• The Mathematical Education
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• v.56 no.3
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• pp.257-280
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• 2017

The purpose of this study is to analyze middle school students' learning characteristics they showed on the inquiry-based learning process of circumcenter using various teaching tools, and then to identify the effects of using teaching tools in the middle school students' learning process of circumcenter. For this purpose, we developed teaching materials for inquiry-based learning of circumcenter using textbook, origami, ruler and compass, GeoGebra and sand experiment. Then we applied them on the learning process of circumcenter for five groups of middle school students. From the analyzing of audio/video materials and documents which are collected from the process of participants' inquiry-based learning of circumcenter, we identified the following results. First, inquiry-based learning of circumcenter using various teaching tools promoted mathematical discourses among participants of this study. For example, they conjectured mathematical properties or justified their opinions after manipulated teaching tools in the process of learning circumcenter. Second, inquiry-based learning of circumcenter using various teaching tools promoted participants' divergent thinking. They tried many inquiry methods to find new mathematical properties relate to circumcenter. For example, they tried many inquiry methods to know whether there is unique circle containing four vertices of given quadrangles. Third, we found several didactic implications relate to inquiry-based learning of circumcenter using various teaching tools which are due to characteristics of teaching tools themselves. Participants showed several misconceptions about mathematical properties during they participated inquiry-based activity for learning of circumcenter using various teaching tools. We identified their misconceptions were not due to any other variables containing their learning characteristics but to characteristics of teaching tools.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.89-98
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• 2010

In this study, we investigated and compared the standard of the present teaching tools & facilities in 16 cities and provinces. On the basis of this data, we suggested the standard of teaching tools & facilities according to the new curriculum. In the analysis of the present teaching tools & facilities, we divided the scope of facilities into 'the common one' and 'lab & practical room[common].' This study made it possible to easily recognize a facility by deleting a prep room from the names of facilities. Also, we prepared the standard plan for teaching tools by putting its focus on how to desirably manage the curriculum while giving the independence of a school to the maximum because of all sorts & great numbers of teaching tools.

• Educational Technology International
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• v.8 no.2
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• pp.73-91
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• 2007

The purpose of this study is to explore tools for systemic and integrated teaching analysis in recognition of problems derived from the existing teaching analysis which have been held fragmentarily and temporarily. In order to do so, a teaching analysis tools is identified by examining the current services of video-taping and analysis, which are the most representative teaching analysis methods among the Centers for Teaching and Learning (CTLs) in Korea, and by redefining teaching analysis through literature review. A teaching analysis is to be done to challenge teachers to change and grow by providing a motive to reflect on the act of teaching and carry out improvements, and it has to be held covering the general act of teaching and examined through diverse methods in systemic and multidimensional perspectives over a full period of teaching. In this study, an act of teaching is examined in four areas: planning, teaching skill, evaluation and reflection, and teaching analysis frameworks according to an act of teaching are suggested by periods of before, during, and after a term. Teaching analysis methods are also suggested by the frameworks.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.179-205
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• 2006

The 7th curriculum sets a basic direction based on learner centered teaching. To this end, the curriculum puts a focus on activity centered classes using teaching tools. In reality, however, elementary school teachers find using the teaching tools in their classes difficult, although there are various studies going on to improve the practical use of the teaching tools in the classroom. In this paper, we present an effective approach to utilize those prior studies on using the teaching tools in classes for 4th, 5th and 6th graders.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.587-603
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• 2020

This study is a basic study to effectively develop a mathematics experience object, an important tool and educational tool in mathematics education. Recently, as mathematics education based on action theory is emphasized, various mathematics experience objects are being developed. It is also used through various after-school activities in the school. However, there are insufficient cases in which a mathematics experience teaching tools is developed and used as a tool for explaining mathematics concepts in mathematics classrooms. Also, the mathematical background of the mathematics experience teaching tools used by students is unclear. For this reason, the mathematical understanding of the toolst for mathematics experience is also very insufficient. Therefore, in this study, a development model is proposed as a systematic method for developing a mathematics experience teaching tools. Also, in this study, we developed 'the Great Common Divisor' mathematics experience teaching tool according to the development model. Through the model proposed through this study and the actual mathematics experience teaching tool, the development of various tools for mathematical experience will be practically implemented. In addition, it is expected that various tools for experiencing mathematics based on mathematical foundations will be developed.

• The Journal of the Korea Contents Association
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• v.6 no.12
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• pp.201-215
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• 2006

The purpose of this study is to present a plan to design and utilize effectively useful software program in dealing with Teaching Materials and Tools Management in all infant education institute. This program is called Teaching Materials and Tools Management and it is based on the national kindergarten Curriculum notified by ministry of education. To achieve this goal, all teaching materials should be kept to classify and use easily regardless of their shape, kind, and maker(manufacturer). Teaching materials and tools once used in class should be kept after being repaired, And if it is difficult to repair them, write down detail information about them for any teacher to repair them easily. Teaching materials and tools should classified efficiently after being used and registered to recognize their information at first glance. Teaching materials and tools should be registered with an index to manage curriculum effectively when establishing a year plan.

• Journal of the Korea Convergence Society
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• v.13 no.1
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• pp.297-312
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• 2022

Although education using teaching tools is important to both students and teachers, the quality problem of distributed teaching tools is constantly being raised. Therefore, the purpose of this study is to analyze the teaching tools by classifying them into three quality factors, and to confirm the satisfaction and repurchase intentions of elementary school teachers. This study was conducted by dividing the first CIT survey and the second survey targeting incumbent elementary school teachers, and the PLS statistical program was used as an analysis tool. Through empirical analysis, it was analyzed that product quality, educational quality, and service quality had a positive (+) effect on teacher satisfaction, and that teacher satisfaction had a positive (+) effect on repurchase intention. Through this, it gives teachers insight into what they should focus on when purchasing or evaluating teaching tools and how to use them usefully for education, and for researchers, it provides an important clue to research for product quality improvement, and for companies that produce and distribute teaching tools, it gives to effective guidelines for the development of new products and contents. In the future, in addition to the relationship between the teaching tools and teachers, additional research on the organic relationship between the teaching tools and various objects is needed, and this is suggested as a future study.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.263-286
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• 2024

With the introduction of AI digital textbooks, interest in the use of technology tools in mathematics education is increasing. Technology tools have the advantage of visualizing mathematical concepts and discovering mathematical principles through experimentation and inquiry. The 2015 revised mathematics curriculum in Korea already mentions the use of technology tools, and accordingly, various teaching and learning activities using technology tools are presented in mathematics textbooks. However, there is still a lack of systematic analysis on the types and utilization methods of technology tools presented in textbooks. Therefore, this study analyzed the current status of the use of technology tools presented in high school mathematics textbooks based on the 2015 revised curriculum. To this end, the types of technology tools presented in mathematics textbooks were categorized, and the utilization ratio of each category was investigated. In addition, the utilization patterns of technology tools were analyzed by subject and content area, and the utilization ratio of technology tools according to the type of teaching and learning activities was examined. The results showed that technology tools were used in various types and ratios according to the subject and content area. In particular, technology tools in the symbol-manipulation graphing software category accounted for 58% of the total usage cases, showing the highest proportion. By subject, the use of symbol-manipulation graphing software was prominent in subjects dealing with the analysis area, while the use of dynamic geometry software was relatively high in the geometry area. In terms of teaching and learning activity types, the utilization ratio of auxiliary tool type (49%) and intended inquiry induction type (37%) was high. The results of this study show that technology tools play various roles in mathematics textbooks and provide useful implications for improving mathematics teaching and learning methods using technology tools in the future. Furthermore, it can contribute to the establishment of educational policies related to AI digital textbooks and the development of teacher training programs.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.563-572
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• 2023

This study aimed to analyze cases of online class design by pre-service science teachers to identify the teaching strategies employed for online classes. For this purpose, the real-time online class lesson plans of 12 pre-service science teachers, who had experienced education utilizing online teaching tools for a semester, were collected and analyzed. The pre-service science teachers considered all the elements that were essential in traditional face-to-face class designs, including prerequisites, statements of learning objectives, stimulating motivation, teaching and learning methods, wrapping up, teacher-student interaction, and assessment. They devised teaching strategies that could overcome the limitations of online teaching and were not feasible in face-to-face classes for each element. Additionally, they were considering new instructional strategies tailored to the online teaching environment, such as creating a conducive environment for using online teaching tools and strategies related to checking the online teaching environment. However, for statements of learning objectives, stimulating motivation, and wrapping up, most of the pre-service science teachers predominantly utilized teaching strategies from traditional face-to-face classes, especially those involving the presentation of visual materials through online tools. Student-centered approaches were rarely implemented in stimulating motivation or wrapping up. These findings imply that one semester of exposure to the utilization of online teaching tools may be insufficient in teacher education. Thus, there is a need for a continuous and expanded educational program on the utilization of online teaching tools as part of pre-service teacher education.

• Journal of Korea Society of Digital Industry and Information Management
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• v.19 no.2
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• pp.1-10
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• 2023

Digital transformation is accelerating in all industries due to COVID-19 and rapidly developing ICT technology. In the field of education, teaching methods that combine various IT devices and software technologies are being applied. The education requires a future learning environment using EduTech such as digital learning tools. We perform a case study on the use of digital learning tools for effective class. In this study, digital learning tools were applied to an university class. The class was held in the second semester of 2022 at A university, with 67 students participating. In our case, QuizN, Mentimeter, and Google Forms were applied as digital learning tools. In order to evaluate our case, a survey was conducted using the Google Questionnaire. From the results of the survey evaluation, more than 85% of all survey questions answered that they were satisfied. From it, digital learning tools were shown to be effective in class operation.