• Journal of The Korean Association of Information Education
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• v.22 no.3
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• pp.385-396
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• 2018

This research supports the idea that manipulative devices can be an effective modality tool for learning abstract concepts involved with identifying geometric shapes and enhance learners' problem solving and motivation. Until recently specified manipulative device has been adapted only in traditional classroom environment and it has been very rare to find devices that is designed for online-basis. This study focused on designing and implementing an educational software which guide learners with geoboard in identification and characteristics of polygons. In addition to the function to draw and to delete various shapes, this software helps learners immediately assess the outcome. The results of the Delphi Technique show promising evidence for it being a very efficient means to learn geometric shapes and increase learners' motivation to learn the subject matter.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.429-451
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• 2012

This paper examined eight novice elementary teachers' knowledge in terms of the types and sources of students' errors and teaching strategies on plane figures through a questionnaire and teachers' discussion. The teachers tended to predict students' diverse error types, but they attributed the sources of such errors mainly to their characteristics. The analysis of teachers' responses of teaching strategies revealed that they recognized the importance of the teacher's clear explanation and students' own problem-solving, while they were somewhat negative in presenting diverse examples and classifying, drawing, or constructing figures. Building on these results, this paper provides the implications for novice teachers' professional development programs.

• Education of Primary School Mathematics
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• v.11 no.2
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• pp.141-159
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• 2008

The purpose of this study id to delve into how elementary mathematics textbook deal with the quadrilaterals from a view of Didactic Transposition Theory. Concerning the instruction period and order, we have concluded the following: First, the instruction period and order of quadrilaterals were systemized when the system of Euclidian geometry was introduced, and have been modified a little bit since then, considering the psychological condition of students. Concerning the definition and presentation methods of quadrangles, we have concluded the following: First, starting from a mere introduction of shape, the definition have gradually formed academic system, as the requirements and systemicity were taken into consideration. Second, when presenting and introducing the definition, quadrilaterals were connected to real life. Concerning the contents and methods of instruction, we have concluded the following: First, the subject of learning has changed from textbook and teachers to students. Second, when presenting and introducing the definition, quadrilaterals were connected to real life. Third, when instructing the characteristics and inclusive relation, students could build up their knowledge by themselves, by questions and concrete operational activities. Fourth, constructions were aimed at understanding of the definition and characteristics of the figures, rather than at itself.

• The Transactions of the Korea Information Processing Society
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• v.4 no.9
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• pp.2412-2420
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• 1997

An algorithm for detecting dominant points on a digital contour is proposed. The algorithm detects the dominant points from the given contour with the given number of points as a constraint condition. on the basis of the principle of the top-down approach. The dominant points are detected by minimizing the object function that presents the similarity between the given contour and the approximated polygon drawn by connecting the dominant points of candicate. The penalty multiplier method is applied to minimize the augmented Lagrangean function which is made by adding the penalty of the constraint condition to the object function. On the minimization, a local searching method by the partial problem division is considered, and it is clarified that the reasonable solution is obtained by the method. The proposed algorithm has a merit that the dominant points can be detected exactly and stably even for the digital contour composed of multiple-scale features and the similar contours, because it detects them on considering the property of a whole figure of the given contour. It is confirmed that the proposed algorithm is more excellent than other previously proposed algorithms by the comparison and the evaluation through the experiment on suing typical digital curves.

• Journal of The Korean Association of Information Education
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• v.12 no.2
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• pp.141-149
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• 2008

Congruence of figure is a basic to learn a symmetrical figure and helps to understand the characteristics of figure and know the way of drawing figures. The knowledge of congruence provides us art attainments to understand design and fine pieces of art. However, it is difficult to expect the interaction between students or between teachers and students, because of spending too much time for cutting papers and making the shapes of figure during the class for establishing the concepts. This study utilized a question-based interaction model which would foster elementary school student's learning effectiveness and make them understood the concept of congruence, also developed a congruence learning system which could communicate in both synchronous and asynchronous situation.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.237-255
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• 2023

At a time when the textbooks publishing system is changing from government-administered to certified, it is necessary to analyze textbooks published in both systems. This study analyzed one government textbook and three certified textbooks on quadrilaterals based on the instructional components that must be taught in the area of 2-D shapes. As a result of the analysis, it was found that concept exploration was implemented appropriately, but classification activities were not presented in some lessons. In Defining Concepts, the definition of the concept was presented appropriately, but there were differences depending on the textbooks. In addition, it was found that there was little activity in talking about the components of shapes or shapes. In applying concepts, more diverse activities were presented in certified textbooks than in government textbooks. Knowing relationships are rarely presented in textbooks due to its influence on the curriculum. Based on the results of this analysis of quadrilaterals, this study provides textbook writers with implications on what to further consider is dealing with quadrilaterals.

• Smart Media Journal
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• v.13 no.5
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• pp.45-51
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• 2024

Recently, realistic contents such as virtual reality(VR) and augmented reality (AR) are widely used for education to provide beneficial learning environments with thee-dimensional(3D) information and interactive technology. Specially, AR technology will be helpful to intuitively understand by adding virtual objects registered in the real learning environment with effective ways. In this paper, we developed an AR learning system using 3D spatial information in the 2D based textbook for studying math related to geometry. In order to increase spatial learning effect, we applied to solid shapes such as prisms and pyramids in mathematics education process. Also, it allows participants to use various shapes and expression methods (e.g., wireframe mode) with interaction. We conducted the experiment with our AR system, evaluated achievement and interest. Our experimental study showed positive results, our results are expected to provide effective learning methods in various classes through realistic visualization and interaction methods.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.305-322
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• 2010

The epistemological obstacles in the area learning of plane figure can be categorized into two types that is closely related to an attribute of measurement and is strongly connected with unit square. First, reasons for the obstacle related to an attribute of measurement are that 'area' is in conflict. with 'length' and the definition of 'plane figure' is not accordance with that of 'measurement'. Second, the causes of epistemological obstacles related to unit square are that unit square is not a basic unit to students and students have little understanding of the conception of the two dimensions. Thus, To overcome the obstacle related to an attribute of measurement, students must be able to distinguish between 'area' and 'length' through a variety of measurement activities. And, the definition of area needs to be redefined with the conception of measurement. Also, the textbook should make it possible to help students to induce the formula with the conception of 'array' and facilitate the application of formula in an integrated way. Meanwhile, To overcome obstacles related to unit square, authentic subject matter of real life and the various shapes of area need to be introduced in order for students to practice sufficient activities of each measure stage. Furthermore, teachers should seek for the pedagogical ways such as concrete manipulable activities to help them to grasp the continuous feature of the conception of area. Finally, it must be study on epistemological obstacles for good understanding. As present the cause and the teaching implication of epistemological obstacles through the research of epistemological obstacles, it must be solved.

• School Mathematics
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• v.9 no.2
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• pp.197-222
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• 2007

The study aims to reflect the elementary school geometry education based on the Realistic Mathematics Education in the Netherlands in the light of the results from recent researches in geometry education and the direction of geometry standards for school mathematics of the National Council of Teachers of Mathematics in order to induce implications for improving korean geometry curriculum and textbook series. In order to attain these purposes, the present paper reflects the history of elementary school geometry education in the Netherlands, sketches the elementary school geometry education based on the Realistic Mathematics Education in the Netherlands by reflecting general goals of the mathematics education, the core goals for geometry strand of the Netherlands, and geometry and spatial orientation strand of Dutch Pluspunt textbook series for the elementary school more concretely. Under these reflections on the documents, it is analyzed what is the characteristics of geometry strand in the Netherlands as follows: emphasis on realistic spatial phenomenon, intuitive and informal approach, progressive approach from intuitive activity to spatial reasoning, intertwinement of mathematics strands and other disciplines, emphasis on interaction of the students, cyclical repetition of experiencing phase, explaining phases, and connecting phase. Finally, discussing points for improving our elementary school geometry curriculum and textbook series development are described as follows: introducing spatial orientation and emphasizing spatial visualization and spatial reasoning with respect to the instruction contents, considering balancing between approach stressing on grasping space and approach stressing on logical structure of geometry, intuitive approach, and integrating mathematics strands and other disciplines with respect to the instruction method.

• The Mathematical Education
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• v.1 no.3
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• pp.1-10
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• 1963