• East Asian mathematical journal
• /
• v.26 no.2
• /
• pp.115-140
• /
• 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.

• The Mathematical Education
• /
• v.62 no.1
• /
• pp.79-93
• /
• 2023

This study used metaphors as a analysis tool to investigate elementary school students' formation and development of angle concepts. For this purpose, the students were asked to write words associated with angle, right angle, acute angle and obtuse angle and to explain why. In case of angle and right angle, responses of 268 students from 3rd to 6th graders were analyzed and for acute angle and obtuse angle, those of 192 students from 4th to 6th graders were examined. As the results of categorizing the metaphors, they can be classified into categories such as; (1) qualitative aspects: 'things metaphor', 'personality metaphor', 'emotions metaphor' etc., (2) quantitative aspects: 'motions metaphor', 'changes metaphor', 'emotions metaphor' etc., and (3) relational aspects: 'shape relations metaphor.' The metaphoric expressions were prominent in 'qualitative aspects' associated with shapes. As for the other aspects, 'quantitative aspect'- the size of angles and the amount of spread and 'relational aspects' - elements of angle and relationship with another shapes, the frequency increses were shown to as grade levels were up. In case of right angle and acute angle, 'qualitative aspects' associated with shapes were outstanding and the frequency of the metaphoric expressions of obtuse angle was distributed similarly in three aspects. As the figure strand and the measurement strand are integrated to an strand in the 2022 revised curriculum, we need more discussion of multifaced aspects of angle and the learning sequences in the 'figure and measurement' strand.

• Education of Primary School Mathematics
• /
• v.21 no.2
• /
• pp.209-221
• /
• 2018

Angle concepts have a multifaceted nature such as quantitative aspects as the amount of rotation, qualitative aspects as geometric shapes, and relationship aspects made with planes or lines. This study analysed angle concepts and introduction methods of angles in elementary mathematics textbooks which have been used from the Syllabus Period to the 2015 Revised Mathematics Curriculum. First, the concepts of angles in mathematics textbooks focus through the definitions, representations, and components of angles presented in mathematics textbooks are analyzed. Secondly, how various aspects of each angle are sequenced through the tasks or activties in the introduction of lesson is looked. As a result of analysis, the methods of introducing angles in the changes of mathematics textbooks have mainly focused on learning about geometric shapes and relations of components. In the mathematics classroom, students should experience various aspects of geometric shapes, rotations, relational aspects of points, lines and surfaces, and support and link them to form a wide range of concepts.

• Education of Primary School Mathematics
• /
• v.3 no.1
• /
• pp.55-62
• /
• 1999

Through our elementary school mathematics, measurement is a critical topic since measurement helps connect ideas within areas of mathematics and between mathematics and other disciplines. In grade 4, students should understand angle, time, perimeter and area of figures by active involving. The paper gives ten ideas about teaching these concepts.

• Education of Primary School Mathematics
• /
• v.27 no.1
• /
• pp.19-38
• /
• 2024

This study aims to analyze the characteristics of students' understanding of artificial intelligence and mathematical concepts by developing and applying an artificial intelligence education program for mathematics convergence using robots. To this end, we analyzed the content standards of elementary artificial intelligence education to extract conceptual elements of artificial intelligence and identified mathematics achievement standards that can effectively integrate them. In particular, a five-session (15 classes in total) program was developed by selecting the units 'angle' and 'quadrilateral' suitable for utilizing the robot's movement and reorganizing the lesson to integrate the mathematics achievement standard with the artificial intelligence content elements. As a result of applying this to 22 fourth grade elementary school students over five months and analyzing the students' understanding revealed by topic of artificial intelligence content, the artificial intelligence education program for mathematics convergence using robots was helpful in students' understanding artificial intelligence principles and mathematical concepts. In addition, the use of robots was confirmed to improve students' understanding of artificial intelligence and mathematics as well as their participation in class by making them visually check a series of performing procedures.

• Journal of The Korean Association For Science Education
• /
• v.33 no.3
• /
• pp.639-649
• /
• 2013

The purpose of this study is to figure out how teachers conduct an experiment in measuring the size of the Earth and how students recognize it. For this study, an in-depth interview was conducted one week after the lesson on the experiment about measuring the size of the Earth. The participants were five secondary school teachers and five secondary school students. The in-depth interview was recorded and transcribed. The result of the interview was drawn through an inductive categorized analysis method. As a conclusion of this study, the teachers taught the students the lesson using alternate angles instead of using the altitude of the Sun. Their lessons were based on Eratosthene's story or some related illustrations suggested in the textbook and not based on an explanation of the principle. Also, students measured the Earth's size only by using alternate angles and didn't understand the meaning of the shadow in the experiment. The results of this study show that teachers need to reconstruct the textbook and understand the accurate experimental principle for the students to have a meaningful experience of the experiment on measuring the size of the Earth.

• Journal of the Korean School Mathematics Society
• /
• v.6 no.1
• /
• pp.101-113
• /
• 2003

The purpose of this study is to analyze students misunderstood types relate to trigonometric function and to devise its teaching method using GSP. To do this, we performed several steps as followings: First, we performed questionnaire survey to 70 students belong to second year at high school to find students comprehension degree about radian angle representation and trigonometric function graph. Second, we devised the teaching-learning materials relate to trigonometric function graph using GSP. And then, we used them in the class of 35 students who are at the time to learn trigonometric function in the first year at high school. Third, we conducted Questionnaire survey to students studied through teaching and learning materials using GSP. As a result of doing the survey, we found that general students were interested in the class using GSP and they could also operate computer without difficulty.

• Communications of Mathematical Education
• /
• v.33 no.3
• /
• pp.295-317
• /
• 2019

Angle concept is widely used in all mathematics curriculums and is a basic concept in geometric domain. Since angle have a multifaceted and affect subsequent learning, it is necessary for students to understand various angle concepts. In this study, Singapore, U.K., Australia, and U.S. are selected as comparable countries to examine the angle-related contents and learning process that appear in the curriculum as a whole, and then look at the perspectives and the size aspects of angle in detail and give implications to the Korean curriculum based on them. According to the analysis, the four countries except Korea, supplement angle, complement angle, angles on a straight line, angles at a point, and finding angle were explicitly covered in the curriculum. And most countries gradually covered angle-related contents over several years, compared to Korea which intensively studied in a particular school year. In common, definition of angle was described as static, measurement of angle was described as dynamic. But in Korean curriculum, dynamic views on angles are described later and less compared to other countries, and range of angle size was narrower than in other countries'. From this comparison, this study suggest to discuss how to place and develop various contents of characteristics of angle in curriculum, address the angle using both static and dynamic perspectives, and introduce the angle size as the amount of rotation to learn the reflex angle, $180^{\circ}$, $360^{\circ}$ angle.

• 대한공업교육학회지
• /
• v.32 no.2
• /
• pp.87-103
• /
• 2007

The purpose of this study was to develop of the smoke flow visualization device of learning wind tunnel, teaching-learning materials in order to demonstrate air-flow around the fluid-flow field qualitatively and understand the resistance concepts of fluid-flow in secondary school. The contents of this study were consisted of the development and experiment of smoke flow visualization for learning wind tunnel. The main results of this study were as follows: First, this developed teaching-learning material here will help students understand the fundamental physical phenomena related with the resistance of fluid and the various patterns of air-flow in the field of transportation technology. Second, flow visualization has shown the same tendency in both of theoretical and experimental patterns. Third, the airfoil model has the smallest wake region meaning resistance against air-flow of circular cylinder and square rod model. Forth, flow separation point at leading edge and wide wake region began to show under the angle of attack of airfoil model ${\alpha}$ is $20^{\circ}$. Fifth, the wake width of the flow field behind a golf ball with dimple became slightly narrower than that without dimple. Sixth, the developed device was made to apply the teaching and learning materials for the experiment and practice in order to increase students' interest and attitude.