• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.29-39
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• 2007

This paper is to give a brief introduction to a new discipline called 'conceptual metaphor' and 'mathematical metaphor(Lakoff & Nunez, 2000) from the viewpoint of mathematics education and to analyze the metaphors at 4th graders' mathematics classroom as a case of conceptual metaphors. First, contemporary conception on metaphors is reviewed. Second, it is discussed on the effects and defaults of metaphors in teaching and learning mathematics. Finally, as a case study of mathematical metaphors, conceptual metaphors on the concepts of triangles at 4th graders' mathematics classrooms are analyzed. Students may reason metaphorically to understand mathematical concepts. Conceptual metaphor makes mathematics enormously rich, but it also brings confusion and paradox. Digging out the metaphors may lighten both our spontaneous everyday conceptions and scientific theorizing(Sfard, 1998). Studies of metaphors give us the power of understanding the culture of mathematics classroom and also generate it.

• Proceedings of the Korean Information Science Society Conference
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• 2003.04a
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• pp.863-865
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• 2003

교육정보화의 실현이라는 과제가 현재의 학교현장에 필요한 만큼 제7차 교육과정의 시작과 더불어 학습자의 지식과 능력을 육성하기 위한 미리 계획된 WBI(Web based Instruction)를 기반으로 한 교수 모형의 필요성이 강조된다. 본 연구는 WBI의 교육적 기능을 충분히 반영하여 교실에서 교사가 사용하기 쉽고 효율적인 학습자료를 구현하여 웹 환경이 조성된 교실에서 활용할 수 있도록 하였다. 이러한 구현을 위한 프로그램으로는 웹 환경에서 실행하는데 무리가 없고 소용량으로 에니메이션 효과를 극대화 할 수 있는 Flash MX를 사용하였고, 고등학교 ‘수학10-나’의 내용 중 교과서와 칠판만을 사용하여 수업하는 데는 한계가 있는 과정인 ‘도형의 이동과 부등식의 영역’을 주로 개발하였다. 학습자들은 학교에서 수업한 내용을 웹 환경을 이용하여 개별학습 및 반복학습을 할 수 있고, 교사들은 교실이나 멀티미디어실에서 웹을 통하여 본 연구에서 구현한 프로그램을 사용함으로 학교 수업의 효율성을 높이고자 한다.

• Journal of The Korean Association of Information Education
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• v.20 no.3
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• pp.219-234
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• 2016

In this study, It analyzed the effect of pair programming teaching methods in elementary software education. At first, for the development of SW educational programs it surveyed 162 elementary students and 34 teachers in J area. As a result, developed SW educational programs based on geometry in elementary mathematics and it was applied. For application SW programs it was constructed 22 students experimental group, 22 students comparison group of 44 students in 3, 4, 5th grade the winter break of ${\bigcirc}{\bigcirc}$ university education donation application. First, software education using pair programming will be more effective on the development of elementary school students' computational thinking. Second, software education using pair programming will be more effective on the development of elementary school students' creativity. Test results, pair programming is to show a significant difference on the development of computational thinking and creativity in elementary software education.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.865-884
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• 2010

The purpose of this research was to analyze the characteristics of teachers' questionings in the geometry field and suggest the characteristics of teacher questioning to enhance students' mathematical creativity. Teacher questioning plays a role to students' mathematical achievements, mathematical thinking, and their attitudes toward mathematics. However, there has been little research on the roles of teacher questioning on students' mathematical creativity. In this research, researchers analyzed teachers' questions concerning the concepts of triangles in the geometric areas of 4th grade Korean revised 2007 mathematics textbooks. We also analyzed teachers' questionings in the three lessons provided by the Jeju Educational Internet Broadcasting System. We classified and analyzed teachers' questionings by the sub-factors of creativity. The results showed that the teachers did not use the questionings that appropriately enhances students' mathematical creativity. We suggested that teachers need to be prepared to ask questions such as stimulating students' various mathematical thinking, encouraging many possible responses, and not responding with yes/no. Instead, teachers need to encourage students to explain the reasons of their responses and to take part in learning activities with interest.

• Communications of Mathematical Education
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• v.14
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• pp.163-176
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• 2001

대부분의 수학 수업이 알고리즘을 숙달시키고, 기계적으로 익힌 절차에 의해 정답을 맞추는 것에 중점을 두어 왔기 때문에, 학생들은 수학은 딱딱하고 어렵고 재미없는 과목이라는 인식을 많이 하고 있다. 그러나, 수학 수업에서 수학 교구의 조작 활동을 한다면 수학적인 흥미를 유발할 수 있을 뿐만 아니라 추상과 형식적인 수학으로의 발달을 돕고 학생들이 활동적으로 수업에 참여할 수 있게 된다. 이러한 맥락에서 제 7차 교육과정의 '도형'영역에서는 조작 활동을 통한 자기 학습능력 개발에 중점을 두고 주위의 실제 생활에서 볼 수 있는 사물을 관찰하여 그 성질을 추상해 낼 수 있도록 구체적인 교구를 이용하는 조작 활동을 강조하고 있다. 본 연구에서는 이러한 관점에서 정규 수학 수업이 아닌 일선학교의 클럽 활동 시간을 이용하여 학생들이 수학 교구를 충분히 조작하고 활용할 시간을 제공하며, 학생들이 수학 교구의 조작 활동을 통한 클럽활동이 학생들의 수학적 성향 및 능력 수준에 따른 도형 학습능력에 어떠한 변화를 미치는 지를 사례를 중심으로 논의하고자 한다.

• Journal of the Korean School Mathematics Society
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• v.11 no.3
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• pp.337-362
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• 2008

Nowadays the education of Mathematics is more important than any other courses in the school. But the most students have felt the difficulty and uncomfortableness in studying Mathematics, especially the geometry course. Moreover teachers also consider that the teaching of geometry is the hardest part of Mathematics. Therefore we suggest an effective method of teaching the geometry course for the middle school students. We provide the activity papers which contain mathematics problems based on the practical life of students. And we analyze the effects of the activity papers using the questionnaire.

• Journal of The Korean Association of Information Education
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• v.5 no.1
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• pp.33-45
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• 2001

In order to adapt ourselves to the Informationalization Society of twenty-first century, it is required to have ability to find quickly the necessary information and solve the problem of our own. In the field of school, it should be educated to develop learner's ability that can cope with the Informationalization Society. When a learner can study in such direction, he or she will be able to plan the learning of his own as the subject of education, and develop his ability to solve the problem by collecting and examining various information. It is self-leading learning that can make education like this possible. Through computer, especially Web site, self-directed learning can develop can develop the individuality and creativity of learners. They can collect and utilize autonomously information and knowledge. To do such an education, the program that can work out self-directed learning is needed. Therefore the program I want to develop is to reconstruct the 'figure' part of mathematics in elementary school into five steps by utilizing Web site. In the first step is to learn the concept of various shape. This step enable learners to know what figure is and how it can be utilized in our real life. The second step of dot, line and angle makes it possible that learners can consolidate the foundation of the study about figure and recognize the relation between angle and figure. In the third step of plane figure, we can study how to calculate the relation of plane figures and the area of figure with various shapes by cutting and adding them. The fourth step is about congruence and symmetry. Learners can learn to know the figure in congruence, reduction and enlargement and how it is used in our real life. In the fifth step of solid figure, we can learn the relation among the plane figure, solid figure, the body of revolution, corn and pyramid etc. controling the speed of learning on the basis of his ability. In the process of the program, it is also possible to develop learner's ability of self-leading learning by solving the problem by himself. Because this program is progressed on the Web site, it is possible to learn anytime and anywhere. In addition to it, a learner can learn beyond the grade as well as do the perfect learning by controling the pace of learning on the basis of his ability. In the process of the program, it is also possible to develop learner's ability of self-leading learning by solving the problem by himself.

• Archives of design research
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• v.12 no.2
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• pp.121-130
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• 1999

The purpose of this study is to provide standardization on the examination that could measure students' diagrammatic creativity at design college. For this purpose, we tested college students, who was selected by educational system, regional, and grade groups to use the examination, and suggested the standardization criterion by analyzing these data. The data analysis procedures of this study consist of three step, the first that was to investigate the goodness of the examination paper, second step was to measure the reliability and the validity for the goodness of questions, the last step was to suggest the standardize scores for standardization on the examination. The results of the goodness and standardization analysis showed three structural factors(fluency, flexibility, originality) of this examination were proper to measure the diagrammatic creativity, and the proposed examination tool seemed to be good enough to apply in practice.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.1
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• pp.81-98
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• 2007

In order to help students learn geometric concepts in mathematics in an easy and interesting way, the present study restructured the textbook so that it utilizes GSP based on van Hiele's theory. In addition, we purposed to examine how effective the restructured textbook is in enhancing students' van Hiele level and to lay a base for the active use of GSP in learning figures in elementary school. In conclusion, the results of this study is expected to solve problems in the structure of the current textbook such as the violation of continuity in van Hiele's theory and inconsistency between the level of textbook contents and students' level through the restructuring of the textbook using GSP and provide helps for effective figure learning. In addition, this research is expected to be an opportunity for the active use of GSP in teaching figures in elementary school.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.4
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• pp.517-538
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• 2018

The purpose of this study is to lay the groundwork for effectively supporting mathematics learning for multi-cultural students by enhancing understanding of the cultural background regarding mathematics. In order to attain these purposes, this study compared to learning contents, deployment of contents, teaching method of the Korean and Vietnamese elementary mathematics textbooks. According to analysis, Vietnamese textbooks emphasize mathematical rigor and logic over Korean textbooks, and it integrate learning contents from various areas according to mathematical relevance. But Vietnamese textbooks do not present the connection between mathematical content, such as the combination, symmetry, and coverage of shapes. While Korean textbooks use teaching method that students find and define the concept of shapes themselves, Vietnamese textbooks present concepts of shapes and let students to learn about them. From this result, this study presented suggestions for supporting mathematics learning for multi-cultural students.