• 한국가구학회지
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• 제27권4호
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• pp.362-374
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• 2016

The ability of 'creative thinking' is one of the most important fact for designers to complete their design process. It is not only the overall concept of the process but also all details related to each steps of the process such as planning product strategies, research, finding ways to solve problems image development, broadening ideas, etc. It is, however, not easy to creative as designers by natural learning through experiences unless they have geniuses for creative designing. Many experienced designers in the field are even in dilemmas being not be able to differentiate from copying other designs. This study is focused on the researches on the works of famous designers, architects and artists who have shown great creativities throw their works or processes. It is aimed to define their ways of thinking which could be fundamental motives for the creativeness, various behavioral methods to solve problems in creative ways, technical approaches to improve creativities, and overall intuition in the design working processes.

• 한국수학교육학회지시리즈A:수학교육
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• 제52권1호
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• pp.19-41
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• 2013

What is the foundation of mathematical thinking? Is it logic based symbolic language system? or does it rely more on mental imagery and visuo-spatial abilities? What kind of neural changes happen if someone's mathematical abilities improve through practice? To answer these questions, basic cognitive processes including long term memory, working memory, visuo-spatial perception, number processes are considered through neuropsychological outcomes. Neuronal changes following development and practices are inspected and we can show there are neural networks critical for the mathematical thinking and development: prefrontal-anterior cingulate-parietal network. Through these inquiry, we can infer the answer to our question.

• 대한수학교육학회지:수학교육학연구
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• 제17권4호
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• pp.453-475
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• 2007

오늘날 문자의 도입과 함께 시작되는 학교대수는 초등수학에서 중등수학으로의 이행에서 가장 큰 장애요인이 되고 있다. 이는 산술과 차별화된 대수의 본질에 기인하는 것으로, 문자와 식, 방정식에서의 구문론적 측면을 강조하는 것만으로 해결 될 수 없다. 이에 최근 학교대수와 관련된 연구에서는 대수적 사고에 대한 논의가 집중적으로 다루어지고 있다. 본 연구는 대수적 사고 요소를 분석하여 산술에서 대수로의 이행과 초기 대수지도과정을 개선하기 위한 방안을 탐색해본 것이다. 먼저 역사-발생적, 인식론적, 기호-언어학적 관점으로부터 학교대수에서 요구되는 대수적 사고를 분석하고, 이로부터 형식 불역의 원리를 비롯하여 변수 개념과 양적인 추론, 대수적인 해석-식 세우기, 변환추론-식의 변형, 연산감각-식의 조작 등을 핵심적인 대수적 사고 요소로 확인한다. 그리고 초등학교와 중학교 수학 교과서를 분석하고 학생들을 대상으로 한 대수적 사고 능력 검사와 면담을 실시하고, 이를 토대로 학교수학에 포함된 대수적 사고 요소를 살펴본다. 또한 초등학교 수학에서부터 대수적 사고 요소를 강조함으로써 대수 입문기에 해당하는 중학교 이후의 대수 학습에 대한 준비와 더불어 대수적 사고 요소에 초점을 맞춘 산술에서 대수로의 이행을 이끌어내기 위한 지도 방안을 탐색해본다.

• 대한수학교육학회지:수학교육학연구
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• 제23권2호
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• pp.153-171
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• 2013

본 연구의 목적은 학생들의 수학적 사고 스타일에 따른 문제해결과정에서 나타나는 특징을 발견함으로써 교사가 학생에게 다양한 표상을 제공하는 방법론에 대한 시사점을 주는 것이다. 이러한 특징들을 분석하기 위해서 대학교 1학년 학생 202명에게 지필검사를 실시한 후 수학적 사고 스타일을 고려한 4개 그룹으로 분류하여 그룹별로 두 명씩 총 8명에 대해 인터뷰를 실시하였다. 그 결과, 수학적 사고 스타일은 수학적 개념 정의방법, 표상에 대한 문제해결, 표상 간의 번역능력과 관계가 있다고 결론지을 수 있었다. 이러한 결과를 토대로 Dienes의 지각적 다양성의 원리를 구체화하여 향후 교수학습에서 다양한 표상을 제시하는 방법론에 대한 시사점을 줄 것으로 기대할 수 있다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제17권2호
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• pp.119-131
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• 2013

It is the first time that there is a subject, advanced mathematics in the 2009 revised high school curriculum. Therefore it is posing a challenge to the teachers who are teaching it. At the advanced level, it is important for learners to reflect on their mental mathematical activities. This research analysed pre-service secondary teachers' reflective thinking in solving the tasks specific for the teaching and learning of polar coordinates. We report how and through what process mathematical tasks that can create disequilibrium for pre-service secondary teachers enable reflective thinking and expand preservice secondary teachers' thoughts and recognition of defining reflective thinking in looking back on one's problem solving and thinking processes.

• 한국수학교육학회지시리즈A:수학교육
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• 제42권5호
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• pp.647-672
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• 2003

This study sought to determine the impact of the graphing calculator on prospective math-teachers' mathematical thinking while they engaged in the exploratory tasks. To understand students' thinking processes, two groups of three students enrolled in the college of education program participated in the study and their performances were audio-taped and described in the observers' notebooks. The results indicated that the prospective teachers got the clues in recalling the prior memory, adapting the algebraic knowledge to given problems, and finding the patterns related to data, to solve the tasks based on inductive, deductive, and creative thinking. The graphing calculator amplified the speed and accuracy of problem-solving strategies and resulted partly in students' progress to the creative thinking by their concept development.

• 한국실내디자인학회논문집
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• 제14권5호
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• pp.71-79
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• 2005

Thinking methods have been widely recognized as phenomenon of problem solving in architectural design process and as one of the bases of creativity. In recent years the study of thinking methods have become a major focus of design research. And the purpose of the paper will understand the phenomenon of characteristic and classification of thinking methods in the architectural design process. Extensive protocols are recorded. In particular, the protocols contain sufficient information to make a detailed picture of the architect's problem-solving processes. A protocol study is reported in which the experimental data by architect's is analyzed through the visual protocol analysis method. These findings will help understand the architectural design nature. And they supply a direction for creative education for architects and the base for CAAD system development through understanding for architect's thinking methods.

• 감성과학
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• 제23권1호
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• pp.57-68
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• 2020

This research investigates how digital design agencies and client companies incorporate design thinking-a human-centered approach to solving difficult problems-into their website development processes. Based on a literature review on the design-thinking-driven web development process, multiple case studies of award-winning website projects were performed by in-depth interviews with key practitioners. Through analyses of these cases, their user-centered approaches for website innovation were identified according to the following four phases: web planning (discovery and defining phases) and web design and development (development and delivery phases). Moreover, distinct approaches of design thinking practices were identified according to two website types: a brand promotion website with a killer brand storytelling approach; and a service channel website with a strategic UI/UX-driven approach. Next, the key success drivers of these website projects were suggested in light of the typical themes of design thinking (i.e., human centeredness, research based, context awareness, and collaboration). Some practical limitations were also found in adopting the design-thinking-driven web development process, such as limited research methods and tools, and insufficient prototyping and experimentation. Along with these limitations, it was also discovered that current digital design agencies still face the following challenges in adopting the design-thinking-driven web development process: building a long-term, playful partnership with clients; leveraging decision-makers' design thinking awareness; and coping with limited resources (design thinking practitioners, budgets, and schedules).

• 한국수학교육학회지시리즈D:수학교육연구
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• 제14권1호
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• pp.51-65
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• 2010

Open-ended problems can foster deeper understanding of mathematical ideas, generating creative thinking and communication in students. High-order thinking tasks such as open-ended problems involve more ambiguity and higher level of personal risks for students than they are normally exposed to in routine problems. To explore the classroom-based factors that could support or inhibit such higher-order processes, this paper also describes two cases of Singapore primary school teachers who have successfully or unsuccessfully implemented an open-ended problem in their mathematics lessons.

• 한국수학교육학회지시리즈A:수학교육
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• 제53권2호
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• pp.275-290
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• 2014

This study investigated the types of the 3D geometric thinking and spatial reasoning through the observation of the 2D representing activities for representing the 3D geometrical objects with preservice secondary mathematics teachers. For this purpose, the 43 sophomoric students in college of education were divided into 10 groups and observed their group task performance on the basis of the representation they used. Observed processes were all recorded and the participants were interviewed based on the task. As a result, the role of physical object that becoming the object of geometric thinking and spatial reasoning, and diverse strategies and phenomena of the process that representing the 3D geometric figures in 2D were discovered. Furthermore, these processes of representing were assumed to be influenced by experience and study practice of students, and various forms of representing process were also discovered in the process of small group activities.