• Journal of the Korean School Mathematics Society
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• v.13 no.1
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• pp.1-21
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• 2010

This paper analyzed the contents and instructional methods of various plane figures presented mainly in a series of elementary mathematics textbooks on the basis of the analysis of related contents in the 2007 revised national mathematics curriculum. As such, this paper provided detailed analyses of how textbooks would implement the vision and intention of the curriculum, how the definition of each plane figure in the textbooks might be different from its mathematical definition, and how textbooks would introduce each plane figure. It is expected that the issues and suggestions stemming from this analysis will be informative in designing new instructional materials.

• 한국정보교육학회:학술대회논문집
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• 2006.08a
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• pp.123-128
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• 2006

수학 학습은 구체적인 사물의 조작을 통해 추상적인 개념을 습득하는 과정이다. 이 과정에서 여러 가지 학습 도구들이 사용되어지는데, 그 중에서 컴퓨터를 활용한 Logo프로그램을 도입하여, 도형 문제해결과정에서의 부정확한 도형 개념과 정의로 인한 오류를 줄여 정확한 개념과 정의를 형성하는 지도 방안을 마련하고, 실제 수업을 통하여 일반적 수학 도형 수업보다 Logo를 활용한 수학 도형 수업이 도형 문제해결과정에서 학습자가 오류를 줄이는데 효과가 있는지 알아보고자 한다.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.509-531
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• 2011

This study is to determine if teaching of measuring the area of plane figures in elementary school is successful. While they teach to measure the area of figures in elementary school, students don't measure the segment of the figure directly until now. The figures are presented with auxiliary line and numerical information. When students measure the area of such figure, they do only substitute the number and calculate it. This study found that such teaching is not successful and propose the new teaching method of measuring the plane figures.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.549-568
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• 2010

This paper analyzed the topics dealing with three-dimensional figures in most recently revised mathematics textbooks on the basis of the national mathematics curriculum announced in 2007. First, the overall content was analyzed with regard to how textbooks were aligned to the curriculum as well as how the main elements including the definitions of specific solid figures were introduced and developed in different units across grades. Second, the instructional methods of three-dimensional figures were analyzed, which specifically revealed the lack of inquiry phase before introducing cones and pyramids. Third, the instructional methods to foster students' spatial sense with solid figures were analyzed, which showed the increased focus on the prediction and representation of figures. It is expected that the issues and suggestions from this study are informative revising curricular materials and applying them to the classroom.

• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.221-237
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• 2011

This paper focused on three drawbacks exposed in subject matter related to solid figures in elementary school math textbook. First, general solid figure are introduced before rectangular parallelepiped and cube in fifth grade math textbook, and prism and pyramid in sixth grade math textbook are introduced. Second, the process of abstraction from concrete objects to solid figures is insufficient in sixth grade math textbook. Third, some definitions in subject matter related to solid figures are inconsistent and ambiguous. The following four suggestions can be put forward as a conclusion based on these results. First, subject matter in textbooks must be correspond with that in curriculum. Second, it is necessary to inform teachers of range of subject matter through teachers guide book and manual for curriculum definitely. Third, each grade subject matter in math textbooks must be reexamined. Fourth, regular modification of math textbooks must be possible institutionally.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.161-194
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• 2017

The aim of this study is to look into sub-factors of spatial sense that can be contained in spatial sense of solid figure of mathematics curriculum and offer suggestions to improve teaching spatial sense of solid figures in the future. In order to attain these purposes, this study examined the meaning and sub-factors of spatial sense and the relations between spatial sense of solid figure and sub-factors of spatial sense through a theoretical consideration regarding various studies on spatial sense. Based on such examination, this study compared and analyzed textbooks used in South Korea, Finland and the Netherlands with respect to contents of mathematics curriculum and textbooks in grades, sub-factors of spatial sense, and realistic contexts for spatial sense of solid figure. In the light of such theoretical consideration and analytical results, this study provided suggestions for improving teaching spatial sense of solid figures in elementary schools in Korea as follows: extending contents regarding spatial sense of solid figures in mathematics curriculum and considering continuity between grades in textbooks, emphasizing spatial orientation as well as spatial visualization, underlining not only construction with blocks but also mental activities in mental rotation and mental transformation, comparing strength and weakness of diverse plane representations of three dimensional objects, and utilizing various realistic situations and objects in space.

• 한국정보교육학회:학술대회논문집
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• 2007.01a
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• pp.325-334
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• 2007

수학 교육이 해결해야하는 과제 중 하나는 학습 부진아 문제이다. 수학 학습 부진아 발생 원인은 학생의 수준에 맞지 않는 교재의 사용으로 인해 수학에 대한 흥미 부족, 이를 개선할 수 있는 교재의 미비, 부진아 지도를 위한 교사의 시간 부족 등이 있다. 본 연구에서는 이러한 문제점을 개선하기 위해 '도형아 놀자'라는 수학 학습 부진아 지도를 위한 교수 학습 시스템을 설계하였다. 학습 부진아의 수준에 부합된 맞춤식 교육을 목표로 7차 수학교과서의 도형 영역에 제시된 필수 학습 요소를 중심으로 교재를 재구성하였고, 수학과에 대한 흥미 및 자기 주도적 학습 능력을 길러주기 위해 교수 학습 방법으로 게임을 활용하였으며, 상호작용부분을 강화하여 가정과 연계된 교육이 가능하도록 시스템을 구성하였다. 이 시스템의 학습단계는 여러 가지 모양, 점, 선, 각, 평면도형, 합동과 대칭, 입체도형이라는 5단계로 각 단계의 시작과 끝에 평가를 실시하여 학습부진아의 수준을 정확하게 파악할 수 있도록 설계한다.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.395-404
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• 2010

One of the object on math education is low-level students. To improve this problem and to instruct efficiently I developed "let's play figures" instruction and learning system. This system reconstructed diagram part of math into 5steps to achieve the goal of tailored education to fit student's learning level. Based on this, the game can be used as the teaching method to enhance the student's interest and self-studying ability and also this system has been developed for the education connected to home.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.719-745
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• 2012

This research is a study on student's understanding fundamental conception of mathematical curriculum, especially in geometry domain. The goal of researching is to analyze student's wrong conception about that domain and get the mathematical teaching method. We developed various questions of descriptive assessment. Then we set up the term, procedure of research for the understanding student's knowledge of geometry. And we figured out the student's understanding extent through analysing questions of descriptive assessment in geometry. In this research, we concluded that most of students are having difficulty with defining the fundamental conception of mathematics, especially in geometry. Almost all the students defined the fundamental conceptions of mathematics obscurely and sometimes even missed indispensable properties. Prior to this study, we couldn't identify this problem. Here are some suggestions. First, take time to reflect on your previous mathematics method. And then compile some well-selected questions of descriptive assessment that tell us more about student's understanding in geometry.

• Education of Primary School Mathematics
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• v.24 no.4
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• pp.233-246
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• 2021

Two-dimensional shapes have a great influence on elementary school students' learning and are closely related to other content areas. Therefore, in this study, The Teaching and Learning Elements that should be taught in two-dimensional shapes were extracted from the literature. It also was analyzed that revised mathematics textbooks in the year 2015 were properly implemented with the teaching and learning elements. As a result of the analysis, in the case of Understanding The Concept, the activities in the textbooks are not able to recognize 2-D shapes which are focusing on shapes of the actual object. In the case of Classifying two-dimensional shapes according to the Criteria, the classification criteria were presented differently from what was learned in the previous course. In the aspect of Applying the Concept, the activities in order to Discuss two-dimensional shapes were not sufficient. Lastly, in view of the fact the 2015 revised curriculum is not considered with the relationship between two-dimensional shapes. For that reason, the following Knowing Relationships parts are insufficiently presented; Understanding the Relationship Between shapes through Definitions and Properties, Identifying the relationship between shapes throughout classification activities, and Discussing the relationship between shapes. Based on the analysis result of two-dimensional shapes, it is suggested that the finding of this research helps to enlarge the teaching methodology of triangles and provide educational perspectives for development in other shape areas.