• Journal of Elementary Mathematics Education in Korea
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• v.10 no.2
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• pp.171-194
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• 2006

As it is not long since the gifted education was implemented in elementary school, it is necessary to accumulate the practical studies on the mathematically gifted education. This paper focused on enhancing creativity by providing the various and divergent thinking activities for mathematically gifted students. For this purpose, I prepared two mathematics problems, and , and let the mathematically gifted 5th grade students solve them. After that, I investigated to analyse their reactions in detail and tried to find the methods for assessing their divergent products. Finally, I found that they could pose various and meaningful calculating equations and also identify the various relations between two numbers. I expect that accumulating these kinds of practical studies will contribute to the developments of gifted education, in particular, instructions, assessments, and curriculum developments for the mathematically gifted students in elementary schools.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.1-22
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• 2017

The properties of arithmetic are considered as essential to understand the principles of calculation and develop effective strategies for calculation in the elementary school level, thanks to agreement on early algebra. Therefore elementary students' misunderstanding of the properties of arithmetic might cause learning difficulties as well as misconcepts in their following learning processes. This study aims to provide elementary teachers a part of pedagogical content knowledge about the properties of arithmetic and to induce some didactical implications for teaching the properties of arithmetic in the elementary school level. To do this, elementary school mathematics textbooks since the period of the first curriculum were analyzed. These results from analysis show which properties of arithmetic have been taught, when they were taught, and how they were taught. Based on them, some didactical implications were suggested for desirable teaching of the properties of arithmetic.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2015.11a
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• pp.81-83
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• 2015

객관적 영상 화질 측정(Image Quality Assessment: IQA)방법은 영상 화질 최적화 문제해결을 목적으로 하는 영상 처리 및 컴퓨터 비전 분야에 매우 중요하게 사용된다. 이를 위해, 저복잡도, 고성능 및 좋은 수학적 특성(예를 들어, 척도성(metricability), 미분가능성(differentiability) 및 볼록 성질(convexity))을 모두 만족시키는 객관적 IQA 방법이 활발히 연구되어 왔다. 그러나, 위해 위에서 언급한 좋은 수학적 특성을 가지는 대부분의 객관적 IQA 방법들은 좋은 수학적 특성을 만족시키기 위해 상당한 예측성능의 감소를 초래했다. 본 논문은 위에서 언급한 좋은 수학적 특성을 모두 만족시키면서, 예측 성능이 향상된 새로운 IQA 방법을 제안한다. 인간 시각 체계의 감수영역은 광도 입력에 대해 공간 도메인에서 미분 형태의 응답을 가지므로, 제안 방법은 이러한 시각 체계 응답을 모방하여 기울기 연산자를 도입한다. 제안한 방법에서 도입한 기울기 연산자는 매우 단순하게 설계되어, 계산 복잡도가 매우 낮다. 광범위한 실험 결과, 제안하는 IQA 방법은 기존 수학적 특성이 좋은 IQA 방법들 대비 더 좋은 성능을 보이면서 계산 복잡도 또한 낮았다. 따라서 제안 IQA 방법은 다양한 영상 화질 최적화 문제에 매우 효과적으로 적용될 수 있다.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.441-451
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• 2004

수학의 내용을 학생에게 지도할 때 기계적인 계산법칙을 가르치는 것보다 개념을 이해할 수 있도록 돕는 것은 교사의 중요한 역할이다. 그 동안 연구를 통해 정수를 지도하기 위한 모델들은 꽤 많이 알려져 왔으나 이 모델들을 학생에게 직접 적용하였을 때 일어나는 현상을 파악한 연구는 그리 많지 않다. 따라서 본 연구는 상위, 중위권 초등학교 5학년을 대상으로 EIS이론에 바탕을 둔 정수의 모델을 통해 학생들이 정수의 개념을 어떻게 형성하고 그 과정에서 어떤 오류를 나타내는지, 또 무엇을 가장 어려워하는지 등 그 학습과정을 조사하였다.

• School Mathematics
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• v.1 no.2
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• pp.529-545
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• 1999

The purpose of the study is to introduce a model for learning-teaching mathematics using graphing calculator. This study consists of four main chapters. In chapter III, there are some Teaching Procedures and reports. Graphing calculator was used as a tool in understanding mathematical concepts and solving given problems. Also there is an example of performance assessment on second-grade students in high school. This study left much to be desired and has to be followed by a continuing study to make it better.

• School Mathematics
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• v.6 no.3
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• pp.267-281
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• 2004

The purpose of this study is to understand Preservice elementary teachers' knowledge about multiplication of fractions by focusing on their computation abilities, understanding of meanings, generating appropriate problem contexts and representations. A total of 115 preservice elementary teachers participated in the present study. The results of this study indicated that most of preservice elementary teachers have little difficulty in computing multiplication of fractions for right answers, but they have big difficulty in understanding meanings and generating appropriate problem contexts for multiplication of fractions when the multiplier is not an integer, called 'multiplier effect.' Likewise, the rate of appropriate representations surprisingly decreased for multiplication of fractions when the multiplier is not an integer. The findings also point out that an ability to make problem contexts is highly correlated with representations and meanings. This study implies that teacher education programs need to improve preservice elementary teachers' profound understanding of elementary mathematics in order to fundamentally improve the quality of teaching practices in classrooms.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.231-246
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• 2024

In this paper, we present the development and a case study on 'Mathematics & Coding Mobile Contents' tailored for secondary education. These innovative resources aim to alleviate the burden of laborious calculations, enabling students to allocate more time to engage in discussions and visualize complex mathematical concepts. By integrating these contents into the curriculum, students can effectively meet the national standards for achievement in mathematics. They are empowered to develop their mathematical thinking skills through active engagement with the material. When properly integrated into secondary mathematics education, these resources not only facilitate attainment of national curriculum standards but also foster students' confidence in their mathematical abilities. Furthermore, they serve as valuable tools for nurturing both computational and mathematical thinking among students.

• School Mathematics
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• v.17 no.2
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• pp.273-287
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• 2015

The purpose of this study was to obtain a deeper understanding of didactic processing in the class that unified with engineering by analyzing on the types of the teacher's instumental orchestration and schematizing it as an activity system. In order to do so, a qualitative study of a 5th grade class for math-gifted students in Y elementary school with ethnography was conducted. Interviews with the students were held and various document data were collected during the participational observation of the class. The collected qualitative data were gone through the analytical induction while the instrumental orchestration of Drijvers, Boon, Doorman, Reed, & Gravemeijer as well as the secondgeneration activity theory of Engestrom were using as the frame of conceptional reference. According to the result of this study, there exist 4 types, such as 'technical demo' 'link screen board', 'detection-exploring small group' and 'explain the screen and technical demo'.

• School Mathematics
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• v.8 no.4
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• pp.397-415
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• 2006

This paper is to find out the reason why students often make mistakes with 0 during computation and to get some instructional implication. For this, history of 0 is reviewed and mathematics textbook and workbook are analyzed. History of 0 tells us that the ancients had almost the same problem with 0 as we have. So we can guess children's problems with 0 have a kind of epistemological obstacles. And textbook analysis tells us that there are some instructional problems with 0 in textbooks: method and time of introducing 0, method of introducing computational algorithms, implicit teaching of the number facts with 0, ignoring the problems which can give rise to errors with 0. Finally, As a reult of analysis of Japanese and German textbooks, three instructional implications are induced:(i) emphasis of role of 0 as a place holder in decimal numeration system (ii) explicit and systematic teaching of the process and product of calculation with 0 (iii) giving practice of problems which can give rise to errors with 0 for prevention of systematical errors with 0.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.125-143
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• 2012

This study is designed to see the characteristics of elementary students' arithmetic error patterns and error rates by going up grades and to draw some implications for effective instruction. For this, 580 elementary students of grade 3-6 are tested with the same subtraction, multiplication and division problems. Their errors are analyzed by the frame of arithmetic error types this study sets. As a result of analysis, it turns out that the children's performance in arithmetic get well as their grades go up and the first learning year of any kind of arithmetic procedures has the largest improvement in arithmetic performance. It is concluded that some arithmetic errors need teachers' caution, but we fortunately find that children's errors are not so seriously systematic and sticky that they can be easily corrected by proper intervention. Finally, several instructional strategies for arithmetic procedures are suggested.