한국수학교육학회지시리즈D:수학교육연구 (Research in Mathematical Education)

  • 제15권2호
  • /
  • Pages.141-158
  • /
  • 2011
  • /
  • 1226-6191(pISSN)
  • /
  • 2287-9943(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
권호 표지
DOI QR코드

DOI QR Code

MCY-Mentoring Activities by Creating and Communicating Mathematical Objects

  • Cho, Han-Hyuk (Department of Mathematics Education, Seoul National University) ;
  • Lee, Ji-Yoon (Department of Mathematics Education, Seoul National University) ;
  • Shin, Dong-Jo (Department of Mathematics Education, Seoul National University) ;
  • Woo, Ahn-Sung (Department of Mathematics Education, Seoul National University)
  • 투고 : 2011.04.26
  • 심사 : 2011.06.12
  • 발행 : 2011.06.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

In recent years, an increasing number of viewpoints hold that students should be engaged in a learning environment where understanding and knowledge transfer take place. This study introduces Mathematics Created by You (MCY)-mentoring program, which allows students to construct artefacts that are required to learn. This program is online-based and so can be shared by several people and mathematics leaning takes place through interactions within this carefully designed environment. Also, MCY intends to provide students a series of sequential activities related to creative play, creative learning and creative inquiry based on a Constructive and interactive environment. Furthermore, a creative activity- constructing a creative product using building blocks- was presented as an example. Finally, we investigate the pedagogical implications and suggest directions for the further development.

키워드

참고문헌

  1. Ackermann, E. K. (2004). Constructing knowledge and transforming the world. In: M. Tokoro & L. Steels (Eds.), A learning zone of one's own: Sharing representations and flow in collabora tive learning environments. Amsterdam, Netherlands: IOS Press.
  2. Anderson, L. W. & Kraftwohl, D. R. (Eds) (2001). A taxonomy for learning, teaching, and assessing: a revision of bloom' s taxonomy of educational objectives. New York: Longman.
  3. Barbera, E. (2009). Mutual feedback in e-portfolio assessment: an approach to the netfolio system. British Journal of Educational Technology 40(2), 342-357. ERIC EJ828593 https://doi.org/10.1111/j.1467-8535.2007.00803.x
  4. Bates, A. W. (1990). Application of new technologies (including computers) in distance education: Implications for the training of distance educators. Paper presented at the Round Table on Training, Commonwealth of Learning (Vancouver, British Columbia; April 2-6). http://www.eric.ed.gov/PDFS/ED332683.pdf ERIC ED332683
  5. Bhattacharya, M. & Hartnett, M. (2007). E-portfolio assessment in higher education. Paper presented at the 37th ASEE/IEEE Frontiers in Education Conference, Milwaukee, WI. http://www.ied.edu.hk/obl/files/eportfolio%20assessment%20in%20higher%20ed.pdf
  6. Black, P. & William, D. (1998). Inside the white box: raising standards through classroom assessment. Phi Delta Kappan 80(2), 139-144. ERIC EJ575146
  7. Cropley, A. J. (2004). Creativity in education & learning: A guide for teachers and educators. Amsterdam, Netherlands: IOS Press. ERIC ED455739
  8. De Bono, E. (1970). Lateral thinking: a textbook of creativity. New York: Penguin Books.
  9. Guilford, J. P. (1950). Creativity. American Psychologist 5(9), 444-454.
  10. Hoppe, H. U.; Pinkwart, N.; Oelinger, N.; Zeinim S.; Verdejo, F.; Barros, B. & Matorga, J. I. (2005). Building bridges within learning communities through ontologies and "thematic objects". In: Proceedings of Computer-Supported Collaborative Learning Conference CSCL 2005 (pp. 211-220). Mahwah, NJ: LEA.
  11. Jonassen, D. H. (1991). Objectivism versus constructivism: do we need a new philosophical paradigm? Educational Technology, Research and Development 39(3), 5-14. ERIC EJ436301 https://doi.org/10.1007/BF02296434
  12. Jonassen, D. H. (2000). Computers as Mindtools for Schools: Engaging Critical Thinking (2nd ed). Upper Saddle River, NJ: Merrill/Prentice Hall.
  13. Jonassen, D. H. (2006). Modeling with technology: mindtools for conceptual change (3rd ed). Columbus, OH: Merrill/Prentice Hall.
  14. Kafai, Y. & Resnick, M. (1996). Constructionism in practice. NJ: Lawrence Erlbaum Associates, Publishers.
  15. Kim, B. Y. & Lee, J. S. (2007). On Perspectives in Mathematical Creativity. Journal of the Korean Society of Mathematical Education Series A: Mathematical Education 46(3), 293-302 ME 2008d.00097
  16. Lakoff, G. & Nunez, R. (1997). The metaphorical structure of mathematics: Sketching out cognitive foundations for a mind-based mathematics. In: L. English (Ed.), Mathematical reasoning: Analogies, metaphors, and images. Mahwah, NJ: Lawrence Erlbaum Associates.
  17. Lakoff, G. & Nunez, R. (2000). Where mathamatics comes from: How the embodied mind brings into being. New York: Basic Books.
  18. Lawler, R. W. (1996). Thinkable models. J. Math. Behav. 15(3), 241-259. ME 1997f.03716 ERIC EJ538256 https://doi.org/10.1016/S0732-3123(96)90004-8
  19. Lobry de Bruyn, L. A. (2004). Monitoring Online Communication: Can the development of convergence and social presence indicate an interactive learning environment? Distance Education 25(1), 67-81. ERIC EJ680550 https://doi.org/10.1080/0158791042000212468
  20. Mayer, R. E. (2002). Rote versus meaningful learning. Theory into Practice 41, 226-232. ERIC EJ667157 https://doi.org/10.1207/s15430421tip4104_4
  21. Papert, S. (1980). Mindstorms: Children, computers and powerful ideas. Brighton: Harvester Press ME 1982j.09086
  22. Radford, L.; Bardini, C.; Sabena, C.; Diallo, P. & Simbagoye, A. (2005). ON embodiment, artefact, and signs: A semiotic cutural prerspective in mathematical thinking. Chick, H. L. & Vincent, J. L. (Eds.). Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education 4 (pp.113-120). ME 2007c.00051 ERIC ED496955
  23. Resnick, M. & Silverman, B. (2005). Some reflections on designing construction kits for kids. In: Proceedings of ACM IDC05: Interaction Design and Children (pp. 117-122).
  24. Skemp, R. R. (1987). The Psychology of Learning Mathematics. Lawrence Erlbaum Associates, Inc. ME 1986i.03547 ERIC ED068336
  25. Ton De Jong, Wouter R. Van Joolingen, Adam Giemza, Isabelle Girault, Ulrich Hoppe, Jorg Kindermann, Anders Kluge, Ard W. Lazonder, Vibeke Vold, Armin Weinberger, Stefan Weinbrenner, Astrid Wichmann, Anjo Anjewierden, Marjolaine Bodin, Lars Bollen, Cedric D'Ham, Jan Dolonen, Jan Engler, Caspar Geraedts, Henrik Grosskreutz, Tasos Hovardas, Rachel Julien, Judith Lechner, Sten Ludvigsen, Yuri Matteman, Oyvind Meistadt, Bjorge Næss, Muriel Ney, Margus Pedaste, Anthony Perritano, Marieke Rinket, Henrik Von Schlanbusch, Tago Sarapuu, Florian Schulz, Jakob Sikken, Jim Slotta, Jeremy Toussaint, Alex Verkade, Claire Wajeman, Barbara Wasson, Zacharias C. Zacharia and Martine Van Der Zanden (2010). Learning by creating and exchanging objects: The SCY experience. British Journal of Educational Technology 41(6), 909-921. ERIC EJ901407 https://doi.org/10.1111/j.1467-8535.2010.01121.x
  26. Torrance, E. P. (1987). Guidelines for administration and scoring/comments on using the Torrance Tests of Creative Thinking. Bensenville, IL: Scholastic Testing Service.
  27. Whitelock, D. (2006). Electronic assessment: marking, monitoring and mediating learning. In: P. McAndrew & A. Jones (Eds.), Interactions, objects and outcomes in learning. International Journal of Learning Technology 264-276.