• Journal of Elementary Mathematics Education in Korea
• /
• v.14 no.2
• /
• pp.263-285
• /
• 2010

It is necessary to accumulate the studies on the practical learning and teaching for the Mathematical talent education in elementary school. In this study, I set the 4th grade children mathematically gifted in elementary school to pose the various number calculating formulars, 4 4 4 4 = 0, 1, 2,$\cdots$10, by using to +, -, ${\times}$, $\div$, ( ). And I analysed their products. In 2007, I gave the same task to 5th graders and got a significant result. To expand the target of my study, I used the same investigating method for children of different graders. As a result, I conclude that math brains in 4th grade also can create various many number calculating formulas. I find that children pose to various many calaulating formulars becoming 0, 1, 8, 4 in order whereas they pose to a little calaulating formulars becoming 10, 6, 5, 9 orderly. Most errors are due to the order of calculation or confusion about parenthesis. This study contributes to test methods and text development for math brains in elementary school.

• School Mathematics
• /
• v.19 no.4
• /
• pp.713-729
• /
• 2017

It is the 6th curriculum that first officially mentioned the use of calculators in elementary mathematics education in Korea. Since then, the curriculum has been more widely used than in the beginning. However, in actual textbooks, it is still not enough to see the utilization situation, and guidance in this textbook is very scarce. In particular, there is no relevant study that meets the standards of achievement of the curriculum. The purpose of this study is to investigate the contents of the research on the use of the calculator in the course of the curriculum change after the 6th curriculum, and to present the complex calculation, mathematical concept, mathematical principles and rules, mathematical problem solving. In addition, the course is presented in the textbooks that are appropriate for the achievement criteria and the application process for each topic.

• Journal of the Korean School Mathematics Society
• /
• v.23 no.1
• /
• pp.25-44
• /
• 2020

This study investigated the representation and algorithms of western mathematics reflected on the algebra domains of Chosun-Sanhak in the 18th century. I also analyzed the co-occurrences and replacement phenomenon between western algorithms and traditional algorithms. For this purpose, I analyzed nine Chosun mathematics books in the 18th century, including Gusuryak and Gosasibijip. The results of this study are as follows. First, I identified the process of changing to a calculation by writing of western mathematics, from traditional four arithmetical operations using Sandae and the formalized explanation for the proportional concept and proportional expression. Second, I observed the gradual formalization of mathematical representation of the solution for a simultaneous linear equation. Lastly, I identified the change of the solution for square root from traditional Gaebangsul and Jeungseunggaebangbeop to a calculation by the writing of western mathematics.

• Proceedings of the KIEE Conference
• /
• 2005.11b
• /
• pp.295-297
• /
• 2005

본 논문은 Part 1 으로 배전계통의 분산형 조류계산을 위한 기본적인 수학적 모델을 제안한다. 송전계통과 비슷하게 배전계통의 조류계산은 배전계통의 실시간 모니터링과 제어를 위한 가장 유용한 도구이다. 배전계통은 지역적인 특성으로 인하여 그 구조가 변전소를 중심으로 여러 개의 주 피이드로 나누어지게 되고 이러한 변전소가 수많이 산재되어 있다. 이런 관점에서 볼때 배전계통에 대한 조류계산은 불산 조류계산(Distributed Computation of Load Flow) 알고리즘을 필요로 한다. 특히, 분산전원 출현으로 인한 이러한 필요성은 점점 증가하고 있다. 배전조류계산은 분산전원이 배전계통에 추가됨에 따라 더욱 부담이 되었다. 본 논문에서는 배전계통을 위한 분산형 조류계산 알고리즘의 구성에 필요한 기본적인 수학적 모델을 제안하고자 한다.

• Education of Primary School Mathematics
• /
• v.16 no.3
• /
• pp.315-331
• /
• 2013

In this study, lessons on coordinate, percentage, and factorization in prime factors were taken with TI-73 calculator for 20 elementary school students in the 5th grade math gifted class in Pohang city. Through these lessons, the researcher examined with cases how using the calculator would influenced the lessons for the gifted students, and attempted to obtain implications on using calculators as learning tools in class. Activity sheets were made for this study and a 80-minute lesson was held three times for three weeks. In order to collect data, the class was recorded on videotape, the students were interviewed, and documents used in the class were collected. Then all the data were transcribed. Data analysis was completed through several readings of transcripts and main themes were derived by classifying, comparing, and contrasting coding. As a result of the study, the calculator played a role the tool as the mediation to communicate and the challenge their solvable tasks beyond the limitation of paper and pencil environments. But, in using the calculator, there was differences in gender between boys and girls. Above all, to enter commands into the calculator resulted in obstacles for learning process.

• 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.

• Communications of Mathematical Education
• /
• v.12
• /
• pp.303-315
• /
• 2001

본 논문에서는 고등학교 수학교과 7차 교육과정중 미분 단원의 교수 학습을 위한 프로그램을 Visual Basic 프로그램으로 설계한 과정과 그 기능을 기술하였다. 함수의 미분을 위한 초기의 좌표와 미분할 점의 좌표, 실행회수 등의 데이터를 입력 ${\cdot}$ 실행하여 그 결과(접근과정)를 화면에 도표와 그래프로 나타나게 하였고 미분단원의 ‘학습내용’과 ‘사용설명’의 기능을 추가하였다. 보조계산이나 함수의 입력을 위해 “함수값 계산”, “극한값 계산”, “함수입력판” 등의 창(폼)을 설치하였다. 이 프로그램은 일선 학교 교육 현장에서 수학 교수-학습을 위한 효율적인 시청각 자료로 활용 될 수 있을 것이다.

• Communications of Mathematical Education
• /
• v.24 no.1
• /
• pp.1-27
• /
• 2010

This study intends to provide implications about sluggish use of calculators in our case by analyzing the math textbook of U.S. Macmillan/McGraw-Hill along with the tendency of paying more attention to math class using technologies. From the results of analysis, this textbook deals with various methods over around 3.3% of all pages, using calculators across all grades from 1st to 6th grade. In particular, it offers guidance into three types such as 'Choose a Computation Method', 'You can also use a calculator.', and 'TECHNOLOGY LINK', while particularly it is impressive in the perspective of using calculators as one of calculation strategies. And case studies of usage in textbooks describe 8 different perspectives as an example-represent; solve problems or equations; develope or demonstrate conceptual understanding; analyze; compute or estimate; describe, explain or justify; choose appropriate calculation method; determine a calculated answer's reasonableness. Reflecting on the fact that we still use calculators in a passive way, there are considerable implications to us.

• Journal of Educational Research in Mathematics
• /
• v.9 no.1
• /
• pp.167-181
• /
• 1999

The aim of this study is to investigate the influence of graphic calculator in the teaming of function of the underachieved students in the second grade of middle school. Under this purpose of the study, we devised the instruction-plan which incorporates the using of graphic calculator into the traditional paper-and-pencil teaming environments, and executed the function-instruction with the underachieved students according to the devised instruction-plan. During the lesson hours, we observed and analysed the contributions and the carefulness of using graphic calculator in the learning of function of the underachieved students. Furthermore, we carried out the pre-test and the post-test to examine the effects of using graphic calculator in the learning of function of the underachieved students.

• Proceedings of the Korea Society of Mathematical Education Conference
• /
• 2006.04a
• /
• pp.45-52
• /
• 2006

이 글에서 우리는 탐구를 위해 그래핑 계산기를 사용할 때 탐구의 경험과 능력, 태도를 포함한 학생에 대한 영향을 조사하였다. 그래핑 계산기가 수학 탐구 과정의 기초를 형성한 이후에, 두 학생이 인터뷰되었고 당시 과정을 수료한 162명의 학생이 조사되었다. 결과는 그래핑 계산기가 학생의 탐구 능력을 개발하는데 유용한 도구라는 것을 보여준다. 대부분의 학생들은 그래핑 계산기에 대한 긍정적인 태도를 가졌고 그 사용에 흥미를 느꼈다.