• 한국수학교육학회지시리즈A:수학교육
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• 제49권1호
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• pp.67-83
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• 2010

The purpose of this study was to analyze the research trends of elementary mathematics education with regard to the topics, methods, subjects, and mathematical contents of such research. For this purpose, the papers published in domestic journals during the recent 5 years (2004-2009) were analyzed. A total of 383 papers from 8 professional journals were analyzed with the 4 criteria. First, the frequent research topics included instructional design and methods, learners' perspectives and abilities, and analysis of curriculum and textbooks in order. Second, qualitative research methodology was used twice as many as quantitative one. Whereas a survey was the most frequent quantitative research method, content analysis and case study were for qualitative methods. Third, research subjects included mainly typical students, specifically fifth and sixth graders. Papers dealing with lower graders or low-achievers as well as pre-service teachers were rare. Lastly, whereas the research on geometry as well as number and operations was active, that of measurement as well as probability and statistics was not. On the basis of these results, this paper includes several implications for the future research direction in elementary mathematics education.

• 생물환경조절학회지
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• 제9권4호
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• pp.185-192
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• 2000

본연구는 시설내 다양한 환경조건하에서 오이의 호흡속도에 관한 수리적 모형을 개발하고자 실시하였다. 개개 오이 식물에 대한 총광합성속도의 8.55%가 호흡에 사용되었다. 생장호흡계수는 0.0935로 추정되었고 유지호흡속도는 24$^{\circ}C$ 온도에서 0.00158g C$H_2O$.g$^{-1}$.h$^{-1}$로 추정되었다. 그리고 그것은 온도상승에 따라 지수적으로 증가하였다. 호흡속도는 저장 탄수화물량이 낮아짐에 따라 비례적으로 감소했고 뿌리의 이온흡수호흡속도는 0.6648g C$H_2O$.(gN)$^{-1}$로 추정되었다.

• 컴퓨터교육학회논문지
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• 제8권5호
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• pp.97-108
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• 2005

컴퓨터 대수 시스템은 최근 들어 WBI를 위한 웹 콘텐츠 저작을 보조할 수 있도록 웹과 연계된 시스템으로 기술이 변화하고 있다. 본 연구에서는 이러한 변화를 웹 연동 CAS 기술과 교수설계자동화 기술 측면에서 접근 분석하여 실제 구현되어 있는 웹 연동 CAS 기반의 수학용 웹 콘텐츠저작 모델들을 몇 가지로 분류하는 작업을 수행하였다. 그리고 그 결과를 토대로 보다 개선된 CAS 기반 웹 콘텐츠 저작 모델을 제안하였다. 또한 이 모델에 주 요소로써 작동하는 웹 매뉴얼 생성기를 Wolfram사의 webMathematica에서 사용하고 있는 MSP 기술을 모체로 하여 직접 개발하였으며, 이 도구를 사용하여 실제 동적인 수학용 웹 매뉴얼을 구현해 봄으로써 그 효용성을 살펴보았다.

• Agricultural and Biosystems Engineering
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• 제4권1호
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• pp.34-38
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• 2003

A mathematical model was developed for estimating the mechanical interrelation between characteristics of soil and main design factors of a tracked vehicle, and predicting the tractive performance of the tracked vehicle. Based on the mathematical model, a computer simulation program (TPPMTV) was developed in the study. The model considered the continuous change in tension for the whole track of a tracked vehicle, the analysis of shape and tension of the track segment between sprocket and first roadwheel, and the side thrust on both sides of grouser by the active earth pressure theory in predicting the tractive performance of a tracked vehicle. Also, the model contained not only sinkage depth of the track but the pressure distribution under the track in analyzing the side thrust. The effectiveness of the developed model was verified by performing the draw bar pull tests with a tracked vehicle reconstructed for test in loam soil with moisture content of 18.92％. The predicted drawbar pulls by the model were well matched to the measured ones. Such results implied that the model developed in the study could estimate the drawbar pulls well at various soil conditions, and would be very useful as a simulation tool for designing a tracked vehicle and predicting its tractive performance.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제14권2호
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• pp.173-194
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• 2010

This study examines the differences and similarities of mathematics teachers' subject matter knowledge among England, the Chinese mainland and Hong Kong. Data were collected from a ten-item test in the SKIMA subject matter audit instrument [Rowland, T.; Martyn, S.; Barber, P. & Heal, C. (2000). Primary teacher trainees' mathematics subject knowledge and classroom performance. In: T. Rowland & C. Morgan (eds.), Research in Mathematics Education, Volume 2 (pp.3-18). ME 2000e.03066] from over 500 participants. Results showed that participants from England performed consistently better, with those from Hong Kong being next and then followed by those from the Chinese mainland. The qualitative data revealed that participants from Hong Kong and the Chinese mainland were fluent in applying routines to solve problems, but had some difficulties in offering explanations or justifications.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권4호
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• pp.245-259
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• 2019

I examine the discussions of studies related to feminist mathematics education and the implications of mathematics education in South Korea. In particular, I attempt to answer the following questions through literature reviews on feminist mathematics: What is the epistemological background of feminist mathematics education? How is feminist mathematics education defined and implemented? What does feminist mathematics education suggest in South Korea's mathematics curriculum? From the analysis of the literatures, I found that feminist mathematics education reflects not just the rights of female's rights but also a paradigm shift in epistemology of mathematics and philosophy of mathematics education. In this regard, feminist mathematics questions the existing mathematics education related to the female students who were marginalized in the composition and delivery of mathematics. Feminist mathematics education points out that in the course of the transfer of mathematical knowledge in schools, female students understand unilateral information procedurally without understanding the concept. Mathematics educators should consider alternative curricula that reflect the views of female students regarding the nature of mathematics. Students should be able to receive equal mathematics education in a school regardless of their gender. In this case, equal mathematics education refers to education methods that are suitable for both male and female students. The existing mathematics content and its teaching methods were designed based on the learning experiences of male students, which made them relatively difficult for female students to understand.

• 한국수학교육학회지시리즈A:수학교육
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• 제43권2호
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• pp.151-162
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• 2004

For the past several years, performance assessment has been widely used by mathematics teachers. The superiority of performance assessment items compare to multiple choice items has been discussed by many researchers, however these discussions tend to be lack of empirical data. Thus, this study aims to examine the effectiveness of tree response items in comparison with multiple choice items. Using the information function in Item Response Theory(IRT), item information of free response items and multiple choice items from the Third International Mathematics and Science Study-Repeat(TIMSS-R) were obtained and compared. Test informations of the whole mathematics area as well as each content area of mathematics were computed. On average, tree response items yielded more information than multiple choice items, especially in measurement and data interpretation. This study also revealed that free response items estimated students' mathematics ability more accurately than multiple choice items with smaller number of items.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제31권2호
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• pp.153-166
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• 2017

본 연구에서는 예비교사가 문제 만들기 과제를 위해 분수곱셈지식을 사용하는 과정에서 드러나는 이해의 정도와 유형을 미국사례를 중심으로 조사하였다. 이를 위하여, 미국 대학 교사교육과정의 입문단계와 종료단계에 있는 총 164명의 예비초등교사를 대상으로 분수곱셈에 대한 문장제 문제를 작성하게 하고, 이를 수학적 정교성과 작성한 문제에 사용한 분수곱셈의 의미의 유형으로 분석하였다. 분석결과는 교육과정 입문단계와 종료단계의 예비교사 그룹 간의 차이점, 각 그룹, 그리고 전체적인 경향에 대해 기술하였고, 분수곱셈 지도와 교사교육에 대한 시사점을 제공하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권1호
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• pp.1-24
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• 2006

The purpose of the study was to design and develop the performance assessment problems and the rubric of holistic evaluation approach for elementary school students in higher levels (6 graders). Problems include 6 tasks related to all content areas such as number and operation, etc. In addition, the results show the analyses of children's problem solving process and investigate how the performance assessment problems could be developed in order to develop children's higher-order thinking and problem solving skills.

• 한국수학교육학회지시리즈A:수학교육
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• 제44권4호
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• pp.509-524
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• 2005

The purpose of this study is to investigate the current state of the contents of the mathematics education that are implemented for 3-10 grade students in Korea. To satisfy the purpose of the study, we conducted a nationwide questionnaire to get opinions from students on the relevance of the mathematics curriculum. 4,158 elementary school students, 4,571 middle school students, and 1,653 high school students participated in this survey. Many students feel that the quantity is relevant, so the requirement of reduction in quantity is a little. Also secondary students feel that mathematics is difficult and this condition becomes more serious in proportion as grade. Finally we noticed the difference between sexes, grades, and tracks of studying in every question.