• The Mathematical Education
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• v.46 no.4
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• pp.493-502
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• 2007

What is a foundational element of plane geometry? Isn't it possible to constitute the contents of plane geometry from that element? In this paper, we suggest a view point that triangle is a foundational element of plane geometry. And take some examples of reconstruction of usually given contents and mathematical activity centered on the triangle in plane geometry.

• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.143-161
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• 2009

This study was designed to gain insights into students' visualization process in geometric problem solving. The visualization model for analysing visual process for geometric problem solving was developed on the base of Duval's study. The subjects of this research are two Grade 9 students and six Grade 10 students. They were given 2D-geometric problems. Their written solutions were analyzed problem is research depicted characteristics of process of visualization of individually. The findings on the students' geometric problem solving process are as follows: In geometric problem solving, visualization provided a significant insight by improving the students' figural apprehension. In particular, the discoursive apprehension and the operative apprehension contributed to recognize relation between the constituent of figures and grasp structure of figure.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.719-745
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• 2012

This research is a study on student's understanding fundamental conception of mathematical curriculum, especially in geometry domain. The goal of researching is to analyze student's wrong conception about that domain and get the mathematical teaching method. We developed various questions of descriptive assessment. Then we set up the term, procedure of research for the understanding student's knowledge of geometry. And we figured out the student's understanding extent through analysing questions of descriptive assessment in geometry. In this research, we concluded that most of students are having difficulty with defining the fundamental conception of mathematics, especially in geometry. Almost all the students defined the fundamental conceptions of mathematics obscurely and sometimes even missed indispensable properties. Prior to this study, we couldn't identify this problem. Here are some suggestions. First, take time to reflect on your previous mathematics method. And then compile some well-selected questions of descriptive assessment that tell us more about student's understanding in geometry.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.129-149
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• 2020

This study reports the results of analyzing the learning opportunities about the plane figures provided by the first and second grade mathematics textbooks. The plane figures that students learn during this period are important in that it serves as the basis for the later geometric education. With assumptions that mathematics learning is related to the problem of meaning and that meaning-related activity can be viewed as a symbolic activity, it adopts and uses the perspectives and tools of semiotics to analyze the learning opportunities provided by the mathematics textbook. The analysis of the semiotic process of the textbook activities revealed the significance of learning opportunities and helped to distinguish the seemingly similar learning opportunities. Based on the results of the analysis, I discussed the link between learning opportunities provided by grade 1 and grade 2 mathematics textbooks. Finally, the paper concludes with suggestions and conclusions and suggestions for further research.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.701-722
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• 2010

Students have to investigate, experiment and inquire using the manipulative materials and real-world thing for studying Geometry. Manipulative materials activities encourage to understand mathematical concept and connection of symbol. Experiment activities using the computer focused the student's intuitive and inquisitive activities because of visualization of an abstract mathematics concept. This study developed a workbook through the use of manipulative materials and computer for operating and experimenting, and suggested a method for inquiry of geometrical properties and proved an effect. Manipulative materials-experiment activities was proven effective to middle level and lower level students in understanding the geometrical properties, and was proven effective to high level and lower level students when it comes to mathematical communication ability. When students operate, at first, they have to know about the feature and information of the materials, and the teacher has to make an elaborate plan and encourages the students to discuss about this.

• Journal of Digital Convergence
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• v.14 no.4
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• pp.397-405
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• 2016

Specially, the character in the kids animation is the fundamental visual element, and also has the high value which is to connect to various related businesses. The main purpose of this study is the analysis for character's appearance by the basic plane figure, and it has studied on the authority of recognition capability which is to catch the simple shape rapidly and clearly rather than complex shape. For this study, I established the standard of analysis and then applied that to the characters which were selected in broadcasting domestic kids animation on EBS. Through this procedure, I analyzed character's appearance with the distribution chart. As the result, the circular and oval shapes are the most frequently used shapes for character's appearance. Finally, I expect the result of this study could be one of the design index for the character creation in practical environment.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.141-159
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• 2011

The purpose of the present research is to suggest implications on guidance of height concept understanding of figures by investigating concept understanding how sixth grade's elementary school students understand a height concept of figures. In order to achieve this research purpose, a height concept understanding test of figures was carried out with the target of 54 sixth grade students who already learned a height concept of plane figures and three-dimensional solid figures and thus this research analyzed characteristics and errors appeared there. When analyzing its characteristics and errors interviews with students were carried out for in-depth analysis. And as a result the following implications could be obtained. First, students felt more difficulty in measuring height in a figure that its lower base is not horizontal in questions measuring height of a plane figure. Second, there were cases that students associate a height concept of figures with experience of height experienced in daily life. Third, students were feeling difficulty in linguistically expressing a concept called height that oneself has. Expressing a concept linguistically plays an important role in understanding a concept clearly. Accordingly activities for raising this mathematical communication ability are required, Fourth, the present research can suggest implications in designing classes that students can clearly understand the height concept of figures.

• 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.

• The Mathematical Education
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• v.61 no.1
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• pp.47-62
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• 2022

This study investigated the contents related to the plane figures in the geometry domains of Joseon-Sanhak in the late 18th century and focused on changes in explanations and calculation methods related to plane figures, the rigor of mathematical logic in the problem-solving process, and the newly emerged mathematical topics. For this purpose, We analyzed , and written in the late 18th century and and written in the previous period. The results of this study are as follows. First, an explanation that pays attention to the figures as an object of inquiry, not as a measurement object, and a case of additional presentation or replacing the existing solution method was found. Second, descriptions of the validity of calculations in some problems, explanations through diagrams with figure diagrams, clear perceptions of approximations and explanations of more precise approximation were representative examples of pursuing the rigor of mathematical logic. Lastly, the new geometric domain theme in the late 18th century was Palsun corresponding to today's trigonometric functions and example of extending the relationship between the components of the triangle to a general triangle. Joseon-Sanhak cases in the late 18th century are the meaningful materials which explain the gradual acceptance of the theoretical and argumentative style of Western mathematics

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.655-678
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• 2010

In the elementary mathematics, geometric education emphasize spatial sense and understandings of figures through development of intuitions in space. Especially space visualization is one of the factors which try conclusion with geometric problem solving. But studies about space visualization are limited to middle school geometric education, studies in elementary level haven't been done until now. Namely, discussions about elementary students' space visualization process and methods in plane or space figures is deficient in relation to geometric problem solving. This paper examines these aspects, especially in relation to plane and space problem solving in elementary levels. First, we investigate visualization methods for plane problem solving and space problem solving respectively, and analyse in diagram form how progress understanding of figures and visualization process. Next, we derive constituent factor on visualization process, and make a check errors which represented by difficulties in visualization process. Through these analysis, this paper aims at deriving an influence of visualization on geometric problem solving in the elementary mathematics.