• International Journal of Quality Innovation
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• 제6권1호
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• pp.43-57
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• 2005

Action learning motivates students to solve open-ended problems by 'developing skills through doing'. This paper reviews the concept of action learning and discusses the adoption of action learning approach to teach operations management at universities. It presents the design and delivery of an action-learning course at City University of Hong Kong. The course incorporates classroom lectures, tutorials and an action-learning workshop. The experience gained proves that action learning facilitates student participation and teamwork and provides a venue of accelerating learning where enables students to handle dynamic problem situations more effectively. The paper concludes that adopting action-learning approach can help lecturers to enhance quality teaching in operations management courses, and provide an alternate means of effective paradigm other than traditional classroom teaching and/or computer-based training at universities.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권4호
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• pp.429-453
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• 2012

The purpose of the study were to analyze teaching models of arithmetic operations of integers in Korean middle school mathematics textbooks of the first grade and Americans', from which we compare and analyze standards for choice of models of middle school teachers and preservice mathematics teachers. We also analyze the effect of the choice of teaching models for students to understand and appreciate number systems as a coherent body of knowledge. On the basis of that, we would like to find the best model to help students understand and reason the process of formulate the arithmetic operations of natural numbers and integers into the operation of the real number system. Furthermore, we help these series of the study to be applied effectively in the middle school mathematics class in Korea.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권2호
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• pp.195-215
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• 2001

The purpose of this paper is to present a specific set of home teaching methods in hopes to prevent slow learner of the elementary mathematics. This paper deals with the number and operations, one of five topics in the elementary mathematics A survey of two hundred elementary school teachers was made to see the teacher's opinions of the role of home studying and to concretize the contents of the research topics. There were asked which is the most essential contents for the concrete loaming and which is the most difficult monad that might cause slow leaner. And those were found to be; counting, and arithmetic operations(addition and subtraction) of one or two-digit numbers and multiplication and their concepts representations and operations(addition and subtraction) of fractions. The home teaching methods are based on the situated learning about problem solving in real life situations and on the active teaming which induces children's participation in the process of teaching and learning. Those activities in teaching each contents are designed to deal with real objects and situations. Most teaching methods are presented in the order of school curriculum. To teach the concepts of numbers and the place value, useful activities using manipulative materials (Base ten blocks, Unifix, etc.) or real objects are also proposed. Natural number's operations such as addition, subtraction and multiplication are subdivided into small steps depending upon current curriculum, then for understanding of operational meaning and generalization, games and activities related to the calculation of changes are suggested. For fractions, this paper suggest 10 learning steps, say equivalent partition, fractional pattern, fractional size, relationship between the mixed fractions and the improper fraction, identifying fractions on the number line, 1 as a unit, discrete view point of fractions, comparison of fractional sizes, addition and subtraction, quantitative concepts. This research basically centers on the informal activities of kids under the real-life situation because such experiences are believed to be useful to prevent slow learner. All activities and learnings in this paper assume children's active participation and we believe that such active and informal learning would be more effective for learning transfer and generalization.

• 제어로봇시스템학회:학술대회논문집
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• 제어로봇시스템학회 1987년도 한국자동제어학술회의논문집(한일합동학술편); 한국과학기술대학, 충남; 16-17 Oct. 1987
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• pp.926-931
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• 1987

The present study is devoted to the development of a simplified teaching method whereby the control data of the 3-dimensional operations of a playback-type trial robot can be stored in a personal computer. The control data of the 3-dimensional operations are given using an instruction wand handled by an operator. The operator's task is only to track a desired robot path with the wand. The 3-dimensional position of the wand are measured by ultrasonic devices, the principle of which was developed for this study and is introduced in detail. In order to clarify the applicability of this method, experts were performed with respect to a continuous-path teaching and a pick-and-place task teaching which are typical jobs of robot operators.

• 한국수학교육학회지시리즈A:수학교육
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• 제48권4호
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• pp.399-417
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• 2009

The purpose of this study was to explore the adaptability of U.S. multiple-choice items to measure Mathematical Knowledge for Teaching (MKT) in Korea. For this purpose, the authors selected the number and operations form B which was developed by Learning Mathematics for Teaching (LMT) project at the University of Michigan and then adapted items in terms of general cultural context, school cultural context, mathematical substances, and language in Korea. The survey was administrated to 77 Korean in-service teachers who had more than three years of teaching experiences. Based on the survey, the authors compared the data to that of U.S. teachers who had participated California's Mathematics Professional Development Institute. As a result, the survey measures less knowledge Korean teachers than more knowledgable Korean teachers and there are strong correlations of relative item difficulties between Korean teachers and U.S. teachers for both Content Knowledge (CK) items and Knowledge of Content and Students (KCS) items. This study implies the future direction for developing items to measure teacher knowledge as well as designing effective teacher education programs.

• 한국초등수학교육학회지
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• 제21권3호
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• pp.531-546
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• 2017

본 연구에서는 계산 순서를 지도하는데 유용한 교수법적 내용 지식을 제공하기 위해 사칙계산 사이의 우선권은 어떠한 근거로 결정되었는지 살펴보고, 계산 순서를 바라보는 입장에 관해 논의하였다. 이러한 논의 결과를 바탕으로 다음 다섯 가지 제언을 결론으로 제시한다. 첫째, 교사들에게 덧셈과 뺄셈의 혼합계산 및 곱셈과 나눗셈의 혼합계산의 경우, 각각 뺄셈과 나눗셈부터 계산해도 동일한 계산 결과를 구할 수 있다는 것을 확인하는 기회를 제공할 필요가 있다. 둘째, 교사들에게 식의 왼쪽부터 차례대로 계산하는 규칙이 관습으로 자리 잡은 이유에 관해 논의할 수 있는 기회를 제공할 필요가 있다. 셋째, 교사들에게 덧셈과 곱셈의 혼합계산에서 곱셈이 덧셈보다 우선한다는 규칙 설정의 동인을 설명해 보는 기회를 제공할 필요가 있다. 넷째, 교사들에게 괄호가 있는 식에서 하나의 수량이라는 괄호의 의미를 강조할 필요가 있다. 다섯째, 교사용 지도서에서 계산 순서의 입장을 기술할 때는 계산 순서의 관습적, 개념적 입장을 모두 기술하여 교사들의 계산 순서에 대한 이해를 심화시킬 필요가 있다.

• 한국수학교육학회지시리즈A:수학교육
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• 제43권4호
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• pp.419-440
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• 2004

The purpose of this paper is to know the effects on number and operation abilities of the 1st grade children of elementary school by applying teaching and learning activity throught communication. For this purpose, we have studied according to the following procedure. 1. We divised teaching and learning model through communication and applied in the actual teaching and learning activity. 2. We investigated the effects of number and operations abilities of the 1st grade children by applying teaching and learning activity through communication. To accomplish this purpose, we applied learning activity through communication to the 1st grade of 40 elementary school children for about six months(September 1, 1999 ～ February 20, 2000). In process of applying this model, we collected all sorts of cases in the children's learning activity and investigated children's response on learning activity through communication, interview with children and researcher's observation. We applied the model through communication in class and compared with the traditional learning. 1. In learning through communication, children could solve the problem in themselves with a sense of responsibility. 2. It was impossible to find out the degree of children's comprehension in the explanatory learning. But in the learning through communication, it was a great help to individualize and plan the learning because children express their ideas clearly. It has conclusion as follows. The learning activity through communication has effected on forming number and operations abilities of the 1st grade of elementary school children importantly. 1. Children have improved in the abilities through communication to express their own ideas. 2. Children have studied with a sense of responsibility not in the teacher-oriented learning but in the self-directed learning 3. Children could find out the mathematical concepts in themselves - correcting false concepts, reguiding concepts by errors, finding invisible errors, solving problems variously and knowing the easy method. 4. The activity through communication in mathematics was a base of children's individual learning and important data of next learning plan. 5. The mathematical concepts formed through communication had a high transfer of learning. 6. Children have taken pleasure of discovery and had affirmative attitude about mathematics learning. We can make sure that number and operations abilities of the 1st grade children are formed by applying teaching and learning activity through communication. However, help and control of teacher have to be with it.

• 경영과학
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• 제22권2호
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• pp.1-12
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• 2005

New method has been widely used for teaching Management Science since the mid of 1990s. The new teaching method is distinguished from traditional method in several aspects. The mowt distintion of the new method is that Excel based approach is used in order to model and analyze quantitative problems. Due to the introduction of Excel based teaching method model formulation and interpretation is more emphasized than algorithms. By using this new method students are expected to be more interested in Management Science class and easily use several Management Science techniques in real world problems. Though Excel based teaching method has become more prevalent, there exist no empirical research to analyze the effectiveness of Excel based teaching method. This paper will empirically analyze how effective Excel based teaching method is. For this purpose survey data are collected fro professors teaching Management Science and analyzed by using t-test.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제14권3호
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• pp.195-209
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• 2010

Utilizing a structure of operations known as Dissection-Motion-Operations (DMO), a set of mathematics propositions or area-formulas in school mathematics will be introduced through shape-to-shape transforms. The underlying theme for DMO is problem-solving through visual reasoning and proving manipulatively or electronically vs. rote learning and memorization. Visual reasoning is the focus here where two operations that constitute DMO are utilized. One operation is known as Dissection (or Decomposition) operation that operates on a given region in 2D or 3D and dissects it into a number of subregions. The second operation is known as Motion (or Composition) operation applied on the resultant sub-regions to form a distinct area (or volume)-equivalent region. In 2D for example, DMO can transform a given polygon into a variety of new and distinct polygons each of which is area-equivalent to the original polygon (cf [Rahim, M. H. & Sawada, D. (1986). Revitalizing school geometry through Dissection-Motion Operations. Sch. Sci. Math. 86(3), 235-246] and [Rahim, M. H. & Sawada, D. (1990). The duality of qualitative and quantitative knowing in school geometry, International Journal of Mathematical Education in Science and Technology 21(2), 303-308]).

• 한국학교수학회논문집
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• 제11권1호
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• pp.97-115
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• 2008

고등학교 수학 수업에서는 실수 전체의 집합에서 뺄셈은 빼는 수의 덧셈의 역원을 더하고 나눗셈은 나누는 수의 곱셈의 역원을 곱하는 형식적인 관점으로 다룬다. 본 논문에서는 정수의 사칙계산 지도에 있어서 중학교 수학 수업에서 사용되는 직관적 모델(수직선 모델, 셈돌 모델)과 고등학교 수학 수업에서 제시되는 형식적 관점과의 연계에 대하여 논의하고자 한다. 직관적 모델을 이용하여 정수의 뺄셈을 덧셈을 이용하여 나타내는 방법의 의미를 재조명하고 이를 바탕으로 (음수)${\times}$(음수)가 양수임을 지도하는 새로운 방안을 제안하고자 한다. 직관적 모델의 일관성 있는 활용에 바탕을 두고 Treffers(1986)와 Freudenthal(1991)이 제안한 수평적 수학화(horizontal mathematization)의 과정을 통하여 정수의 사칙계산을 지도하는 이 방법은 중학교와 고등학교에서 정수의 사칙계산 수업에 참여하는 교사와 학생들 모두에게 나타날 수 있는 단절(박임숙, 2001)을 제거할 수 있는 방안이 될 것이다. 또 이것은 중 고등학교에서 다루는 수 체계들이 대학과정 대수학에서 다루는 추상적인 수 체계(group, ring, field)와 계통성을 가진 하나의 개념구조를 형성한다는 사실을 학생들이 인지할 수 있는 밑바탕이 될 것이다.