• Communications of Mathematical Education
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• v.25 no.2
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• pp.381-402
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• 2011

In this paper we study formulae of the triangle's area. We solve problems related with making new formulae of the triangle's area. These formulae is consisted of some elements of triangle, for example side, angle, median, perimeter, radius of circumcircle. We transform formulae $S=\frac{1}{2}acsinB$, $S=\frac{abc}{4R}$, $S=\sqrt{p(p-a)(p-b)(p-c)}$, and make new formulae of the triangle's area. Some formulas are received in the process of Research and Education program in the science high school. We expect that our results will be used in the Research and Education program in the science high school.

• Education of Primary School Mathematics
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• v.17 no.3
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• pp.205-230
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• 2014

New teaching and learning theory on various aspects about class is needed to implement education which reflects constructivism, ideally. For an ideal learner-centered mathematics class, tangible and intangible elements related to education(view of knowledge, view of leaner, teacher's role, evaluation, the form of class, learning, teaching material, etc.) should be integrated from a constructive perspective and especially, teaching material has to be premised on that learners have intellectual abilities to construct knowledge themselves, and reflect integrity of knowledge, diversity and others, and contain open attributes. In addition to this, teaching material should have characteristics different from those when objective epistemology applies, so there is a need to analyze whether teaching material has those characteristics. For this, this study compared and analyzed <1. Three-Digit Numbers> which belongs to the domain of numbers and operations out of the units of mathematics(3) textbook of the 2009 revised curriculum for the first and second grade that first introduced story-telling, and <3. Understanding of Place Values> for the second grade of constructive math class used in the U.S.

• School Mathematics
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• v.19 no.1
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• pp.117-135
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• 2017

Even though patterns and correspondence serve a fundamental basis of function for elementary students, there has been lack of research in this field. This study explored prior studies to extract the key instructional elements on how to teach patterns and correspondence. This study then analyzed the unit of 'patterns and correspondence' in the mathematics textbooks in terms of four key instructional elements (i.e., relation to real-life contexts, diversity of pattern tasks, exploration for a correspondence relationship, and teaching variables). The results of this study showed that topics dealing with patterns and correspondence were represented with relation to real-life contexts but diversity of pattern tasks and exploration for a correspondence relationship were needed to be further considered in the textbooks. Another noticeable result was that teaching variables was not explicitly addressed in the textbooks. Based on these results, this study provides textbook writers with implications on what to further consider in dealing with patterns and correspondence.

• Journal of the Korean earth science society
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• v.31 no.6
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• pp.625-636
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• 2010

Scientifically gifted students' argumentation characteristics in science instruction using the internet messenger was investigated. Participants in this study were five 9th grader in middle school in Seoul. They attended a program offered by the Science-Gifted Education Center, Seoul National University. Internet messenger (instant messenger) was used for instruction, and data were collected by saved messages. Toulmin's argument model was used as a tool for analyzing students' argumentation, and the argumentation patterns were categorized by sequence of argument operations. The results showed that in case of learner-centered instructions, there were lots of relatively higher-level argumentations appeared. On the contrary, teacher-centered instruction ended up with few or lower-level argumentation. Also there were four types of argumentation patterns emerged throughout the whole instructions. Findings suggest that the development of an instruction models and the selection of an appropriate topic be necessary for promoting the interaction between teacher and students as well as enhancing the students' ability of argument.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.347-364
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• 2009

In this paper, the researchers investigated the influence of graphing calculator in learning the concept of linear function for the gifted students. Elementary students who were taking a course in enrichment mathematics at Science Education Institute for the Gifted in Mokpo National University were selected for this study. The researchers analyzed students' processes of mathematical inference and conjecture, and students' algebraic description. We found the facts that the visualization using a graphing calculator and CBL is helpful to the gifted students in understanding concepts of liner function, finding the relationship between variables, analyzing and presupposing of graph. But, using graphing calculator can be a factor that disturbs learning of students who have too much of curiosity on graphing calculator.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.303-319
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• 2017

This study was to explore ex-offender's social readjustment based on the perceptions of correctional professionals and correctional counselors. For the study, 10 correctional professionals were interviewed including university professors majoring in criminology, judges of family court, various correctional workers and 8 correctional counselors responsible for counseling of ex-offender's in the Korea Rehabilitation Agency. The interviews were analyzed using content analysis procedures proposed by Krippendorff(2003). The results were composed of 5 spheres, 15 dimensions, 36 categories, and 77 meaning contents. With regard to social readjustment experiences of ex-offender's, domains such as 'education', 'psychotherapy', 'employment and job search', 'service, culture and leisure', and 'social and national support' were drawn from the analyses. Based on the results of this study, significance and implications were presented.

• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.221-237
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• 2004

This research analyzed mathematical discourse of the students in an RME-based differential equations course at a university in order to investigate the social transformation of the students' conceptual model of differential equations. The analysis focused on the change in the students' use of conceptual metaphor for differential equations and pedagogical factors promoting the change. The analysis shows that discrete and quantitative conceptual model was prevalent in the beginning of the semester However, continuous and qualitative conceptual model emerged through the negotiation of mathematical meaning based on the inquiry of context problems. The participation in the project class has a positive impact on the extension of the students' conceptual model of differential equations and increases the fluency of the students' problem solving in differential equations. Moreover, this paper provides a discussion to identify the pedagogical factors Involved with the transformation of the students' conceptual model. The discussion highlights the sociocultural aspect of teaching and learning of mathematics and provides implications to improve teaching of mathematics in school.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.347-366
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• 2015

There are a lot of causes of under-achievement in elementary mathematics, one of which may be lack of previous learning elements. We focus on the understanding of place value. The purpose of this study is to analyze underachievers' levels of understanding of place value concepts and to find the types of place value tasks that they have had special difficulty. For this purpose, an individual test called as "the Six Tasks of Place Value(SToPV)"was applied to ten third grade mathematics underachievers in elementary school. The test is a type of place value concept tests and requires one-on-one interview with some preparation materials. The participants' reactions were analysed according to the framework by Berman(2011). The result of analysis shows that third grade mathematics underachievers tend to have a great difficulty understanding the place value concepts. Also the types of difficult tasks were various from individual to individual. Based on the test results and discussion, we suggested some implications for diagnosing place value concepts of mathematics underachievers.

• The Journal of the Korea Contents Association
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• v.9 no.7
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• pp.379-389
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• 2009

In this paper, we analyzed the effect of u-learning model school which have been in forced by the Ministry of Education. We suggested a plan which we generalized the effects of u-learning. To analyzed the effects of u-learning, first of all, we set up indexes of u-learning effect - satisfaction measurement, efficacy measurement, the scholastic achievements, possibility of generalization. After we reanalyzed reports of model school and papers of u-learning, we looked for suggestions of the effects u-learning. We draw up a plan which we generalized the effects of u-learning according to suggestions. We devide a plan by 3 steps - introduction step, diffusion step, fixation step and every step by 4 field - policy of u-learning, teaching & learning, quality control, technology. Because we suggested a concrete plan which we generalized the effects of u-learning, we expect to use usefully our plan at school in the future.

• The Journal of the Korea Contents Association
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• v.8 no.1
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• pp.116-127
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• 2008

In the $7^{th}$ education curriculum, computer education curriculum in the elementary and secondary schools is composited into the contents for the use of computers so that there are some limitations in teaching students the abilities for solving various problems of several areas using computers. Recently, the research has done to change the computer education curriculum for enhancing creativity and problem solving ability required by the future education. The contents of the main subject for enhancing them is of computer programming, however, there was not enough research on systematic programming education curriculum for leading to motivating learners and enhanced knowledge transfer to those learners. In this paper, we analysis the contents mathematics education curriculum with consecutive contents and in tight connection with computer education and then extract its programming related elements. Based on those, we propose a programming education curriculum with which we can teach systematically computer programing according to continual and systematic guidance in the elementary and secondary schools. And we develop a teaching model and learning guidance for teaching students programming methods with the computer programming education curriculum proposed in this paper.