• 한국농업기계학회:학술대회논문집
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• 한국농업기계학회 1993년도 Proceedings of International Conference for Agricultural Machinery and Process Engineering
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• pp.676-685
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• 1993

A mathematical model was developed to quantify the separation process of threshed grain-straw mixtures. It was made to predict the separation loss from a separation unit consisted of stationary crimped sieve with rotating inner rotor. Experiments were performed to prove the mathematical model by changing various levels of pertinent variables for rice. Good Agreement between the simulated results and observed data under the various test conditions, such as inclination angle of the separator, vane pitch, rotor speed, MOG/G ratio, feed rate, and crop variety and moisture content, were confirmed.

• East Asian mathematical journal
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• 제26권2호
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• pp.233-249
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• 2010

It seems that it is critical to comprehend mathematics as a tool subject in order to understand a number of calculations in the professional subjects in the vocational high schools. This study is designed to determine "how much mathematics is connected to specialized subjects in terms of mathematical content at vocational high schools". To investigate the research questions, this study examined the connections between the mathematical topics included in professional subjects and those of mathematics subjects in the vocational high school. In the end, this study suggest that is should be necessary to make new mathematics textbook which reflects the reality and needs of the present vocational high school students.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제34권2호
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• pp.69-117
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• 2020

이 글은 ⟪2015 교육과정⟫에 따른 중학교 수학 교과서를 분석한 것이다. 중학교 수학 교과서를 분석한 기록을 남기는 것이 훗날의 교과서를 위해 필요하다고 판단하여, 이 글을 쓰게 되었다. 이 글은 주로 (수학교육학적인 내용이 아닌) 수학적인 내용을 다루고 있다. 이 글의 내용에 관한 수학교육계와 수학계의 더욱 깊이 있는 검토와 토론이 이어지기를 희망한다.

• East Asian mathematical journal
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• 제35권4호
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• pp.407-427
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• 2019

The six core competencies included in the mathematics curriculum revised in 2015 are problem solving, reasoning, communication, attitude and practice, creativity and convergence, information processing. In particular, the problem solving is very important for students' enhancing much higher mathematical thinking. Based on this competency, this study selected the four elements of the problem solving such as problem solving process, cooperative problem solving, mathematical modeling, problem posing. And also this study selected the domain of function which is comprised of the content of the coordinate plane, the graph, proportionality in the seventh grade mathematics textbook. By the subject of the ten kinds of textbook, this study examined how the four elements of the problem solving competency were shown in each textbook.

• 한국수학교육학회지시리즈A:수학교육
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• 제63권2호
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• pp.387-392
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• 2024

The use of artificial intelligence (AI) in mathematics education has advanced as a means for promoting understanding of mathematical concepts, academic achievement, computational thinking, and problem-solving. From a total of 13 studies in this special issue, this editorial reveals threads of potential and future directions to advance mathematics education with the integration of AI. We generated five themes as follows: (1) using ChatGPT for learning mathematical content, (2) automated grading systems, (3) statistical literacy and computational thinking, (4) integration of AI and digital technology into mathematics lessons and resources, and (5) teachers' perceptions of AI education. These themes elaborate on the benefits and opportunities of integrating AI in teaching and learning mathematics. In addition, the themes suggest practical implementations of AI for developing students' computational thinking and teachers' expertise.

• 한국초등수학교육학회지
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• 제19권3호
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• pp.435-455
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• 2015

본 연구는 초등 수학 수업에서 설명식 쓰기 활동이 수학적 의사소통에 미치는 영향을 수준 변화와 특징을 중점으로 분석하는데 목적이 있다. 이에 본 연구에서는 초등학교 5학년을 대상으로 설명식 쓰기 활동의 수학 수업을 14차시 실시하였으며, 각각의 설명식 쓰기에 대해 개념 및 원리 설명식 쓰기 유형과 문제해결 설명식 쓰기 유형을 적용하였다. 수학적 의사소통 분석을 위해 수학적 의사소통을 수학적 언어의 정확성, 과정과 결과의 논리성, 내용 전개의 구체성, 독자 지향의 전달성의 네가지 범주로 분류하였다. 그 결과 설명식 수업이 진행될수록 네 가지 의사소통 범주 각각에 대해 개념 및 원리 설명식 쓰기 유형에 대한 수학적 의사소통은 크게 향상된 반면에 문제해결 과정 설명식 쓰기에 대한 의사소통의 수준은 중기에 낮아졌다가 후기에 다시 높아지는 경향을 보였다. 또한 수학적 의사소통의 특징으로 수학적 언어를 통한 지식의 견고화, 쓰기에 근거한 논리의 정교화, 결과에 도달하는 사고 과정의 가치화, 자기 자신과 독자에게 전달하는 내용의 명료화를 나타내었다. 이에 본 연구 결과는 수학 수업에서 설명식 쓰기 활동이 수학적 의사소통 및 수학적 사고의 과정에 유의미한 지도 방안이 될 수 있음을 시사한다.

• East Asian mathematical journal
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• 제34권2호
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• pp.103-125
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• 2018

This study was conducted as a part of the project to evaluate the quality of mathematics instruction in the national curriculum system. The purpose of this study is to measure the consistency between teaching goals of mathematics curriculum, contents presentation of textbooks, and testing including adequacy of each element in mathematics instruction for 8th grade. To do this, we used MIQP (instructional quality profile for Mathematics) developed basing on the instructional quality profile (IQP) in the previous research of the project. First, the quality of textbooks' content presentation for 8th grade was found that the desirable levels in number and operation area and geometric area was relatively less compared to other areas, but it was generally good. Second, it was found that the quality of mathematics testing for 8th grade was good in terms of consistency with the curriculum's teaching goals, consistency with the content presentation of textbooks, and adequacy of testing. However, regional differences in the quality of testing showed that there were some deficiencies in regions outside the metropolitan.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권4호
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• pp.395-413
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• 2012

National Assessment of Educational Achievement(NAEA) is important standard reference to become the basic data for confirming the effect of the curriculum administrated and the educational policies put in force presently and preparing the new curriculum and educational policies. In this paper, we looked into the mean and standard deviation of the calibrated score of whole group and male/female students, the correct answer ratio of each performance level and the correct answer ratio of each content domain, etc. in the results of NAEA at 6th elementary school. The analytic objects are 2010 and 2011 NAEA that are changed into complete enumeration survey and the standard reference prepared on the basis of the new calibrated score is applied to. And we analysed and compared correct answer ratio of the each content domain and each item to conform the difference between male and female students. On the basis of the these informations, we investigated that here is what kind of characteristics and trends to the whole group and what kind of suggestions to the teaching-learning. And we were going to provide the information of the needs to understand which content of mathematics is needed and which thinking methods are needed.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권3호
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• pp.171-185
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• 2014

Mathematically deductive reasoning skill is one of the major learning objectives stated in senior secondary curriculum (CDC & HKEAA, 2007, page 15). Ironically, student performance during routine assessments on geometric reasoning, such as proving geometric propositions and justifying geometric properties, is far below teacher expectations. One might argue that this is caused by teachers' lack of relevant subject content knowledge. However, recent research findings have revealed that teachers' knowledge of teaching (e.g., Ball et al., 2009) and their deductive reasoning skills also play a crucial role in student learning. Prior to a comprehensive investigation on teacher competency, we use a case study to investigate teachers' knowledge competency on how to teach their students to mathematically argue that, for example, two triangles are congruent. Deductive reasoning skill is essential to geometry. The initial findings indicate that both subject and pedagogical content knowledge are essential for effectively teaching this challenging topic. We conclude our study by suggesting a method that teachers can use to further improve their teaching effectiveness.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제22권1호
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• pp.95-111
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• 2019

본 연구는 초등 수학 교과서의 과제를 내용 기반 개방형 과제로 변형함으로써, 탐구를 위한 탱그램의 활용 가능성을 탐색하였다. 선행연구를 분석한 결과, 수학 과제 변형의 교육적 효과와 탱그램 활동의 교육적 가치를 확인하였으며, 교과서 분석을 통해 교과서에 제시된 탱그램 활동은 놀이 수준에 그칠 가능성이 있음을 확인하였다. 이에, 2015 개정 교육과정에 따른 교과서 탱그램 과제의 변형을 시도하였다. 연구 결과, 폐쇄형 과제를 개방형 과제로 변형을 시도해 본다면 교사의 전문성 향상과 학생들의 다양한 반응 등을 기대할 수 있었다.