• Title/Summary/Keyword: 평면도형

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Mathematical investigation activity through folding and unfolding paper crane (종이학을 접고 펼친 흔적을 통한 수학탐구활동)

  • Kwon Young-In;Suh Be-Euk
    • Communications of Mathematical Education
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    • v.20 no.3 s.27
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    • pp.469-482
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    • 2006
  • It ill give much interest both to the teacher and student that paper crane makes interesting mathematical investment possible. It is really possible for the middle school students to invest mathematical activity such as the things about triangle and square, resemblance, Pythagorean theorem. I reserched how this mathematical investment possible through folding and unfolding paper crane and analyzed the mathematical meaning.

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The Design of Diagram Instruction & Learning System for Low Level Student (학습 부진아 지도를 위한 도형 영역 교수.학습 시스템 설계)

  • Koo, Yun-Mi;Goh, Byung-Oh
    • 한국정보교육학회:학술대회논문집
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    • 2007.01a
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    • pp.325-334
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    • 2007
  • 수학 교육이 해결해야하는 과제 중 하나는 학습 부진아 문제이다. 수학 학습 부진아 발생 원인은 학생의 수준에 맞지 않는 교재의 사용으로 인해 수학에 대한 흥미 부족, 이를 개선할 수 있는 교재의 미비, 부진아 지도를 위한 교사의 시간 부족 등이 있다. 본 연구에서는 이러한 문제점을 개선하기 위해 '도형아 놀자'라는 수학 학습 부진아 지도를 위한 교수 학습 시스템을 설계하였다. 학습 부진아의 수준에 부합된 맞춤식 교육을 목표로 7차 수학교과서의 도형 영역에 제시된 필수 학습 요소를 중심으로 교재를 재구성하였고, 수학과에 대한 흥미 및 자기 주도적 학습 능력을 길러주기 위해 교수 학습 방법으로 게임을 활용하였으며, 상호작용부분을 강화하여 가정과 연계된 교육이 가능하도록 시스템을 구성하였다. 이 시스템의 학습단계는 여러 가지 모양, 점, 선, 각, 평면도형, 합동과 대칭, 입체도형이라는 5단계로 각 단계의 시작과 끝에 평가를 실시하여 학습부진아의 수준을 정확하게 파악할 수 있도록 설계한다.

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A Study on Teaching Method of Area Formulas in Plane Figures - Inductive Reasoning vs. Problem Solving - (평면도형의 넓이 지도 방법에 대한 고찰 - 귀납적 방법 대 문제해결식 방법 -)

  • Kang, Moonbong;Kim, Jeongha
    • Journal of Educational Research in Mathematics
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    • v.25 no.3
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    • pp.461-472
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    • 2015
  • Korean students are taught area formulas of parallelogram and triangle by inductive reasoning in current curriculum. Inductive thinking is a crucial goal in mathematics education. There are, however, many problems to understand area formula inductively. In this study, those problems are illuminated theoretically and investigated in the class of 5th graders. One way to teach area formulas is suggested by means of process of problem solving with transforming figures.

A Study on the Plane Figure of Elementary School Mathematics in the View of Classification (분류의 관점에서 초등수학 평면도형 고찰)

  • Kim, Hae Gyu;Lee, Hosoo;Choi, Keunbae
    • East Asian mathematical journal
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    • v.37 no.4
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    • pp.355-379
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    • 2021
  • In this article, we investigated plane figures introduced in elementary school mathematics in the perspective of traditional classification, and also analyzed plane figures focused on the invariance of plane figures out of traditional classification. In the view of traditional classification, how to treat trapezoids was a key argument. In the current mathematics curriculum of the elementary school mathematics, the concept of sliding, flipping, and turning are introduced as part of development activities of spatial sense, but it is rare to apply them directly to figures. For example, how are squares and rectangles different in terms of symmetry? One of the main purposes of geometry learning is the classification of figures. Thus, the activity of classifying plane figures from a symmetrical point of view has sufficiently educational significance from Klein's point of view.

A Study on Defining and Naming of the Figures in the Elementary Mathematics - focusing to 4th grade Geometric Domains- (정의하기와 이름짓기를 통한 도형의 이해 고찰 -초등학교 4학년 도형 영역을 중심으로-)

  • Choi, Su Im;Kim, Sung Joon
    • 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.

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The Effect of the Indication of Lengths and Angles on Classifying Triangles: Centering on Correct Answer Rate and Eye Movements (분류하기에서 길이와 직각 표기의 효과: 정답률과 안구운동 분석을 중심으로)

  • Yun, Ju Mi;Lee, Kwang-ho;Lee, Jae-Hak
    • Education of Primary School Mathematics
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    • v.20 no.2
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    • pp.163-175
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    • 2017
  • The purpose of the study is to identify the effect of length and right angle indication on the understanding of the concept of the figure when presenting the task of classifying the plane figures. we recorded thirty three 4th grade students' performance with eye-tracking technologies and analyzed the correct answer rate and gaze duration. The findings from the study were as follows. First, correctness rate increased and Gaze duration decreased by marking length in isosceles triangle and equilateral triangle. Second, correctness rate increased and Gaze duration decreased by marking right angle in acute angle triangle and obtuse triangle. Based on these results, it is necessary to focus on measuring the understanding of the concept of the figure rather than measuring the students' ability to measure by expressing the length and angle when presenting the task of classifying the plane figures.

The Development of Self-Directed CAI Using Web - The main theme is the figure part of mathematics - (웹을 이용한 자기 주도적 CAI 개발 - 수학과 도형영역 중심 -)

  • Kang, Seak;Ko, Byung-Oh
    • Journal of The Korean Association of Information Education
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    • v.5 no.1
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    • pp.33-45
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    • 2001
  • In order to adapt ourselves to the Informationalization Society of twenty-first century, it is required to have ability to find quickly the necessary information and solve the problem of our own. In the field of school, it should be educated to develop learner's ability that can cope with the Informationalization Society. When a learner can study in such direction, he or she will be able to plan the learning of his own as the subject of education, and develop his ability to solve the problem by collecting and examining various information. It is self-leading learning that can make education like this possible. Through computer, especially Web site, self-directed learning can develop can develop the individuality and creativity of learners. They can collect and utilize autonomously information and knowledge. To do such an education, the program that can work out self-directed learning is needed. Therefore the program I want to develop is to reconstruct the 'figure' part of mathematics in elementary school into five steps by utilizing Web site. In the first step is to learn the concept of various shape. This step enable learners to know what figure is and how it can be utilized in our real life. The second step of dot, line and angle makes it possible that learners can consolidate the foundation of the study about figure and recognize the relation between angle and figure. In the third step of plane figure, we can study how to calculate the relation of plane figures and the area of figure with various shapes by cutting and adding them. The fourth step is about congruence and symmetry. Learners can learn to know the figure in congruence, reduction and enlargement and how it is used in our real life. In the fifth step of solid figure, we can learn the relation among the plane figure, solid figure, the body of revolution, corn and pyramid etc. controling the speed of learning on the basis of his ability. In the process of the program, it is also possible to develop learner's ability of self-leading learning by solving the problem by himself. Because this program is progressed on the Web site, it is possible to learn anytime and anywhere. In addition to it, a learner can learn beyond the grade as well as do the perfect learning by controling the pace of learning on the basis of his ability. In the process of the program, it is also possible to develop learner's ability of self-leading learning by solving the problem by himself.

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Children's Understanding of Relations in the Formulas for the Area of Rectangle, Parallelogram, and Triangle (직사각형, 평행사변형, 삼각형 넓이 공식에 내재된 관계에 대한 초등학생들의 이해 조사)

  • Jeong, Gyeong-Soon;Yim, Jae-Hoon
    • Journal of Educational Research in Mathematics
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    • v.21 no.2
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    • pp.181-199
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    • 2011
  • The area formula for a plane figure represents the relations between the area and the lengths which determine the area of the figure. Students are supposed to understand the relations in it as well as to be able to find the area of a figure using the formula. This study investigates how 5th grade students understand the formulas for the area of triangle, rectangle and parallelogram, focusing on their understanding of functional relations in the formulas. The results show that students have insufficient understanding of the relations in the area formula, especially in the formula for the area of a triangle. Solving the problems assigned to them, students developed three types of strategies: Substituting numbers in the area formula, drawing and transforming figures, reasoning based on the relations between the variables in the formula. Substituting numbers in the formula and drawing and transforming figures were the preferred strategies of students. Only a few students tried to solve the problems by reasoning based on the relations between the variables in the formula. Only a few students were able to aware of the proportional relations between the area and the base, or the area and the height and no one was aware of the inverse relation between the base and the height.

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A study on the performance of sixth-grade elementary school students about the perimeter and area of plane figure and the surface area and volume of solid figure (평면도형의 둘레와 넓이, 입체도형의 겉넓이와 부피에 대한 초등학교 6학년 학생들의 수행 능력 조사)

  • Yim, Youngbin;Yim, Ye-eun;Km, Soo Mi
    • The Mathematical Education
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    • v.58 no.2
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    • pp.283-298
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    • 2019
  • Among the measurement attributes included in the elementary school mathematics curriculum, perimeter, area, volume and surface area are intensively covered in fifth and sixth graders. However, not much is known about the level of student performance and difficulties in this area. The purpose of this study is to examine the understanding and performance of sixth-grade elementary school students on some ideas of measurement and ultimately to give some suggestions for teaching measurement and the development of mathematics textbooks. For this, diagnosis questions were developed in relation to the following parts: measurement of perimeter and area of plane figure, measurement of surface area and volume of solid figure, and the relationships between perimeter and area, and the relationships between surface area and volume. The performances of 95 sixth graders were analyzed for this study. The results showed children's low performance in the measurement area, especially measurement of perimeter and surface area, and relationship of the measurement concepts. Finally, we proposed the introduction order of the measurement concepts and what should be put more emphasis on teaching measurement. Specifically, it suggested that we consider placing a less demanding concept first, such as the area and volume, and dealing more heavily with burdensome tasks such as the perimeter and surface area.