• 한국수학교육학회지시리즈C:초등수학교육
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• 제9권1호
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• pp.59-64
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• 2005

The purpose of this study is to find out how to use dynamic geometry software such as the Geometer's Sketchpad in elementary math classroom. Fist of all, I reviewed dynamic geometry software's property. Then I considered methods to improve geometry education using this software. Some researchers proposed three types of using the software. But I think using the software and developing instructional materials is different. So, I proposed two types of developing instructional materials using the software and two representative examples.

• 한국수학교육학회지시리즈A:수학교육
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• 제50권2호
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• pp.233-246
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• 2011

The geometry field in the current high school curriculum deals mainly with analytic geometry and the reference to logic geometry leaves much to be desired. This study investigated the construction on a heptagon by using conic sections as one of measures for achieving harmony between analytic geometry and logic geometry in the high school curriculum with the Geometer's Sketchpad(GSP), which is a specialized software prevalent in mathematics education field and is intended to draw an educational suggestion on it.

• 한국수학교육학회지시리즈A:수학교육
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• 제4권1호
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• pp.1-15
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• 1966

In accordance with the tendency of Modern Mathematics laying emphasis on Mathematical structure, that is, on axioms, it is necessary for students to be interested in structure of Geometry on Mathematics Education. In fact, it is of importance not only to obtain new ideas but also to forget old ones in the development of Mathematics. Most students do not understand the Mathematical significance of axioms, and do not know what Mathemetical truth is. Now Non-Euclidean Geometry offers opportunity to understand the essence of Mathematics better, and is no less effective than Euclidean Geometry in training student in logical inference. This thesis is a study with regard to what should be taught and how student should be guided at High school Mathematics. Chiefly Hyperbolic Geometry is discussed in connection with Abosolute Geometry. As Non-Euclidean Geometry has not appeared in our curriculum, some experiments are required before putting it into actual curriculum to find out how much students understand and how much pedagogically useful it can be. This is only a. presentation of a tentative plan, which needs to be criticized by many teachers.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제25권3호
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• pp.189-199
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• 2022

A debate about the importance of geometry courses has existed for years. The questions have revolved around its significance to students and teachers alike. This study looks to determine whether a teacher taking a college-level geometry course has a positive relationship with their students' algebraic reasoning skills. Using data from the High School Longitudinal Study 2009 (HSLS09: Ingels et al., 2011, 2014), it was determined that 9th-grade teachers who took a college-level geometry course had a significant positive association with their students' 11th-grade algebraic reasoning scores. This study suggests that teachers who take geometry during college have a lasting effect on their students. The implications of these findings and how they may affect higher education are discussed.

• East Asian mathematical journal
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• 제22권2호
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• pp.223-238
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• 2006

• East Asian mathematical journal
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• 제25권3호
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• pp.299-320
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• 2009

In mathematics, the education of the geometry proof has been playing an important role in promoting the ability for logical thinking by means of developing the deductive reasoning. However, despite of those importance mentioned above, considering the present condition for the education of the geometry proof in middle schools, it is still found that most of classes are led mainly by teachers, operating the cramming system of eduction, and students in those classes have many difficulties in learning the geometry proof course. Accordingly this thesis suggests the other method that is distinguished from previous proof educations. The thesis of Kai-Lin Yang and Fou-Lai Lin on 'A Model of Reading Comprehension of Geometry Proof (RCGP)', which was published in 2007, have various practical examples based on the model. After composing classes based on those examples and instructing the geometry proof, found out a problem. And then advance a new teaching model that amendment and supplementation However, it is considered to have limitation because subjects were minority and classes were operated by man-to-man method. Hopefully, the method of proof education will be more developed through performing more active researches on this in the nearest future.

• 한국수학사학회지
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• 제19권2호
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• pp.101-114
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• 2006

현 중학교 기하는 그 내용적 근원을 $\ll$Eulcid원론$\gg$ 에 두고 있으나, 그 체제 및 내용 전개 방식에 있어서는 $\ll$Eulcid원론$\gg$과 적지 않은 차이가 있다. 이는 현 수학 교과서의 기하 부분이 $\ll$Eulcid원론$\gg$이 가지고 있는 수학적 엄밀성과 형식성을 완화시켜 교육적으로 건전한 출발점을 찾고자 하였던 여러 파지 시도를 반영하고 있기 때문이다. 특히, 기하의 내용 중에서 기하 양 사이의 비례관계는 Euclid 당시의 그것과 오늘날의 방법이 매우 큰 차이를 보이고 있으며, 이는 비례관계가 교육적 난점을 가지고 있었음을 드러낸다. 본 논문은 비례관계를 교육함에 있어서의 어려움을 극복하고자 시도되었던 변화 과정을 역사적으로 고찰하여 이로부터 중학교 기하 교육에 대한 시사점을 도출하고자 한다.

• 한국디자인학회:학술대회논문집
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• 한국디자인학회 2004년도 추계 학술발표대회 논문집
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• pp.218-219
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• 2004

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권2호
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• pp.103-128
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• 2014

This paper presents the Global van Hiele (GVH) questionnaire as a tool for mapping knowledge and understanding of plane and solid geometry. The questionnaire facilitates identification of the respondents' mastery of the first three levels of thinking according to van Hiele theory with regard to key geometrical topics. Teacher-educators can apply this questionnaire for checking preliminary knowledge of mathematics teaching candidates or pre-service teachers. Moreover, it can be used when planning a course or granting exemption from studying in basic geometry courses. The questionnaire can also serve high school mathematics teachers who are interested in exposing their students to multiple-choice questions in geometry.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제5권1호
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• pp.1-11
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• 2001

The purpose of the study is to introduce how tessellation can be used and integrated to connect geometry to pattern in elementary mathematics educations. Tessellation examples include transformations such as translational symmetry, rotational symmetry, reflection symmetry, and glide reflection symmetry. In addition, many examples of tessellation using softwares such as Escher, TesselMania!, and LOGO programs. Further, future study will continue to foster students and teachers to try to construct their alive mathematics knowledge. The study of geometry and patterns require a rich teaching and learning environment provided by in-depth understanding of thinking connections to objects in real world.