• 호남수학학술지
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• 제28권1호
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• pp.165-183
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• 2006

In this article, we try to show that concepts and principles in probability can be taught vividly through the use of the Monte Carlo method to students who have difficulty with probability in the classrooms. We include some topics to demonstrate the application of a wide variety of real world problems that can be addressed.

• 한국수학교육학회지시리즈A:수학교육
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• 제54권1호
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• pp.65-81
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• 2015

The purpose of this study is to investigate the international trends of how the core competencies are reflected in mathematics curriculum, and to find the implications for the revision of Korean mathematics curriculum. For this purpose, the curriculum of the 9 countries including the U.S., Canada(Ontario), England, Australia, Poland, Singapore, China, Taiwan, and Hong Kong were thoroughly reviewed. It was found that a variety of core competencies were reflected in mathematics curricula in the 9 countries such as problem solving, reasoning, communication, mathematical knowledge and skills, selection and use of tools, critical thinking, connection, modelling, application of strategies, mathematical thinking, representation, creativity, utilization of information, and reflection etc. Especially the four most common core competencies (problem solving, reasoning, communication, and creativity) were further analyzed to identify their sub components. Consequently, it was recommended that new mathematics curriculum should consider reflecting various core competencies beyond problem solving, reasoning, and communication, and these core competencies are supposed to combine with mathematics contents to increase their feasibility. Finally considering the fact that software education is getting greater attention in the new curriculum, it is necessary to incorporate computational thinking into mathematics curriculum.

• 한국학교수학회논문집
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• 제2권1호
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• pp.231-242
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• 1999

The focus of this development program is to input multimedia materials into learning according to the trend of recent social changes and to maximize the learning effect for improving problem-solving by offering familiar teaching materials. The expecting effects of this study are as follows: 1. This program helps students acquire mathematical concepts and principles about circular equation through concrete examples using a variety of media - text, voice, sound, and animation and so on - , makes it possible individual learning which was difficult for students to expect at the existing multitude class as progressing learning each unit on the screen and the perfect learning by offering FEED BACK 2. This program varied the difficulty of learning contents to learn according to learning abilities of learners by using animation and making the most of merits of computer and was able to improve learning effect by studying in a mutual way with managing learning procedure nonsuccessively. 3. Class using CAI program about developed circular equation unit has a positive effect on improving problem-solving by becoming from teacher centered class to student centered one. 4. This program makes students understand the contents of auxiliary learning in multimedia computer more efficiently, and cultivate abilities to adopt in accordance with changes in the future society by forming familiar computer mind.

• 한국학교수학회논문집
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• 제3권1호
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• pp.189-200
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• 2000

The purpose of this thesis is that the students understand the sentence stated math problems closely related to the real life and adapted the right solving strategies try to find the solution to a problem. The following research problem were proposed. 1. How repeated thinking lessons develop the understanding of problems and influence the usage of correct problem solving strategies and extensions of problem solving. 2. There are how much differences of achievement for each type of sentence stated problems by using comparative analysis of upper class, intermediate class, and lower class for each level between the experimental and comparative classes. In order to conduct this research the classes were divided into three different level - upper class, intermediate class and lower class. Each level include an experimental class and a comparative class. The two classes (experimental class and comparative class) of the same level were tested on the basis of class division record with the experimental class repeated learning papers for two weeks were used to guide the fixed thinking algorism for each sentence stated math problems. Eight common problems were chosen from a variety of textbooks : number calculation problems, velocity-distance-time problems, the density of a mixture, benefit problems, distribution problems, problems about working, ratio problems, the length of a figure problems. After conducting this research experiment The differences in achievement level between the experimental class and comparative class, were compared and analyzed through achievement tests made from the achievement test papers with seven problems, which were worth seventy points (total score). The conclusions of this thesis are as follows: Firstly, leaning activities through the usage of repeated learning papers for each level class produce an even development of achievement level especially in the case of the upper class learners, they have particular differences (between experimental class and comparative class) compared to the intermediate level and lower classes. Secondly, according to the analysis about achievement development each problems, learners easily accept the strategies of solution through the formula setting up to the problem of velocity -distance-time, and to the density of the mixture they adapted the picture drawing strategies interestingly, However each situation requires a variety of appropriate solution strategies. Teachers will have to employ other interesting solution strategies which relate to real life.

• 한국학교수학회논문집
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• 제6권1호
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• pp.1-17
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• 2003

이 논문은 수학적인 재능을 가진 농어촌 수학영재지도를 위하여 농어촌 지역에 위치한 과학영재교육원(지역교육청 주관)에서 수학하는 중학교 2학년 학생을 대상으로 창조적인 수학문제 해결력을 증진시키는 방법을 연구한다. 특히 수학영재교육에서 수학 창의적 문제해결력을 증진시키기 위한 탐색방안을 연구하여 탐구학습에 적용하는 수업모형과 학습지도안을 개발하고 개발된 탐구학습지도안을 탐구학습모형에 적용하여 지적능력(IQ)에 따른 수업 형태의 선호도 반응, 지적능력과 수학창의력 능력과의 관계, 탐구학습과 수학 창의적 문제해결 능력과의 관계를 비교분석하여 수학영재교육에 있어서 수학 창의적 문제해결에 알맞는 교수·학습 모형과 학습내용을 탐색하여 보편화된 교재이외의 다양한 수학학습탐구주제를 가지고 학생들의 참여를 이끌어 내어 토론식 수업을 전개하는 것이 바람직한 수업모델이 될 수 있을 것이라는 결론을 얻었다.

• 한국전산구조공학회:학술대회논문집
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• 한국전산구조공학회 2002년도 가을 학술발표회 논문집
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• pp.203-210
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• 2002

The great advantages on the Genetic Algorithms(GAs) are ease of implementation, and robustness in solving a wide variety of problems, several GAs based optimization models for solving complex structural problems were proposed. However, there are two major disadvantages in GAs. The first disadvantage, implementation of GAs-based optimization is computationally too expensive for practical use in the field of structural optimization, particularly for large-scale problems. The second problem is too difficult to find proper parameter for particular problem. Therefore, in this paper, a Distributed Hybrid Genetic Algorithms(DHGAs) is developed for structural optimization on a cluster of personal computers. The algorithm is applied to the minimum weight design of steel structures.

• 대한수학교육학회지:수학교육학연구
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• 제12권1호
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• pp.17-27
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• 2002

To solve the addition word problems provides young children the chance to learn about and exercise in problem solving. This paper focuses on two aspects to be considered in addition word problems: the homogeneity of objects and the variety of contexts. The homogeneity of objects involved in addition word problems has to be kept in the following reasons: concept of unit, effectiveness of information, prevention of inappropriate variety, inconsistency of mathematics with real world, continuity between elementary and secondary mathematics. And for the variety of contexts, the additive structure proposed by G. Vergnaud, can be considered: composition, transformation, relation of comparison, composition of two transformations, composition of two relations, transformation of a relation. According to this structure, some examples, which contain homogeneous objects, were extracted from the elementary school mathematics textbooks.

• 한국융합학회논문지
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• 제11권8호
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• pp.33-38
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• 2020

현대 사회는 다양한 분야의 문제를 컴퓨터와 접목하여 새로운 방향으로 생각하고 문제를 해결할 필요가 있다. 이렇게 자신만의 아이디어로 컴퓨팅 기술을 활용하여 다양한 문제를 추상화하고 자동화하는 것을 컴퓨팅 사고라고 한다. 본 논문에서는 프로그래밍 교육 상황에서 다양한 문제를 제시하고 이를 해결하기 위해 다양한 문제해결 방식을 찾도록 하는 과정을 통해 컴퓨팅 사고 기반의 지식 정보를 어떻게 진단하고 향상시킬 수 있는지를 분석하고자 한다. 학습자를 진단하기 위해 사전 검사와 라이트봇을 수행하고, 그 결과의 상관관계를 파악하여 학습자의 지식 상태를 체크한 뒤, 문제 해결 학습 기법에 따라 강의를 진행한 평가 결과와 라이트봇 수행 결과의 상관관계를 분석하여, 제안하는 기법에 따라 학습한 학습자들의 집단 평균 성적을 비교 분석한 결과 학습효과가 유의미하게 있는 것으로 나타났다. 본 논문에서 제안하는 문제해결을 위한 컴퓨팅 사고력 기반의 지식 정보를 도출하고 향상시키는 기법을 소프트웨어 교육에 적용한다면 학생들의 흥미와 관심을 유도하여, 학습 효과가 높아질 것이다.

• 한국융합학회논문지
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• 제11권11호
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• pp.95-101
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• 2020

본 연구는 비판적 사고성향, 문제해결능력, 대학생활적응의 융합적 관계를 규명하고, 대학생활적응에 미치는 영향을 파악하고자 하였다. 설문 조사는 충북과 전북에 소재한 3년제 치기공과에 재학 중인 2,3학년 학생 172명을 대상으로 시행하였다. 분석결과 연구대상자의 비판적 사고성향은 3.50, 문제해결능력은 3.55, 대학생활적응은 3.27으로 나타났다. 대학생활적응에 가장 큰 영향을 미치는 요인은 비판적 사고성향이었으며, 전공만족도, 대학만족도 순이었다. 치기공과 학생들의 대학생활에 적응 수준을 높이기 위해서 비판적 사고성향을 증진시키고, 전공과 대학만족도를 높일 수 있는 교육환경 개선과 다양한 교육프로그램 개발이 필요할 것이다.

• 영재교육연구
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• 제10권1호
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• pp.1-32
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• 2000

Although it is widely acknowledged that enhancing creativity is an important educational theme on which schools should depend and embody their educational goal and activities, how to do it can be characterized as 'piecemeal' without a whole picture of it. Thus, school practices of creativity education has been disoriented, discontinuous, short-term, and peripheral in nature. In this practical context, a theoretical model of creativity education was developed in ways in which several theoretical concepts based on research findings on a variety of aspects of creativity education were compiled and organized. The core of the model was creative problem solving process to which the goals and the mediating variables of creativity education were connected in relational fashion. By giving repetitive opportunities for creative problem solving geared to producing the results that are novel and useful for the individual as well as the socity, it was conceptualized that two educational goals could be achieved: a short-term goal of developing creative potential of the individual and the long-term goals of self-actualization of the individual and contribution to the society. It is also conceptualized that creative problem solving can be influenced in positive manner by several mediating variables: content knowledge and skills, creative cognition, creative motivation and attitudes, and creative environment. The creative environment is composed of psychological and physical conditions and provides a basis for creativity education. The former three variables are conceptualized as necessary conditions for the effectiveness and efficiency of creative problem solving, when provided appropriately. The four mediating variables ware conceptualized as mutually affecting so that the development of one variable influences positively that of the other, and vice versa. In terms of practical perspective of teaching creativity, developing creative potential, self-actualization, and contribution to society are the goals; creative problem solving process is the methodology; content knowledge and skills, creative cognition, and creative motivation and attitudes are the content; and creative environment is the condition of creativity education. The model is not yet perfect but needs further explorations to make it more detailed in clarifying various relationships. For instance, how the creative problem solving process can be differentiated in teaching various subject matters is yet to be explored. Thus, the model proposed in this study should be regarded as a general model of creativity education, and is relatively sound to be adopted in school practices since it is based on the theoretical as well as empirical study findings on creativity. However, the proposed model needs to be validated through empirical researches in real teaching settings.