• Journal for History of Mathematics
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• v.22 no.3
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• pp.153-170
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• 2009

Zoltan, P. Dienes is a famous researcher and practitioner who has tried to teach mathematical structures to children for about 50 years. Even though his ideas of teaching mathematics and materials including MAB have been well known in Korea, they are only a part of his achievement he has developed for his whole life. So this article is designed for taking an overview of his whole life and achievement and getting some implications for today's mathematics education. In this article, his life story could be divided by five periods in terms of a scholastic career and his research achievement could be reorganized with respect to five theses: psychology of learning mathematics, mathematical curriculum, teacher education, games and material for mathematical learning. As a result, it is found that there is a deep connection between his personal life and his scholastic career.

• East Asian mathematical journal
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• v.26 no.2
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• pp.281-299
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• 2010

In this study we develop mathematical tools for measuring the Geumgang Ratio and we call them Geumgang Ratio Calipers. Also we show a teaching method for ratio through experimental mathematics. With Geumgang Ratio Calipers students measure the Geumgang Ratio in their bodies, materials for everyday life and the Sukgulam. Through this activity, students obtained an interest in mathematics and gained a positive attitude for mathematics.

• Communications of Mathematical Education
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• v.11
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• pp.27-46
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• 2001

본 논문은 과거 신라시대에 사용하여 경주 안압지에서 출토되었던 6, 8면체 주사위를 오늘날 우리 교육과정에서 활용할 수 있는 방안을 모색하였다. 첫째, 6, 8 면체는 6개의 사각면과 8개의 삼각면으로 구성되어있는데 이를 6진법과 8진법에 이용하여 그 개념과 자리수를 익히고 덧셈, 뺄셈에 활용되는 방법을 연구하였고, 둘째, 14면체의 면의 모양과 면의 개수가 갖는 성질을 이용하여 문자와 식의 개념을 도입하고 이 개념을 확장시켜 다항식의 연산을 적용하여 보았으며, 셋째, 동 ${\cdot}$ 서양의 철학에서 살펴본 수의 의미로서 주사위가 지닌 의미를 재해석해보았다.

• School Mathematics
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• v.2 no.1
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• pp.29-51
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• 2000

In this study, we tried to suggest an example of the analysis on the use of mathematical manipulatives. Taking algebra tiles as an example of mathematical manipulatives, we analysed several effects resulted from the use of algebra tiles. The algebra tiles make it possible to do activities that are needed to introduce and explain the distributive law and factoring. The algebra tiles have a several advantages; First of all, This model is simple. Even though they cannot make algebra easy, this model can play an important role in the transition to a new algebra course. This model provides access to symbol manipulation for students who had previously been frozen out of the course because of their weak number sense. This model provides a geometric interpretation of symbol manipulation, thereby enriching students' understanding, This model supports cooperative learning, and help improve discourse in the algebra class by giving students objects to think with and talk about. On the other hand, The disadvantages of this model are as follows; the model reinforces the misconception that -x is negative, and x is positive; the area model of multiplication is not geometrically sound when minus is involved; only the simplest expressions involving minus can be represented; It is ineffective when be used the learning of already known concept. Mathematics teachers must have a correct understanding about these advantages and disadvantages of manipulatives. Therefore, they have to plan classroom work that be maximized the positive effect of manipulatives and minimized the negative effect of manipulatives.

• School Mathematics
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• v.5 no.2
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• pp.241-257
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• 2003

The goal of mathematics education in the 7-th national curriculum is focused on maximizing learning effectiveness through teaching mathematics, considering learning contents and levels appropriate to various levels of students' abilities. Thus, reduction of contents, learner-centered way of teaching, and multi-step differentiated learning are centered around the curriculum. However, in reality one of the most difficult problems mentioned by many inservice teachers is that students are not interested in school mathematics because some of them tended to learn mathematics in advance in private institutes and others felt difficult from school mathematics. Thus, alternative solutions are strongly required. When students are more interested in mathematics classes and instructional materials, as a more effective way of teaching, are appropriately used, problems mentioned above are expected to be solved. In order to solve problems, additionally, this study investigated the amount of time assigned to each area of mathematics textbooks from level 1-A to level 6-B, which are currently used in elementary school. This study also examined inservice teachers' views about how instructional materials should be used. This will be helpful on using and developing instructional materials, and it will lead to more exciting classes of mathematics. However, these teaching materials need to be carefully used regarding their relationships with pedagogical transfer, metacognitive movement, and localization.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.1-19
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• 2006

It is generally accepted that fostering creative thinking is a core in mathematics education and accumulating research products on that topic is really needed. In this study, I hoped to investigate and verify that in mathematics education it was possible to cultivate creative thinking through various and divergent activities, For this purpose, I delat with some illustrations, in which students learned mathematics through the operational activities using teaching tools, problem solving and problem posing activities, and finally they seemed to foster creative mathematical thinking. In conclusion of this paper, I have suggested that in math education those activities should be used to cultivate students' creative thinking in kindergarten or early elementary school. Also I asserted that it is urgently need to store up research products about various materials and methods for those mathematics teaching and learning.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.627-644
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• 2022

In this study various angle trisection tools based on Archimedes' insertion method were investigated, some tools were fabricated and their characteristics were compared. Through these works, it was found that factors such as the convenience of use, arbitrariness of the trisected angle, and simplicity of structure should be considered in the production and utilization of the trisection tool. Considering the factors described above, attention was paid to the method proposed by Veprtskii A.I. in 1888 as a making method of the angle trisection tool. In this study, we improved the method proposed by Veprtskii A.I., we used two wooden chopsticks and a string to make an angle trisection tool. The improved trisection tool had fewer parts than other trisection tools, a simple structure, and more convenient usage. In particular, this tool divided an arbitrary angle(not a specific angle) into the same three parts, and the production cost was low and the production process was simple. This tool is expected to be widely used in concrete activities related to the properties of the exterior angles of triangles and the properties of isosceles triangles in mathematics classrooms.

• Journal of the Korean School Mathematics Society
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• v.25 no.4
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• pp.333-352
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• 2022

This study is aimed at developing the STEAM instruction materials for mathematics subject-based advanced technology and ICT teaching tools. In order to develop the STEAM materials, a PDI model in which the implementation and evaluation steps were simplified to Improvement was used. The developed STEAM materials were revised and supplemented by a group of experts. The subject of the STEAM class material developed in this study is 『Graph! The bridge that connects the past, present and future』 , 『You are the same but different!』 , 『Creating a virtual reality three-dimensional space together』 , 『And making interesting figures』 and 『Cover the roof of the turtle ship!』 . As a suggestion based on the results of this development study, various STEAM education materials should be developed and shared so that STEAM education can be performed in the elementary education field. And for the spread and settlement of STEAM education, the cultivation and expansion of STEAM education capabilities of on-site elementary school teachers or pre-service teachers will be an absolute prerequisite. And this suggests the need for a continuous and long-term approach to follow-up research on STEAM education.

• Research in Mathematical Education
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• v.1 no.2
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• pp.127-137
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• 1997

수세기는 초등 수학교육의 기초로서 보통 유치원 과정 이전부터 시작된다. 그러나, 서수와 기수의 구별된 사용의 중요성은 미국의 "학교 수학의 교과 과정과 평가 기준" (NCTM 1989)에서 뿐만 아니라 학교 교육의 현장에서도 많이 간과되고 있는 실정이다. 일반적으로 사용되는 수직선 (Number line)과 다르게 구조적으로 개발된 Hasse's structured number line을 사용하여 학생들에게 수세기의 의미와 기술을 가르친다면 구체적 경험을 통해 수학적 사고 능력을 키우고 개발하는데 도움이 된다. 만약 Hasse 의 9가지 수준에 따라 다양한 학습 활동을 개발하여 수업 계획을 세워서 학습을 진행한다면 수업은 역동적이며 매우 흥미로워 질 것이다. 학생들은 말로 나타내기(Verbalization)와 상상(Imagination)의 충분한 경험을 바탕으로 정신적 표현(Mental representation)을 개발하여 수세기 기초를 확립하고 나아가 연산을 쉽게 수행할 수 있을 것이다. 여기에 소개된 교구들과 학습 활동들은 초등 수학 교육이 암기 위주의 문답식이 아니며 얼마나 역동적이고 흥미로울 수 있나를 보여준다.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.355-370
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• 2016

This research intends to and understand a prospective teacher, Kim's mathematics lesson in the perspective of Activity Theory. In this study, Kim's mathematics lesson was explored in the aspects of subject, object, tools, division of labor, community, and rule which are main constituent of Activity Theory and Activity System suggested by $Engestr{\ddot{o}}m$. As the result of study, we discussed the phenomena such as the fluctuation between object and tool, the multi-voicedness between object, rule, outcome and student subject, and the dissonance between division of labor, community and rule were appeared in Kim's mathematics lesson as an activity system.