• East Asian mathematical journal
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• 제26권2호
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• pp.115-140
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• 2010

The purpose of this paper was to develop manipulative materials to teach the angle concepts and construct a teaching-learning program by using that. Furthermore, this study analyzed how does the program affect students understanding of the angle concepts. To check the effects of learning activities with manipulative materials on the understanding of an angle concepts, applied observation during class and write a mathematics journal writing, a description of students impressions at the end of the class and analyzed before and after test paper. We find that students approached the subject more friendly and knew well about the mathematical concepts by using materials. Furthermore, this activity helped that way to solve add and subtract of the angle, estimate ability, round angle concept, positive response in mathematics learning.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권1호
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• pp.55-74
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• 2014

This study examined the potential teaching strategies of prospective elementary teachers and their perceptions of the procedural/conceptual nature of examples. Fifty-four prospective teachers participated in this study, engaging in two-phase tasks. Analysis of data indicated that: (a) Overall, the participants' perceptions were geared toward putting emphasis on conceptual understanding rather than procedural understanding; but (b) Generally, procedure-oriented strategies were more frequently incorporated in participants' potential teaching plans. This implied that participants' preconceived ideas regarding math examples were not always reliable indicators of their potential teaching strategies. Implications and suggestions for mathematics teacher preparation are discussed.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권2호
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• pp.181-195
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• 2008

The purpose of this study was to investigate the understanding of basic knowledge of mathematics for $6^{th}$ grade students in elementary school by an essay test and provide instructional suggestions for teachers. A total of 132 students from 6 classes in 3 elementary schools were tested and analyzed in terms of the characteristics of correct answers and types of incorrect answers. The results showed that students had poor understanding of basic conceptual concepts and principles throughout six content areas of school mathematics curriculum, despite their good performance on mathematical skills. This study included implications to teaching and learning for each of the content areas.

• 대한수학교육학회지:학교수학
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• 제11권2호
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• pp.227-241
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• 2009

이 논문에서는 평면에서의 등주문제 지도 방법을 게슈탈트 심리학적 관점에서 분석하여 초등 영재수업에 적용가능 한 프로그램을 구성하는 문제를 고찰하고, 수학교육에서의 시사점을 얻고자 한다.

• East Asian mathematical journal
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• 제36권2호
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• pp.317-330
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• 2020

The purpose of this action research project was to study the effects of incorporating coding into the middle school math classroom affected student dispositions with math and their understanding of mathematical concepts. The project, involving a total of 107 US middle school students, used five data sources to examine these effects: a survey, a chart measuring student engagement, a pre- and post-assessment before and after the coding project, and teacher observation with reflection forms. After analyzing the data, it was found that incorporating coding into the middle school math classroom could have a positive impact on student math dispositions and their understanding of math concepts.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제24권2호
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• pp.69-82
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• 2021

The purpose of this study is to explore how mathematics educators understand the terms having lexical ambiguity. Five terms with lexical ambiguity, leave, times, high, continuous, and convergent were selected based on literature review and recommendations of college calculus instructors. The participants consisted of four mathematics educators at a large Midwestern university. The qualitative data were collected from open-ended items in the survey. As a result of analysis, I provided participants' sentences with five terms showing their understanding of each term. The data analysis revealed that mathematics educators were not able to separate the meanings of the words such as leave and high when these words are frequently used in daily life, and the meanings in mathematics context are similar with that in daily context. Lexical ambiguity shown by mathematics educators can help mathematics teachers to understand the terms with lexical ambiguity and improve their instructions when those terms should be found in students' conversations.

• East Asian mathematical journal
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• 제38권2호
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• pp.257-275
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• 2022

Recently, there are studies the argument that arithmetic rules established by the four fundamental arithmetic operations, in other words, commutative laws, associative laws, distributive laws, should be explicitly described in mathematics textbooks and the curriculum. These rules are currently implicitly presented or omitted from textbooks, but they contain important principles that foster mathematical thinking. This study aims to evaluate the current level of understanding of these computation rules and provide implications for the curriculum and textbook writing. To this end, the correct answer ratio of the five arithmetic rules for 1-4 grades 398 in five elementary schools was investigated and the type of error was analyzed and presented, and the subject to learn these rules and the points to be noted in teaching and learning were also presented. These results will help to clarify the achievement criteria and learning contents of the calculation rules, which were implicitly presented in existing national textbooks, in a new 2022 revised curriculum.

• 대한수학회지
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• 제59권2호
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• pp.217-233
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• 2022

Although machine learning shows state-of-the-art performance in a variety of fields, it is short a theoretical understanding of how machine learning works. Recently, theoretical approaches are actively being studied, and there are results for one of them, margin and its distribution. In this paper, especially we focused on the role of margin in the perturbations of inputs and parameters. We show a generalization bound for two cases, a linear model for binary classification and neural networks for multi-classification, when the inputs have normal distributed random noises. The additional generalization term caused by random noises is related to margin and exponentially inversely proportional to the noise level for binary classification. And in neural networks, the additional generalization term depends on (input dimension) × (norms of input and weights). For these results, we used the PAC-Bayesian framework. This paper is considering random noises and margin together, and it will be helpful to a better understanding of model sensitivity and the construction of robust generalization.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제23권1호
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• pp.73-83
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• 2009

수학경시 대회는 수학분야에 남다른 재능을 가진 학생을 확인하고 인정을 해 주며, 수학에 대한 흥미와 도전 의식을 자극하는 과정에서 수학에 대한 이해를 촉진시키고, 자기 반성을 통한 학습의욕을 자극하며, 수학적 재능을 개발 촉진시키는 데 있다. 올림피아드를 통하여 학생들은 다양한 유형의 문제를 접해 봄으로써 수학에 대한 이해를 넓히고, 논리력 및 추론력 등 수학적인 사고와 창의적인 문제해결력을 기를 수 있다. 그리고 학부모들은 학교수학에 대한 이해를 넓힐 수 있으며, 자녀의 수학적 능력 및 지도를 위한 유용한 정보를 제공받을 수 있다. 이를 위한 올림피아드 유형은 다양성이 지원되어야 함에도 불구하고 현재 국내에서 이루어지는 올림피아드 유형은 문제풀이 중심의 단편성을 벗어나지 못하고 있는 실정이다. 본고에서는 수학의 대중화와 올림피아드 다변화 방안의 하나로 문제의 유형에 따라 문제해결력 대회, 수학 탐구형 대회, 과제해결력 대회, 수학 박람회 등에 대해서 살펴보고자 한다.

• 한국학교수학회논문집
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• 제15권3호
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• pp.511-533
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• 2012

본 연구는 관계적 이해와 창의적 수학 문제발견능력이 유의한 상관관계가 있는지를 알아보기 위하여 중학교 2학년 학생 186명을 대상으로 관계적 이해 검사와 문제발견능력 검사를 실시하였다. 이를 위해 문제발견능력을 수학화 능력, 수학적 개념 결합능력, 수학적 사실 확장능력의 세 가지 하위요소로 분류하여 관계적 이해와의 상관관계를 분석하였다. 연구 결과에 따르면, 관계적 이해는 문제발견능력의 수학화 능력과 수학적 개념 결합능력의 창의성과는 매우 유의미한 정적 상관관계가 있음을 알 수 있었다. 또한 비록 관계적 이해와 수학적 사실 확장능력과는 통계적으로 유의미한 상관관계를 얻지는 못했으나, 학생들의 검사에 따른 응답율과 점수를 분석한 결과 관계적 이해수준이 높은 학생들의 유추능력과 귀납추리능력에서 높은 응답율과 점수를 얻었다. 따라서 본 연구를 통하여 수학에 대한 관계적 이해가 창의적 수학 문제발견능력에 긍정적인 영향을 미치는 것을 알 수 있었다.