• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.23-28
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• 2004

이 논문은 네덜란드의 4학년 학생들에게 시행된 문제 해결 시험에서 얻은 첫 번째 결과이다. 참여한 학생들은 수학에서 높은 성취도를 얻은 학생들이었다. 학생들의 응답을 분석한 결과 성취도가 높은 학생들에게 관심을 가져야 하는 이유를 알게 되었다. 교사는 우수한 학생에 대해서는 걱정할 필요가 없다는 일반적인 믿음을 수정해야 한다는 것이 분명해졌다. 수학에서 높은 성취도를 보인 학생들이 비전형적인 문제에 직면할 때 그들의 능력은 기대했던 것보다 저조하게 나타났다. 이 연구에서 학생들은 특정 문제를 풀 때 여분의 노트에 거의 아무것도 적지 않음을 발견하였다. 또한 학생들이 답을 찾는 과정을 참고 견디지 않는다는 것도 알 수 있었다. 이 논문에서는 시험 문제 중 한 문제의 결과를 논의하면서 이러한 결과를 보여줄 것이다.

• Communications of Mathematical Education
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• v.34 no.3
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• pp.299-324
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• 2020

The purpose of this study was to identify high school students' mathematics learning style and its characteristics according to their personality disposition types and to propose mathematics learning strategies fit into each personality disposition type. For this purpose, MBTI personality test and survey to find mathematics learning style for 375 high school students were executed. The results were as follows. First, many students highly evaluated the effects of private education and prefer reference book to textbook. Second, there were significant differences on following variable domains of mathematics learning style such as learning attitude, learning habit(concentrativeness to concept understanding), problem solving strategies(effort for problem comprehension, use of various strategies), self management(metacognition) by MBTI personality disposition types(SJ, SP, NT, NF groups). Third, based on the results, the following mathematics learning strategies fit into each personality disposition type were recommended. SJ type students are needed to effort creative approach for open problem and to use mindmap as mathematics learning strategy. SP type students are needed to fulfill stepwise problem solving process and to effort constantly practice long/short term learning objectives. NT type students are needed to expand opportunity to study with friends and to use SRN(self reflection note) or mathematics journal writings as mathematics learning strategy. NF type students are needed to use mathematics learning note writing activity which include logical basis for each step of problem solving and to invest more time on learning algebra which need meticulous calculation.

• The Mathematical Education
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• v.47 no.1
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• pp.27-47
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• 2008

In this paper, we study the effect of writing activity as mathematical communication on the students's mathematics achievement, learning attitude, and mathematical tendency. For this purpose, we construct a experimental class and then analyze the students' change in those aspects after applying three-divided-note writing activity and colleague feedback on their works those students are in the experimental class. As a result of the experiment, we find that three-divided-note writing activity and colleague feedback made some significant changes on the students achievement in mathematics, learning attitude, but does not affect on mathematical tendency. We also offer some suggestions for further research. Firstly, the mathematical communication ability must be stressed in mathematics education. For this purpose, we need to develop the teaching and the evaluation method to use not only writing but also reading, speaking, and listening skills so that many teachers can apply this method easily to their classes. Second, we need to fix some realistic problems such as fair evaluation , the numbers of students per class, the numbers of lesson, and too much extra-work, and so on. Thirdly, we suggest to explore some methods for extending three- divided-note writing activity to evaluate mathematical essay and to study educational effects of colleague feedback on mathematics performance assessment.

• 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.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.277-302
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• 2019

In this study, we identified the effects of Self-Reflective Note(SRN) strategy, which used on 'college mathematics' courses, operated as a liberal arts curriculum course in university. For this purpose, we used SRN strategy on 'college mathematics' 3 classes, 'college mathematicsII' 1 class enrolled 95 students, and then analyzed the data. For identifying a change of students' learning, we conducted surveys related to the affective domain, core competencies, satisfaction. From this, we identified the followings. First, the interest, self-confidence, future expectation of students who attended classes in which SRN strategy is used are positively changed. Second, core competencies(self-directed ability, communication ability) of students who attended classes in which SRN strategy is used are improved. Third, the students who attended classes in which SRN strategy is used evaluated such as mathematics learning using the strategy help their mathematics study. Fourth, the students who attended classes in which SRN strategy is used evaluated such as the strategy improved their learning habit, supplemented their weakness, and activate realistic communication between professor and them.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.863-885
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• 2009

In the era of wireless internet, we are apt to use a mobile phone for learning mathematics, besides the pc computer and the notebook computer. This study was to investigate the effect of M-learning when students were given a wireless mobile phone in terms of their perspectives towards the use of a mobile phone, achievement and attitudes towards mathematics. They were the 3th grader in a high school, who were expected to take Aptitude Test for the entrance of the university level. The most students who took an ubiquitous environment of M-learning showed it as a benefit for learning mathematics and did not spend time at other activities such as listening to music, sending text-message, playing games, etc, but at the M-learning activities. The students who engaged in the M-learning activities were improved a significantly higher score at Aptitude Test than the students who took the make-up courses in the school and also did a significantly higher disposition towards mathematics which was caused by curiosity among 7 components of the mathematical disposition.

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.69-100
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• 2005

이 연구는 내신성적이 우수함에도 불구하고 수능성적이 저조한 학생들이 문제 해결과정에서 나타내는 특성과 수학불안 요인을 분석하는데 있다. 연구의 대상은 인천시 5고등학교 자연계열 2학년 학생 중 내신성적이 상위 10%안에 드나 수능성적(모의수능성적)은 그렇지 못한 학생 5명이고, 이들의 수학적 성향, 수학 성취도, 개인별 특성 등에 대한 사전 면담자료, 문제풀이과정에 대한 사후 심층면담자료, 현장노트, 수학불안검사를 바탕으로 그들의 특성과 수학불안 요인을 분석한 결과는 다음과 같다. (1) 내신성적은 좋으나 수능성적이 저조한 학생들의 수학 문제 해결 과정에서 나타나는 특성은 수학전 영역에서의 개념부족, 공식암기 부족 등으로 인하여 문제풀이계획을 세우지 못하거나 설사 문제를 푼다고 해도 계산 실수, 착각, 부주의 등으로 인해 정확한 답을 구하지 못하는 것으로 나타났다. (2) 내신성적은 좋으나 수능성적이 저조한 학생들은 어느 정도의 수학 불안은 가지고 있었다. 불안의 요인은 개념부족, 응용력 부족 등 개인적 인지능력에 의한 저조한 수학 성취수준과 수학 공부시간 부족, 풀이시간 부족 등의 환경적 요인에 때문인 것으로 밝혀졌다. 특히 수학개념이 부족한 학생일수록 수학불안 현상이 심하게 나타났다. 따라서 이들 학생들의 수학 문제풀이 과정 중에 나타나는 계산 실수, 부주의, 착각은 그들의 수학 자신감에 많은 악영향을 미치게 되므로, 교사가 이를 그냥 방관할 것이 아니라 적극적으로 확인하고 지도해줄 필요가 있다. 또 교실 수업에서도 수능시험에서 다루고 있는 수학 내적, 외적 문제해결문제, 추론문제, 응용문제, 통합문제에 대한 문제풀이 경험을 하게하여 수학불안을 해소해줄 필요가 있다.)값을 보였으나, 10,000Hz의 높은 측정주파수에서는 더 큰 $E_a$값을 나타냄으로서 반응온도변화에 민감함을 보여주었다.원으로부터 부유물을 증가로 사료되었으며, 이에 대한 대책마련이 시급한 것으로 사료되었다. 수질이 휴양용수로서 사용하는 데에 적합하도록 충분한 차집시설과 환경 기초시설의 설치 운영이 필요할 것으로 판단된다.TEX>$K_s$값이 높고 $V_m/K_s$비율은 낮아 수게에서 질소가 저농도 일 때에는 다른 미세조류와 비교하면 경쟁력이 떨어지고 질소에 대한 기질 친화력은 약한 것으로 나타났다. 낙동강 하류지역에서 M. aeruginosa가 대발생하는 시기에 수중 영양염의 농도 변동은 M. aeruginosa의 영양생리 kinetics 특성과 잘 부합하는 것으로 나타났다.부분을 보완하기 위한 연구가 이루어져야 할 것으로 보인다. 연마방법 간에 상호 연관성이 없었다. FE-SEM관찰에서 레진전색제를 적용한 후의 표면은 모든 군에서 대체적으로 평활한 표면을 나타내었다. 4. 동일한 복합레진과 연마방법으로 처리된 군에서 레진전색제 적용 전과 후의 표면조도 값은 M1B군이 M1군보다, S1B군이 S1군보다 통계학적으로 높게 나타났으며, M4B군과 M5B군은 각각 M4군과 M5군 보다. 그리고 S5B군은 S5군 보다 통계학적으로 낮게 나타났다 (p<0.05). 본 연구를 종합하여 보면, 복합레진의 종류에 따라 표면조도의 순서는 다르게 나타났고, polyester strip 하에서 복합레진이 중합된 경우 가장 낮은 표면조도 값과 평활한 표면을 제공하였으며 전반적으로 anishing bur는 가장 높은 Ra값과 거친 표면을 제공하였다.

• School Mathematics
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• v.13 no.3
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• pp.485-500
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• 2011

The purpose of this study is to investigate how elementary mathematics teachers use and implement a reform-oriented mathematics curriculum material, Everyday Mathematics, and to examine what features the curriculum material has. Eight elementary mathematics teachers in the United States participated in the study. Data sources consist of teacher classroom observation write-ups, interviews, and the curriculum material. The results from the analysis of the curriculum material suggest that 80 percent of the tasks are at the high-level in terms of cognitive demand and 26 percent of tasks are identified as transparent. The results also show that the teachers appeared to adapt the curriculum material and partially take suggestions or activities out of the curriculum material in enacting them in their mathematics classrooms. The analysis of enacted tasks suggests that the levels of cognitive demand were shifted from high-level to low-level; 27 percent of the high-level tasks in the curriculum material were maintained at the high-level as enacted in the mathematics classrooms. The level of cognitive demand shifted in many cases; shifts from high-level to low-level occurred. This contributes to the curriculum material not being transparent to teachers.

• Proceedings of the KIEE Conference
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• 2005.07d
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• pp.3022-3024
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• 2005

연성 PCB(flexible printed circuit board)는 현재 노트북 PC와 디지털 카메라등에 적용되며, 굴곡성이 강하고 소형화 및 조립에 용이하여 주로 기판 사이나주기판과 외부 커넥터사이에 데이터의 전송매체로써 널리 사용되는 핵심부품이다. 근래에 개발되는 PCB 기반의 고성능 신호처리회로들은 데이터 전송율이 수백 MHz에서 수 GHz에 이르고 있으며, 신호선과 유전체, 접지판의 구조적 특성에 따라서, 반사 효과와 같은 신호무결성 문제들이 파생되어 신호의 최대성능을 제한하게된다. 이에 따라 적절한 임피던스 제어를 통하여 고성능신호들의 왜곡을 상쇄시키는 기술이 중요하게 되었다. 본 논문에서는 연성 PCB 전송라인을 위한 임피던스 모델을 대상으로 각 모델의 주요 특징 및 정확성을 분석하였다. 연성 PCB의 전송라인은 보통 전통적인 마이크로스트립 라인의 특성 임피던스 모델에 비해 신호선의 너비가 크며, 이를 반영한 개선된 수학적 임피던스 모델들이 제안되어 있다. 따라서 본 논문은 기존의 마이크로스트립 전송라인과 연성 PCB 전송라인에 적합한 수학적 모델들을 이용하여 신호 무결성 문제를 모의할 수 있는 CAE(computer-aided engineering) 도구의 임피던스 측정 결과를 비교 및 분석하였다.

• 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.