• Korean Journal of Mathematics
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• 제27권3호
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• pp.743-765
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• 2019

Conceptual and procedural knowledge of integration is necessary not only in calculus but also in real analysis, complex analysis, and differential geometry. However, students show not only focused understanding of procedural knowledge but also limited understanding on conceptual knowledge of integration. So they are good at computation but don't recognize link between several concepts. In particular, Riemann sum is helpful in solving applied problem, but students are poor at understanding structure of Riemann sum. In this study, we try to investigate understanding on conceptual and procedural knowledge of integration and to analyze errors. Conducting experimental class of Riemann sum, we investigate the understanding of Riemann sum structure and so present the implications about improvement of integration teaching.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제24권1호
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• pp.1-27
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• 2021

For elementary school children, learning the standard multiplication algorithm with accuracy, clarity, consistency, and efficiency is a daunting task. Nonetheless, what should be our expectation in procedural fluency, for example, in finding the product of 25 and 37 among fifth grade students? Collectively, has the mathematics education community emphasized the value of conceptual understanding to the detriment of procedural fluency? In addition to examining these questions, we survey multiplication algorithms throughout history and in textbooks and reconceptualize the standard multiplication algorithm by using a new tool called the Multiplication Aid Template.

• 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.

• 한국초등과학교육학회지:초등과학교육
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• 제30권2호
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• pp.213-231
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• 2011

The purpose of this study was to investigate knowledge types which the elementary science gifted students would use when solving a science problem, and to examine characteristics and types that were shown in the science problem solving process. For this study, 39 fifth graders and 38 sixth graders from Institute of Education for the Gifted Science Class were sampled in one National University of Education. The results of this study were as follows. First, for science problem solving, the elementary science gifted students used procedural knowledge and declarative knowledge at the same time, and procedural knowledge was more frequently used than declarative knowledge. Second, as for the characteristics in the understanding step of solving science problems, students tend to exactly figure out questions' given conditions and what to seek. In planning and solving stage, most of them used 3~4 different problem solving methods and strategies for solving. In evaluating stage, they mostly re-examined problem solving process for once or twice. Also, they did not correct the answer and had high confidence in their answers. Third, good solvers had used more complete or partially applied procedural knowledge and proper declarative knowledge than poor solvers. In the problem solving process, good solvers had more accurate problem-understanding and successful problem solving strategies. From characteristics shown in the good solvers' problem solving process, it is confirmed that the education program for science gifted students needs both studying on process of acquiring declarative knowledge and studying procedural knowledge for interpreting new situation, solving problem and deducting. In addition, in problem-understanding stage, it is required to develop divided and gradual programs for interpreting and symbolizing the problem, and for increasing the understanding.

• 대한인간공학회지
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• 제35권1호
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• pp.29-38
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• 2016

Objective: The purpose of this research is to extract factors affecting office lighting and their relations, and then develop a framework that helps designers research and design smart lighting systems. Background: Due to the highly specialized usages of offices, the lighting system within offices also varies according to space, work, user, etc. A framework which considers these various factors and their relations is necessary for understanding and developing smart lighting systems. Method: First we extract factors affecting office lighting conditions, and select factors that can be controlled. We then analyze and develop a structure which reflects the relations among these factors from procedural perspective. Results: We divide factors affecting office lighting into physical and social factors, and then conceptualize their relations using a circular model. We then develop our framework from procedural perspective by dividing these factors into three levels, namely Subject, Action and Object. Conclusion: The developed framework organizes various factors affecting office lighting and their relations, and helps understand the procedural and structural aspects of lighting system. Application: Our framework helps designing and refining smart lighting system for complicated office spaces by helping people understanding the overall structure of office lighting.

• 한국과학교육학회지
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• 제26권5호
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• pp.620-636
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• 2006

The purpose of this study was to analyze one science teacher's understanding of student argumentation and his explicit teaching strategies for implementing it in the classroom. One middle school science teacher, Mr. Field, and his students of 54 participated in this study. Data were collected through three semi-structured interviews, 60 hours of classroom observations, and two times of students' lab reports for eight weeks. Coding categories were developed describing the teacher's understanding of scientific argumentation and a description of the main teaching strategy, the Claim-Evidence Approach, was introduced. Toulmin's approach was employed to analyze student discourse as responses to see how much of this discourse was argumentative. The results indicated that Mr. Field defined scientific inquiry as the abilities of procedural skills through experimentation and of reasoning skills through argumentation. The Claim-Evidence Approach provided students with opportunities to develop their own claims based on their readings, design the investigation for evidence, and differentiate pieces of evidence from data to support their claims and refute others. During this approach, the teacher's role of scaffolding was critical to shift students' less extensive argumentation to more extensive argumentation through his prompts and questions. The different level of teacher's involvement, his explicit teaching strategy, and the students' scientific knowledge influenced the students' ability to develop and improve argumentation.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제25권3호
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• pp.175-188
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• 2022

Measurement has been an important part of mathematics content students must learn through their schooling. Many studies suggest students' weak measurement learning, particularly related to length measurement, on the part of lower grade students. This difficulty has been attributed to mathematics curriculum as well as instruction. Building on a view of teaching as an interactive activity, this paper explores how a first grade teacher interacted with her students in small groups in a length measurement lesson to promote conceptual understanding as well as procedural fluency. I found that even though the teacher supported students to explain and justify what they understood, the ways the teacher interacted with students were not effective to promote students' understanding. Even though this finding is based on an analysis of a single mathematics lesson, it provides an example of challenges in promoting students' understanding through interaction with students in the context of teaching length measurement.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제17권1호
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• pp.15-27
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• 2013

Division of fractions is always a difficult topic for primary school students. Most of the presentations in teaching the topic in textbooks are procedural, asking students to invert the second fraction and multiply it with the first one, that is, $$\frac{a}{b}{\div}\frac{c}{d}=\frac{a}{b}{\times}\frac{d}{c}$$. Such procedural approach in teaching diminishes both the understanding of structure in mathematics and the interest in learning the subject. This paper discussed the formulation of teaching the division of fractions, which based on research lessons in some primary five classrooms. The formulated lessons started with an analogy to division of integers and working with division of fractions with equal denominators and then extended to division of fractions in general. It is found that the using of analogy helps students to invent their procedure in working the division problem. Some procedures found by students are discussed, with the focus on the development of their invention and mathematical thinking.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2006년도 추계 종합학술대회 논문집
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• pp.772-775
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• 2006

현재 많은 대학의 학과 또는 전공에서 절차지향 프로그래밍 언어 및 객체지향 프로그래밍 언어 관련 과목이 개설되어 있지만, 이 두 개념을 비교하면서 서로의 차이점, 장단점을 뚜렷하게 이해할 수 있는 종합적인 과목은 없다. 본 논문에서는 절차지향적 프로그래밍 및 객체지향적 프로그래밍 기법을 비교 및 분석하고, 하나의 수업 상에서 동시에 이를 비교하고 실습을 진행할 수 있는 교과목 자료 및 관련 웹 콘텐츠를 개발하였다. 이를 통하여 각각의 프로그래밍 기법의 이해는 물론, 두 프로그래밍 기법의 장단점 파악 및 응용 활용 능력을 배양할 수 있도록 하였다.

• 한국컴퓨터정보학회논문지
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• 제21권1호
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• pp.181-189
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• 2016

This study examined three elementary school computing curriculum - the CSTA K-12 computer science standards, the computing programme of the national curriculum in England, and the 2015 national curriculum in Korea - focusing on the educational objectives with the perspective of the revision of Bloom's Taxonomy of Educational Objectives. The CSTA K-12 computer science standards mainly addressed applying procedural knowledge and using digital technology is the main theme. The computing programme in England concentrated on understanding factual and conceptual knowledge of computer science, such as algorithms. The 2015 national curriculum also addressed applying procedural knowledge, but the main focus is making softwares and robots. The findings of this comparative analysis suggest that it is needed to set up concrete educational objectives for lower grade and make them related to the secondary education to make more coherent elementary-level learning objectives. And elementary-level computing learning objectives are needed to be organized with the perspective of knowledge and cognitive process level.