• The Mathematical Education
• /
• v.32 no.4
• /
• pp.280-299
• /
• 1993

• The Mathematical Education
• /
• v.32 no.4
• /
• pp.360-373
• /
• 1993

• Communications of Mathematical Education
• /
• v.2
• /
• pp.193-198
• /
• 1997

• The Mathematical Education
• /
• v.32 no.4
• /
• pp.300-316
• /
• 1993

• The Mathematical Education
• /
• v.26 no.1
• /
• pp.1-10
• /
• 1987

• The Mathematical Education
• /
• v.32 no.4
• /
• pp.335-344
• /
• 1993

• Communications of Mathematical Education
• /
• v.10
• /
• pp.505-517
• /
• 2000

수학 학습에서 컴퓨터와 계산기의 활용은 시각화의 강화로부터 직관력과 사고력의 향상을 가져왔다. 컴퓨터 대수체계(Computer Algebra System)가 탑재된 수학 학습용 컴퓨터 프로그램과 계산기가 활발히 사용되고 있으며, 교수매체로서의 활용은 지식 정보전달 체계와 학습자의 지식 구성방법에 새로운 패러다임을 형성하였다. 특히 수학학습용 그래픽 계산기(Graphing Calculator)는 휴대형(Hand-held Technology)으로 학습공간의 이동(Mobil Education)이 가능하며, 수학학습 전용기라는데 의미를 둘 수 있다. Symbolic Graphing Calculator를 활용한 수업에서 학습자는 계산기를 가지고, 기호연산 실행 조작을 통해 자신의 사고과정을 표현하고, Symbolic Graphing Calculator는 실행 조작에 즉각적으로 과정과 결과를 제공하며, 다른 표상과 상호작용을 함으로써 학습자 스스로의 규제가 강화된 과정을 통해 지식을 구성하게 된다. 이때 교사는 지식 정보전달 체계인 대화형 실행매체(IMTs)를 작성하여 학습자의 지식 형성에 안내자의 역할을 하게 된다. 이번 워크샵에서는 CASIO fx 2.0을 활용한 교실 수업모형을 그래프 표상과 연계한 방정식의 풀이과정을 통해 알아본다.

• Journal of the Korean School Mathematics Society
• /
• v.9 no.2
• /
• pp.229-248
• /
• 2006

In creative society, fluency in technology means the ability to reformulate knowledge, to express oneself creatively and appropriately, to produce and generate information in computer environment. Fluency in technology is essential for mathematics education with a point of constructivist view. In this paper, we study the meaning of fluency in technology, related to mathematics education. For this purpose, we suggest Papert's constructionism as a theoretical background and consider the principle of 'Learning through design' for fluency in technology. And we consider some principles for designing a mathematical microworld and implement a mathematical microworld for fluency in technology. With this microworld, we consider the after-school-program where students have participated a design activity.

• Journal of Educational Research in Mathematics
• /
• v.27 no.2
• /
• pp.157-170
• /
• 2017

Mathematics was the main domain of PISA 2012, and both paper-based and computer-based assessment of mathematics (CBAM) were conducted. PISA 2012 was the first large-scale computer-based mathematics assessment in Korea, and it is meaningful in that it evaluated students' mathematical literacy in problem situations using dynamic geometry, graph, and spreadsheet. Although Korea ranked third in CBAM, the use of ICT in mathematics lessons appeared to be low. On the other hand, this study focused on Singapore, which ranked first in CBAM. The Singapore Ministry of Education developed online programs such as AlgeTools and AlgeDisc, and implemented the programs in classes by specifying them in mathematics curriculum and textbooks. Thus, this study investigated influential factors on computer-based assessment of mathematics by comparing the results of Korea and Singapore, and aimed to provide meaningful evidence on the direction of Korea's ICT-based mathematics education. The results showed that ICT use at home for school related tasks, attitudes towards computers as a tool for school learning, and openness and perseverance of problem solving were positively associated with computer-based mathematics performance, whereas the use of ICT in mathematics class by teacher demonstration was negatively related. Efforts are needed to improve computer use and enhance teaching techniques related to ICT use in Korean math classes. Future research is recommended to examine how effectively teachers use ICT in mathematics class in Singapore.

• The Mathematical Education
• /
• v.32 no.4
• /
• pp.374-388
• /
• 1993