• Human Ecology Research
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• 제58권1호
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• pp.105-120
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• 2020

This study helps infant teachers practice a constructivism-based teacher education program that supports infant mathematical inquiry activities and examines improvements in mathematical teaching knowledge, mathematical teaching initiatives, mathematical interaction, constructivism belief and mathematical teaching efficacy. Twenty two experiment group infant teachers and twenty two comparison group infant teachers were chosen at two workforce educare centers. The experiment group infant teachers participated in 18 sessions of a constructivism teacher training program for 8 weeks, but the comparison group infant teachers did not take part in the program. Pretest and post-tests were implemented for the mathematical teaching knowledge, mathematical teaching initiatives, mathematical interactions, constructivism belief and mathematical teaching efficacy in the experiment group. Independent sample t-test and ANCOVA were tested using Windows SPSS statistics 21.0. The homogeneity test for the experiment and comparison group revealed significant differences. ANCOVA was carried out after the pretest score was controlled as a co-variance. Significant differences were indicated in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. The results indicated that a constructivism-based teacher education program to support infant mathematical inquiry activities influenced improvements in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. This study proved the effects of the program based on constructivism theory content for the knowledge, skills and attitude about infant teaching of mathematical initiatives and practiced a program of exploration, investigation, application and assessment for infant teachers. The results can help infant teachers teach mathematical exploration activities and help activate infant mathematical exploration activities.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권2호
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• pp.345-350
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• 2001

This study suggested a teaching method to improve intuitive understanding of the statistical basic concepts about the central limit theorem with experiment. It is very hard to understand about the concept of the central limit theorem in the school mathematics class. The result of this study experiment for the class of statistics education shows that the students and mathematics teachers were interesting at this experiment. They corrected their misunderstanding about the central limit theorem by discussion for the result of experiment with team members. I think that this study can help teachers to teach the students using the experiment method.

• 한국정밀공학회:학술대회논문집
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• 한국정밀공학회 1995년도 추계학술대회 논문집
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• pp.917-920
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• 1995

A mathematical model describing the relationship between longitudinal tension and tangential velocity of web/roller in a multi-span web transport system has been developed. An experiment was carried out for typical conditions to validate the mathematical model for tension behavior in a multispan system. A two-span prototype prototype web transport system with winder and unwinder was manufactured for the experiment. By comparing simulation and experimental results, the mathematical model for tension and velocity in a multi-span web transport system is confirmed to be valid for typical conditions. Tension transfer phenomenon was also confirmed though the simulation as well as experimentation.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권1호
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• pp.31-44
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• 2011

An impetus for reviving research in mathematical problem solving is the recent advance in methodological thinking, namely, the design experiment ([Gorard, S. (2004). Combining methods in educational research. Maidenhead, England: Open University Press.]; [Schoenfeld, A. H. (2009). Bridging the cultures of educational research and design. Educational Designer. 1(2). http://www.educationaldesigner.orgied/volume1/issue21]). This methodological approach supports a "re-design" of contextual elements to fulfil the overarching objective of making mathematical problem solving available to all students of mathematics. In problem solving, components critical to successful design in one setting that may be adapted to suit another setting include curriculum design, assessment strategy, teacher capacity, and instructional resources. In this paper, we describe the implementation, over three years, of a problem solving module into the main mathematics curriculum of an Integrated Programme school in Singapore which had sufficient autonomy to tailor-fit curriculum to their students.

• 대한수학교육학회지:학교수학
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• 제9권2호
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• pp.181-196
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• 2007

수학적인 언어를 정확하게 사용하지 못하면 수학적 의사소통이 제대로 이루어지기 어려우므로, 학생들에게 해당 학년 수준의 수학적 언어를 정확하게 사용하는 능력과 태도를 길러 줄 필요가 있다. 이에 이 연구에서는 초등 4학년 학생들을 대상으로 수학적 언어를 정확히 사용하여 의사소통하는 문화 형성을 시도하였으며, 그 과정에서 일어난 변화의 양상을 알아보았다. 이 연구에서 교사는 정확한 수학적 표현을 중시하는 교실 문화를 형성하려는 의도적인 노력을 기울였다. 그 과정에서 교사의 의도대로 지시대명사 사용의 감소, 기호화 활동의 증가, 부정확하거나 틀린 표현의 수정, 약속하기에 대한 존중, 주의 깊게 듣는 태도와 같은 변화가 나타났다. 이는 초등학교 4학년 수준에서 해당 단계의 수학적 언어를 정확히 사용하는 교실 문화를 형성하는 것이 가능함을 시사한다. 그러나 일부 학생들은 교사에 의해 의도적으로 추구된 새로운 문화에 방어적인 태도를 취하였다.

• 대한수학교육학회지:학교수학
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• 제12권2호
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• pp.151-176
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• 2010

본 연구는 초등학교 예비교사들을 대상으로 구성주의적 관점에 근거한 교수실험을 실시하고, 구성주의적 수업에서 예비교사들이 비율 개념에 대한 수학적 지식을 어떻게 구성하고 발전시켜 나가는가를 보고하고, 예비교사들이 인식하는 구성주의적 수업의 의의, 한계, 어려움 등을 조사하는 데에 그 목적이 있다. 본 연구 결과, 구성주의적 관점을 적용한 수업에서 예비교사들의 수학적 지식의 구성 가능성과 그 한계를 확인할 수 있었다. 예비교사들은 학습할 개념에 대한 사전 사고 경험 제공, 학습할 개념의 심층적 이해 및 적극적 수업 참여, 학습한 개념에 대한 기억의 강화, 오개념 교정의 기회 제공, 초등학교 학생들의 학습 과정 경험 등을 구성주의적 수업의 의의로서 지적하였으며, 많은 시간의 소요, 모둠별 토론에서 즉각적 피드백의 미흡, 구성주의 수업 적응에의 어려움, 일정 수준 이상의 지식이 없는 학생들이 갖는 어려움, 전체 토론에서 발문의 중요성 등을 구성주의적 수업의 한계와 어려움으로 지적하였다.

• 한국환경과학회지
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• 제2권4호
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• pp.331-336
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• 1993

A mathematical model for organic removal efficiency was investigated in a fluidized bed biofilm reactor by changing the feed flow rate, the residence time and the recycle flow rate. In batch experiment, organic removal could be assumed as first order and an intrinsic first order rate constant(k1) was found $6.4{\times}^{-6}cm^3/mg{\cdot}sec$ at influent COD range of 3040 - 6620 mg/L. In continuous experiment, at the condition of the influent COD, 3040 mg/L, the superficial upflow velocity, 0.47 cm/sec, the biofilm thickness 336 ${\mu}m$ and the biofilm dry density 0.091 g/mL, the calculated COD removal efficiency from the mathematical model gave 60% which was very close to the observed value of 66 %. As the feed flow rate was increased, the COD removal efficiency was sharply decreased and at constant feed flow rate, the COD removal efficiency was decreased also as the residence time being decreased.

• 한국초등수학교육학회지
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• 제14권3호
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• pp.701-722
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• 2010

기하를 학습하기 위해 학생들은 일상생활에서 접하는 대상과 다른 구체적 자료를 사용해서 조사하고, 실험하고, 탐구해 보아야 한다. 구체적 조작활동은 수학적 모델링을 하는 과정에서 수학적 개념이나 절차를 이해하게 하고 이것을 기호로 나타내 주는 것을 도와주고 컴퓨터를 활용한 실험활동은 추상적인 학습내용을 시각화하여 직관적, 탐구적 활동에 초점을 둘 수 있게 한다. 따라서 본 연구는 구체물과 탐구형소프트웨어를 활용하여 구체적 조작 실험 활동을 할 수 있는 활동지를 개발하여 평면도형의 성질을 탐구할 수 있는 방안을 제시하고 그 효과를 검증하였다. 구체적 조작 실험의 수업은 중위 수준과 하위 수준의 학생들에게 평면도형의 성질 이해하는데 효과가 있었으며 상위수준 및 하위수준의 학생들에게 수학적 의사소통 능력을 향상시키는데 효과가 있는 것으로 나타났다. 학생들은 조작 실험 활동을 할 때 활동에 필요한 자료의 특성을 먼저 파악해야 하며 학생들에게 활동을 선택하게 할 때 교사의 치밀한 계획과 관찰이 요구된다. 또한 조작활동 후 수학적 의미를 연결짓기 위한 토론 활동이 요구된다.

• 대한수학회논문집
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• 제6권1호
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• pp.159-165
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• 1991

• 한국수학교육학회지시리즈A:수학교육
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• 제46권1호
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• pp.81-96
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• 2007

This study was conducted to investigate the possibility of teaching tessellations' mathematical principles in elementary school mathematics. A survey was carried out and the two hours of the instructional experiment were developed for this study triangular tessellation activity and rectangular tessellation activity. Six fifth graders from W elementary school participated voluntarily in the instructional experiment. It was shown from the survey that teachers and students both know what the tessellation is, but they don't know what the mathematical principles really are in the tessellation. This is because they have just done the covering up-activities in class. It was seen from the instructional experiments that even ordinary students were able to understand the mathematical principles of the tessellation if teachers could throw the suitable focusing questions like 'how to move the rectangles making sides equal' and 'how to gather vertexes making angle $360^{\circ}$'. Furthermore, it is desirable to teach the rectangular tessellation prior to the triangular tessellation since the rectangular tessellation is more easy to deal with than the triangular tessellation.