• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.197-215
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• 2010

Intuition plays an important role in the mathematical education as well as the process of invention in mathematics. And many mathematics educators became interested in intuition in mathematics education. So we need to analyze the effect of the characters of intuition of elementary students. In this study, the questionnaire and the interview were used. The subjects were 6 grade-103 students in the questionnaire. They were asked to solve the problems in the questionnaire which was designed by the researcher and to describe the reasons why they answered like that. Students are effected directly by the characters of intuition, ie self-evidence, intrinsic certainty, implicitness, etc. And the effect come from intuitive and ordinary experiences and the results of previous learning. In conclusion, we have to be interested in teaching via intuition and to control the effect of the characters of intuition.

• School Mathematics
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• v.16 no.4
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• pp.691-708
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• 2014

In general, the intuitive knowledge that can use in mathematics problem solving is one of the important knowledge to teachers as well as students. So, this study is aimed to analyze the elementary preservice teachers' intuitive knowledge in relation to intuitive and counter-intuitive problem solving. For this, I performed survey to use questionnaire consisting of problems that can solve in intuitive methods and cause the errors by counter-intuitive methods. 161 preservice teachers participated in this study. I got the conclusion as follows. preservice teachers' intuitive problem solving ability is very low. I special, many preservice teachers preferred algorithmic problem solving to intuitive problem solving. So, it's needed to try to improve preservice teachers' problem solving ability via ensuring both the quality and quantity of problem solving education during preservice training courses. Many preservice teachers showed errors with incomplete knowledges or intuitive judges in counter-intuitive problem solving process. For improving preservice teachers' intuitive problem solving ability, we have to develop the teacher education curriculum and materials for preservice teachers to go through intuitive mathematical problem solving. Add to this, we will strive to improve preservice teachers' interest about mathematics itself and value of mathematics.

• Proceedings of the Korea Information Processing Society Conference
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• 2021.11a
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• pp.677-680
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• 2021

'파리의 더러운 지하철', '런던의 비싼 물가' 등 관광지에 대한 몇 마디 말은 관광지를 직관적으로 이해하는데 도움을 준다. 관광지에 대한 직관적 평가를 파악하기 위해서 클러스터링 기법을 사용하였다. '주차', '경치', '시설'과 같은 다양한 라벨을 부여하여 클러스터링을 비교한 결과 '주차', '경치' 등 비슷한 문맥의 리뷰가 같은 클러스터로 묶인 것을 확인할 수 있었고, 각 분야의 문맥을 파악하기 위해 대표문장을 추출하였다. 각 분야의 대표문장은 해당 분야의 평가를 잘 파악할 수 있었고, 해당분야의 만족도뿐만 아니라 불편사항 등을 이해하는데 도움을 준다.

• School Mathematics
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• v.5 no.4
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• pp.401-420
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• 2003

We have many problems in the teaching and learning of proof, especially in the demonstrative geometry of middle school mathematics introducing the proof for the first time. Above all, it is the serious problem that many students do not understand the meaning of proof. In this paper we intend to show that teaching the meaning of proof in terms of historic-genetic approach will be a method to improve the way of teaching proof. We investigate the development of proof which goes through three stages such as experimental, intuitional, and scientific stage as well as the development of geometry up to the completion of Euclid's Elements as Bran-ford set out, and analyze the teaching process for the purpose of looking for the way of improving the way of teaching proof through the historic-genetic approach. We conducted lessons about the angle-sum property of triangle in accordance with these three stages to the students of seventh grade. We show that the students will understand the meaning of proof meaningfully and properly through the historic-genetic approach.

• Proceedings of the KIEE Conference
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• 2004.07d
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• pp.2550-2552
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• 2004

표지판이나 지도, 안내책자 같은 매체들은 사용자에게 여러 정보(위치정보, 부가정보)를 제공한다. 이런 매체를 통한 위치정보와 부가정보는 직관적이고 간결하며 정적으로 표현되어 있다. 그리고 정보제공의 형태를 보면 사용자가 정보를 취득해 가야 하는 점에서 수동적으로 볼 수 있다. 하지만 사용자는 정보 욕구가 증가할수록 정적인 정보보다는 동적인 정보를 요구하고, 수동적인 정보제공 방법보다는 능동적인 정보제공 방법을 선호한다. 본 논문에서 제안하는 정보보조시스템(IAS)은 기존의 IAS 시스템과 달리, 직관적이고 간결한 정보 전달의 수단으로 증강현실 기술을 사용하고, 능동적 정보제공의 방법으로 에이전트 시스템을 사용한다. 실제 구현 과정에서 성능 향상을 위한 아이디어를 추가하여, 제안하는 방법들의 효용성을 검증한다.

• Journal of Digital Convergence
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• v.17 no.5
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• pp.311-318
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• 2019

The purpose of this study was to identify the effects of self-leadership and nursing professionalism on social responsibility in nursing students and verify the mediating effects of nursing professionalism on the relationships between self-leadership and social responsibility. The subjects of this study consisted of 250 nursing students. Data were collected using self-reported questionnaires. The results were as follows: Self-leadership and nursing professionalism had a positive effect on social responsibility. Nursing professionalism had a partial mediating effect in the relationship between self-leadership and social responsibility. Conclusively, this results of study is meaningful to provide evidence to improve the self-leadership and maximize nursing professionalism to increase social responsibility in nursing students.

• School Mathematics
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• v.11 no.3
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• pp.513-526
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• 2009

The purpose of this paper intuitively shows the exact and logical explanation of Independent Event and Dependent Event. In actual classrooms, teachers have difficulty in describing the connection between those events and real life. Some teachers have wrong perceptions on the definition of those events. For example, they may not realize exactly what P(B A)=P(B) means and may not explain intuitively the original meaning of why it is independent event. Also they believe that Independent Event and Dependent Event do not always match with real life. This paper, therefore, tries to prove intuitively the exact meanings of those events in the Verbal Form with some examples and it proves that those events exactly match with real life. It is expected that this paper will greatly contribute to the improvement of probability education.

• Journal of the Korean School Mathematics Society
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• v.11 no.1
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• pp.97-115
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• 2008

In high school mathematics class, to subtract a number b from a, we add the additive inverse of b to a and to divide a number a by a non-zero number b, we multiply a by the multiplicative inverse of b, which is the formal approach for operations of real numbers. This article aims to give a connection between the intuitive models in middle school mathematics class and the formal approach in high school for teaching operations of negative integers. First, we highlight the teaching methods(Hwang et al, 2008), by which subtraction of integers is denoted by addition of integers. From this methods and activities applying the counting model, we give new teaching methods for the rule that the product of negative integers is positive. The teaching methods with horizontal mathematization(Treffers, 1986; Freudenthal, 1991) of operations of integers, which is based on consistently applying the intuitive model(number line model, counting model), will remove the gap, which is exist in both teachers and students of middle and high school mathematics class. The above discussion is based on students' cognition that the number system in middle and high school and abstracted number system in abstract algebra course is formed by a conceptual structure.

• Communications of Mathematical Education
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• v.10
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• pp.487-504
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• 2000

앞으로의 수학교육은 직관과 조작 활동에 바탕을 둔 경험에서 수학적 형식, 관계, 개념, 원리 및 법칙 등을 이해하도록 지도되어야 한다. 따라서 추상적인 수학적 지식을 다양한 수학 교육공학 매체와 적합한 상황과 대상을 제공할 수 있는 컴퓨터 응용소프트웨어를 활용하여, 실제 수업에서 학생 스스로 시각적${\cdot}$직관적으로 개념을 재구성할 수 있도록 여러 가지 도입 및 전개 방안을 제시하고자 한다.

• Journal of Korea Society of Industrial Information Systems
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• v.14 no.4
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• pp.198-204
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• 2009

It is one of important and interesting topics in mathematics education to study the process of the logical thinking and the intuitive thinking in mathematical problem-solving abilities from the viewpoint of mathematical thinking. The main purpose of the present paper is to investigate on this problem with reference to secondary talented students (students aged 16~17 years). In particular, we focus on the relationship between the preference of mathematical thinking and their problem-solving abilities for logical-type problems by applying logistic regression analysis.