of Quasi-Experimental Design was applied to this study. To give pre-experiences to the children in experimental group, their classroom was equipped with materials for pre-experiences, so children could always observe the materials and play with them. The materials were a round-clock on the wall, two pairs of scales, fifty dice, some small pebbles, two pairs of weight scales, two rulers on the wall, and various cards for playing games. Pre-experiences were given to the children repeatedly through games and observations during free time in the morning (00:20-09:00) and intervals between periods. There was a pretest for homogeneity of mathematics achievement between the two groups and were Mathematics Achievement Test (30 items) and Transfer Test (25 items) for learning effects as post-tests. The data were collected from the pretest on April 8 (control group), on April 11 (experimental group) and from the Mathematics Achievement Test and Transfer Test on July 15 (experimental group) and on July 16 (control group). T-test was used to analyze if there were any differences in the results of the test. The results of the analysis were as follows: (1) As the result of pretest, there was not a significance difference between the experimental group (M=17.10. SD=7.465) and the control group (M=16.31, SD=6.974) at p<.05 (p=0.632). (2) For the question 1. in the Mathematics Achievement Test, there was a significant difference between the experimental group (M=26.08, SD=4.827) and the control group (M=22.28. SD=5.913) at p<.01 (p=.003). (3) For the question 2. in the Transfer Test for learning effects. there was a significant difference between the experimental group (M=16.41, SD=5.800) and the control group (M=11.84, SD=4.815) at p<001, (p=.000). From the results of the analyses obtained in this study. the following conclusions can be drawn: First, mathematical pre-experiences given by teachers are effective in increasing mathematical achievement and transfer in learning mathematics. Second, games. observations, and experiments given intentionally by teachers can make children's mathematical experiences rich and various, and are effective in adjusting individual differences for the mathematical experiences obtained before they entered elementary schools. Third, it is necessary for teachers to give mathematical pre-experiences with close attention in order to stimulate children's mathematical interests and intellectual curiosity.

• 인간식물환경학회지
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• 제23권3호
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• pp.321-332
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• 2020

Background and objective: The concept of 'money' in the numbers and operations domain is a fundamentally necessary domain of economic life. This study was conducted to examine the effects of a horticulture-mathematics integration program on mathematical attitude and money calculating ability of high school students with intellectual disabilities. Methods: We analyzed the changes in the mathematical attitude and money calculating ability of students with mild intellectual disabilities in S special school in the city of D, Republic of Korea, with 12 students in the control group and 12 students in the experimental group, from August 27 to October 29, 2019. Results: The results of the comparison showed no statistically significant changes in the three items of mathematical attitude for the control group, while the experimental group, which took part in the horticulture-mathematics integration program, showed statistically significant differences across all three items, such as self-concept about the subject (p = .003), attitude toward the subject (p = .004), and study habit related to the subject (p = .012). The horticulture-mathematics integration program, which was developed by integrating horticultural activities and the mathematics curriculum, used plants and horticultural activities to provide students with positive experiences in mathematics. These included the sense of closeness, curiosity, interest, attention, and enjoyment, leading to positive changes in mathematical attitude. In terms of money calculating ability, both the control group and experimental group showed statistical differences across the three items, but the experimental group showed greater degrees of increase, 15.0 or more, in the scores compared to the control group. Conclusion: These results suggest that utilizing horticultural materials as a part of purchase learning programs with elements of money calculation chapters in the mathematics curriculum could lead to the improvement of students' ability in money calculation. These positive changes are thought to be related to the high degrees of interest in horticulture among students, which led to active participation in the program and enabled the simple and repeated purchase activities in the program to generate positive changes in the money calculation ability of the students.