• Title/Summary/Keyword: 수학 내러티브

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An Educational Application of Mathematics Narrative (수학 내러티브의 교육적 활용)

  • Lee, Gi Don;Choi, Younggi
    • Journal of Educational Research in Mathematics
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    • v.24 no.3
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    • pp.443-465
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    • 2014
  • Mathematics subject has been recognized as a subject in which we resolve some problematic situations through the logical and mathematical thinking according to mathematical concepts, principles, and rules. So we has focused on cultivating logical and mathematical thinking abilities when teaching and learning mathematics. However according to Bruner, we can use the narrative mode of thought which supplements the logical and scientific mode of thought when we think about logical and scientific matters, and we could make meanings by doing so. On the other hand, the Ministry of Education has announced recently that it would develope the textbooks of storytelling type of mathematics, and then many people have been interested in using stories in mathematics subject. The purposes of this article are to investigate the effects and the defects of using stories in mathematics subject, to probe the narrative characteristics of mathematics, and to inquire how using mathematics narrative can make students to make meaning about mathematics which compensates the defects of using stories in mathematics subject. And the main purpose is to inquire the implications of using mathematics narrative in teaching and learning mathematics.

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A case study on mathematics narrative's influences on affects about mathematics of ordinary high school students (수학 내러티브가 일반고 학생의 수학 정서에 미치는 영향에 대한 사례 연구)

  • Lee, Gi Don
    • Journal of the Korean School Mathematics Society
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    • v.19 no.1
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    • pp.21-41
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    • 2016
  • Ministry of Education has proposed storytelling in context of the actual or fantasy for the sake of fun and easy mathematics education. However most of school mathematics is not associated with the real life. In that case it could be one method for cultivating positive affects about mathematics that we make up and apply mathematics narrative with which we can reveal what makes mathematics interesting. In this study, among every problem in every examination in four regular examination that targeted the first-year of one ordinary high school in Seoul, I elected a total of four problems, and wrote a total 4 of mathematics narratives. I analysed a case on a few students with which I had conversations after teaching those 4 number of mathematics narratives, and studied mathematics narrative's influences on affects about mathematics of ordinary high school students. As a result, from one of a few students we could observe that his mathematical emotional mind had varied positively. From the student and the other students who had been engaged I discussed some implications and some points to be improved about making up and applying mathematics narrative for cultivating positive affects about mathematics.

How Could a Proof Be Constructed into a Narrative? Focused on Function Translations (증명이 어떻게 내러티브가 될 수 있는가? -함수의 평행이동에 대한 사례연구-)

  • Lee, Ji-Hyun;Lee, Gi-Don;Lee, Gyu-Hee;Kim, Gun-Uk;Choi, Young-Gi
    • School Mathematics
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    • v.14 no.3
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    • pp.297-313
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    • 2012
  • The purpose of this paper is to discuss the potential and to examine the effect of narrative, as an alternative approach to teach formal proof in more easier and comprehensible way. Identifying the key elements of narrative in proof, we constructed a narrative that derives the equation of function translation. We examined the effect of teaching through the narrative, in comparison with teaching the corresponding proof, on low-achieving students' instrumental understanding and relational understanding of function translation. Since we found no statistically significant differences between the experimental and the comparison group, this study could not conclude that teaching through the narrative was more effective than teaching the corresponding proof. But there were some qualitative differences in the relational understanding responses and the evaluation of the teaching between two groups. These findings suggested some potential of narratives that complement the formal proof.

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Effect of Design for Interactive Narrative App, a Mobile App for Children's Education, on Enhancement of Learning Immersion and Intention to Continue Use (어린이 교육용 모바일 앱 인터랙티브 내러티브 디자인이 학습몰입도 증진, 지속사용의도에 미치는 영향)

  • Qing, Guo;Han, Hyun-Suk
    • Journal of Industrial Convergence
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    • v.20 no.10
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    • pp.157-167
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    • 2022
  • The purpose of this study is to verify the educational effectiveness of interaction design in mobile APP by observing the impact of interaction design for elementary school education on enhancing learning immersion and continuous use intention, and propose an interaction design scheme based on elementary school education APP. The research methods are literature research and questionnaire survey. Specifically, through the literature research method, the concepts and prior studies on the concept, reviews the continuous use intention and previous research of interaction design. Then, conducts a questionnaire survey on elementary school students in South Korea and China to understand the interaction design, learning immersion, and continuous use intention, and analyzes the relationship between variables.The research result of this study is to observe the influence of interaction design elements within interaction on learning immersion and continuous use intention with elementary school students who are users of elementary school education application as the objects. The results show that interaction design within interaction has a positive impact on improving learning immersion and continuous use intention. It can be thought that this is because in mathematics/science education, it is easy to understand theoretical concepts or explanations, and stories and images will be continued at each stage to help students learn without being bored.In conclusion, this study can confirm that interactive inline design has a positive effect of enabling learners to engage in learning and continue to use.

Difficulties of Building a Learning Community for Professional Development (전문성 발달을 위한 학습 커뮤니티 형성에 있어서의 어려움)

  • Kwon, Na-Young
    • School Mathematics
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    • v.12 no.1
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    • pp.17-26
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    • 2010
  • The purposes of this study were to understand mathematics teachers' difficulties under the context of community and to contribute to the research on professional development using a partnership between a high school and a university. I examined what struggles mathematics teachers had in building a learning community. I used data from a project in South East area in U.S.A. Three student teachers, three mentor teachers, and a university teacher participated in this study. Data sources included cluster meeting observations, interviews, and documents (such as open-ended surveys and e-mail responses). Data were analyzed using case study and narrative analysis methods. The results showed that the participants had power issues, issues about selecting topics to discuss, criticizing others, sharing goals, and managing time and the number of members.

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Adults' perception of mathematics: A narrative analysis of their experiences in and out of school (수학에 대한 성인들의 인식: 학교 안팎에서의 수학적 경험에 대한 내러티브 탐구)

  • Cho, Eun Young;Kim, Rae Young
    • The Mathematical Education
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    • v.61 no.3
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    • pp.477-497
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    • 2022
  • The rapidly changing world calls for reform in mathematics education from lifelong learning perspectives. This study examines adults' perception of mathematics by reflecting on their experiences of mathematics in and out of school in order to understand what the current needs of adults are. With the two questions: "what experiences do participants have during their learning of mathematics in schools?" and "how do they perceive mathematics in their current life?", we analyzed the semi-structured interviews with 10 adults who have different sociocultural backgrounds using narrative inquiry methodology. As a result, participants tended to accept school mathematics as simply a technique for solving computational problems, and when they had not known the usefulness of mathematical knowledge, they experienced frustration with mathematics in the process of learning mathematics. After formal education, participants recognized mathematics as the basic computation skill inherent in everyday life, the furniture of their mind, and the ability to efficiently express, think, and judge various situations and solve problems. Results show that adults internalized school education to clearly understand the role of mathematics in their lives, and they were using mathematics efficiently in their lives. Accordingly, there was a need to see school education and adult education on a continuum, and the need to conceptualize the mathematical abilities required for adults as mathematical literacy.

A Study on mathematical imaginations shown in children's mathematical narratives (초등학생의 수학 이야기에 나타난 수학적 상상 연구)

  • Kim, Sangmee
    • Education of Primary School Mathematics
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    • v.19 no.4
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    • pp.361-380
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    • 2016
  • This study aims to reflect on mathematical imaginations in learning mathematics and elementary students' mathematical imaginations. This was approaching a study of imagination not as psychological problems but as objects and methods of mathematics learning. First, children's mathematical narratives were analysed in terms of Egan(2008)'s basic cognitive tools using imagination, that is, metaphor, binary opposites, rhyme rhythm pattern, jokes humor, mental imagery, gossip, play, mystery. Second, how children's imaginations change under different grades was addressed.

Exploring meanings of storytelling in the context of learning and teaching mathematics (수학 교수학습에서 스토리텔링의 의미에 대한 탐색)

  • Lee, Jihyun;Lee, Gi Don
    • The Mathematical Education
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    • v.52 no.2
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    • pp.203-215
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    • 2013
  • We explored implications of storytelling in learning and teaching mathematics and examined examples of storytelling for deep understanding of the educational meanings of storytelling and new direction of storytelling approach to mathematics teachers. Mathematics had been commonly considered as the subject irrelevant to the narrative mode of thinking and only relevant to the paradigmatic mode of thinking that has rigorous logical forms and independent from human mind. As a result, this common sense forced a transmission pedagogy of mathematics: only the teachers as owners of the objective and logical truth of mathematics could transmit mathematical truths to students. Storytelling is highlighted as an alternative to the common teaching practices of mathematics focused only on the paradigmatic mode of thinking. Although a lot of research about the educational uses of storytelling mainly focused on the development and modification of stories, we suggested that the educational interest about storytelling should move to the elements or techniques for the positive effect of storytelling.

Analysis of Learning Opportunities Provided in Elapsed Time Instruction: Focusing on Quantitative Objectification (경과시간 수업에서 제공되는 학습기회 분석: 양적 대상화를 중심으로)

  • Han, Chaereen
    • Education of Primary School Mathematics
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    • v.24 no.4
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    • pp.203-216
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    • 2021
  • Seeing the elapsed time as a quantity that can be measured is quite challenging for students while making students see it is also challenging for teachers. Tuning on these challenges, this article reports on what learning opportunities elementary teachers provide when they teach elapsed time focusing on quantitative objectification. I observed three mathematics classrooms where the elapsed time was taught by three elementary teachers and did a narrative analysis on the instructions. All three teachers utilized certain tools to support students access to the elapsed time as a quantity. They appropriated various quantitative attributes of the tool. In the case of the analog clock, one teacher tried to quantification the elapsed time with the number of minute hand's turning, while the other teacher indicated the distance of minute hand's moving. One teacher represented the elapsed time with the longitudinal attribute of the time band. Standing on the findings, the didactical implications of various attempts for quantitative objectification of the elapsed time implemented were discussed.

Teacher Noticing in the Context of a Learning Community (학습 공동체의 맥락에서 일어나는 교사의 노티스(Noticing))

  • Kwon, Na Young
    • Journal of Educational Research in Mathematics
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    • v.25 no.2
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    • pp.139-155
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    • 2015
  • This study aimed to investigate teacher learning in the context of a community. For the purpose of this study, two research questions about the kinds of teacher noticing in a community and the role of partnership were addressed. To build a learning community, a professional development project, PRIME, established partnerships with 11 high schools and one of the cluster meetings were investigated in this study. Three mentor teachers, three preservice teachers, and one university supervisor participated in the cluster meeting. For this study, the multiple data such as audio tapes of cluster meetings, observation notes, and interviews were analyzed using the analysis of narratives. The results showed that the participants engaged in different kinds of noticing of their own beliefs about teaching and learning, teacher practices, and teacher identities including noticing of students' understanding in classroom situations. The partnership played the crucial role of reinforcing relationships among teachers, assigning tasks, and creating various communities.