• Title/Summary/Keyword: 학습맥락

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A Study on the Fundamental Theorem of Calculus : Focused on the Relation between the Area Under Time-velocity Graph and Distance (미적분의 기본정리에 대한 고찰 - 속도 그래프 아래의 넓이와 거리의 관계를 중심으로 -)

  • Joung, Youn-Joon;Lee, Kyung-Hwa
    • Journal of Educational Research in Mathematics
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    • v.19 no.1
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    • pp.123-142
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    • 2009
  • Dynamic context is considered as a source for intuitive understanding on the calculus. The relation between the area under time-velocity graph and distance is the base of the dynamic contexts which are treated in the integral calculus. The fundamental theorem of calculus has originated in dynamic contexts. This paper investigated the fundamental theorem of calculus via the relation between the area under time-velocity graph and distance. And we analyzed mathematics textbooks and the understanding of students. Finally we suggest some proposal for the teaching of the fundamental theorem of calculus.

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Reconceptualizing the Dynamic Evolution of the Firm : On Learning and Restructuring in Adaptation (기업의 동태적 진화 및 적응 이론에 대한 비판적 고찰 : 적응에 있어 조직학습과 재구조화 관점을 중심으로)

  • Lee, Jong-Ho
    • Journal of the Korean association of regional geographers
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    • v.13 no.6
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    • pp.623-638
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    • 2007
  • This paper debates on two different theoretical positions in explaining corporate adaptation. Until the 1980s, a restructuring perspective had dominated in explaining corporate success and adaptation. However, this perspective pays little attention to how firms adapt to environmental change and why some firms adapt successfully, while some others fail to adapt. Thus a restructuring perspective does not give insights into a context-specific explanation of corporate learning and adaptation. More recently, especially since the 1990s, academic focus on corporate adaptation and evolution has shifted towards exploring the nature of learning that leads to the dynamic competitiveness. A learning perspective emphasizes the influence of knowledge, learning and competence on corporate evolution. However, it reveals that this view is also less appropriate for explaining corporate adaptation in radical shifts in environment. In this context, the evolutionary theories of the firm need to seek to maintain a balance between two theoretical positions in order to understand more effectively the dynamic evolution and adaptation of the firm. This paper shows that the dynamics of corporate adaptation and evolution are an outcome of the mixture of perpetual processes of restructuring and learning, both continuous and discontinuous.

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Effects of EngageGram on e-Learning Participation According to the Types of Learners' Social Comparison Motive (이러닝 학습자들의 사회비교동기 유형에 따른 EngageGram이 학습참여도에 미치는 효과)

  • Jin, Sung-Hee
    • The Journal of the Korea Contents Association
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    • v.15 no.9
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    • pp.652-661
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    • 2015
  • The purpose of this study is to investigate the effects of EngageGram which is a motivator of e-learning participation on learners' online participation according to the types of social comparison motive. Research participation was 144 undergraduate students (male: 106, female: 38) who took the course entitled "Creative Thinking." Social comparison motive of learners were investigated by two methods: social comparison motive scales and learners' opinions on EngageGram. As results, there was no statically corelation between the types of social comparison motive by using scales and online participation, however, there was statically differences on e-learning participation according to the types of social comparison motives by analyzing learners' opinions. Learners mostly have self-enhancement motive in a learning context so they are motivated to participate actively by EngageGram. This study provide useful implication in the research area of learning analytics.

Relations between undergraduates' motivations and emotions for learning mathematics in mathematics class centered on peer discussions : focusing on their needs (동료 간 토의 중심의 수학 수업에서 대학생들의 수학 학습 동기와 수학 학습 감정의 관계: 욕구를 중심으로)

  • Park, Seokjoon;Lee, Kyungwon;Kwon, Oh Nam
    • Communications of Mathematical Education
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    • v.33 no.3
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    • pp.181-205
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    • 2019
  • This study analyzed how university students' motivations for learning mathematics and emotions for learning mathematics occur and how they relate to each other by introducing the factor called needs in the particular context of mathematics learning, mathematics class centered on peer discussions. We conceptualized the key concepts of the study, motivation for learning mathematics and emotion for learning mathematics. Based on them, we drew specific ways to observe motivation and emotion for learning mathematics and conduct the research. As a result, motivations for learning mathematics occurred to satisfy some needs. Also, positive emotions for learning mathematics occurred when some needs were satisfied, whereas negative emotion for learning mathematics occurred when some needs were not satisfied. Furthermore, when the needs leading to motivations for leaning mathematics were satisfied, positive emotions for learning mathematics occurred. The unfulfilled needs leading to negative emotions for learning mathematics make motivations for learning mathematics occur to satisfy those needs.

수학 교구를 활용한 클럽 활동이 학생들의 수학적 성향 및 도형 학습능력에 미치는 영향

  • Choe, Chang-U;Son, Suk-Hyeon
    • Communications of Mathematical Education
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    • v.14
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    • pp.163-176
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    • 2001
  • 대부분의 수학 수업이 알고리즘을 숙달시키고, 기계적으로 익힌 절차에 의해 정답을 맞추는 것에 중점을 두어 왔기 때문에, 학생들은 수학은 딱딱하고 어렵고 재미없는 과목이라는 인식을 많이 하고 있다. 그러나, 수학 수업에서 수학 교구의 조작 활동을 한다면 수학적인 흥미를 유발할 수 있을 뿐만 아니라 추상과 형식적인 수학으로의 발달을 돕고 학생들이 활동적으로 수업에 참여할 수 있게 된다. 이러한 맥락에서 제 7차 교육과정의 '도형'영역에서는 조작 활동을 통한 자기 학습능력 개발에 중점을 두고 주위의 실제 생활에서 볼 수 있는 사물을 관찰하여 그 성질을 추상해 낼 수 있도록 구체적인 교구를 이용하는 조작 활동을 강조하고 있다. 본 연구에서는 이러한 관점에서 정규 수학 수업이 아닌 일선학교의 클럽 활동 시간을 이용하여 학생들이 수학 교구를 충분히 조작하고 활용할 시간을 제공하며, 학생들이 수학 교구의 조작 활동을 통한 클럽활동이 학생들의 수학적 성향 및 능력 수준에 따른 도형 학습능력에 어떠한 변화를 미치는 지를 사례를 중심으로 논의하고자 한다.

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Derive(TI-92)를 이용한 탐구 지향 수학 수업

  • Sin, Eun-Ju;Song, Jeong-Hwa;Gwon, O-Nam
    • Communications of Mathematical Education
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    • v.10
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    • pp.169-188
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    • 2000
  • 급변하고 있는 정보화시대애서 수학교육은 예전의 암기식, 주입식에서 벗어나 새롭게 변화될 필요가 있다. 컴퓨터 매체가 수학교육에 도입된 결과 수학 내용과 수학을 이해하는 방법, 교수 ${\cdot}$ 학습 방법을 변화시키고 있으며 교수 ${\cdot}$ 학습이 일어나는 사회 ${\cdot}$ 문화적 환경을 변화시키고 있다. 학생들이 컴퓨터 테크놀러지를 이용해 수학적 이해를 얻고 수학적 힘을 길러 의사소통자, 문제해결자가 되도록 도와야 한다. 또한 실생활적인 맥락에서 상황화되는 중요한 아이디어를 동시에 가르침으로써 효율성을 성취하고 내용적 과잉을 극복하고 새 수학의 혁신, 다양성, 연속적 성장을 체계적으로 지지해야 한다. 이 글에서는 학생들의 개념적 이해와 문제해결을 돕기 위해 테크놀러지의 역할을 조명해보고 DERIVE(TI-92)를 이용한 수학 학습 예시를 제시하고자 한다.

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Understanding of programming thinking from Semiotics Perspective (기호학적 관점에서 프로그래밍 사고의 이해)

  • Kim, Dong Man;Lee, Tae Wuk
    • Proceedings of the Korean Society of Computer Information Conference
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    • 2020.01a
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    • pp.275-276
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    • 2020
  • 이 연구의 목적은 기호학적 관점에서 프로그래밍에서 발생하는 학습자의 사고 과정을 이해하기 위함이다. 그래서 프로그래밍의 표상과정을 이해하기 위한 기호작용 모형을 제안하였다. 이 연구의 결론은, 프로그래밍 교육에서 구성주의(constructivism) 학습 이론을 적용하기 위해서는 개인의 해석체와 프로그래밍 요소에서 인터텍스트(intertext) 속성을 파악하는 것이 선결과제인 것과 프로그래밍 맥락인 콘텍스트(context)의 중요함을 확인하였다. 후속 연구로 인지언어학적 방법으로 학습자가 프로그래밍에서 표상한 해석체(interpretant)와 콘텍스트(context), 인터텍스트(intertext) 등의 상호작용을 구체적으로 알아보는 연구를 진행하고자 한다.

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Humanity mathematics education: revealing and clarifying ambiguities in mathematical concepts over the school mathematics curriculum (인간주의 수학교육: 수학적 개념의 모호성을 드러내고 명확히 하기)

  • Park, Kyo-Sik;Yim, Jae-Hoon;Nam, Jin-Young
    • Journal of Educational Research in Mathematics
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    • v.18 no.2
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    • pp.201-221
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    • 2008
  • This study discusses how the humanity mathematics education can be realized in practice. The essence of mathematical concept is gradually disclosed revealing the ambiguities in the concept currently accepted and clarifying them. Historical development of mathematical concepts has progressed as such, exemplified with the group-theoretical thought and continuous function. In learning of mathematical concepts, thus, students have to recognize, reveal and clarify the ambiguities that intuitive and context-dependent definitions in school mathematics have. We present the process of improvement of definitions of a tangent and a polygon in school mathematics as examples. In the process, students may recognize the limitations of their thoughts and reform them with feelings of humility and satisfaction. Therefore this learning process would contribute to cultivating students' minds as the humanity mathematics education pursues.

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User Expectation Values for Smart Device based Education Service Design (스마트 디바이스 기반 교육서비스 디자인을 위한 사용자 기대 가치)

  • Choi, Hojeong;Yoon, Young Sun;Ryoo, Han Young
    • Design Convergence Study
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    • v.14 no.1
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    • pp.1-13
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    • 2015
  • The purpose of this paper is to find out what values users pursue from a smart device based education service. For this purpose, a survey was conducted using a questionnaire that was developed based on the results of literature review and user interviews. Thirteen user expectation values were developed from the results of the survey: individually customized learning, anytime anywhere learning, learning for career, learning through interaction, learning from diverse resources, learning through cooperation, learning through interchange, self-directed learning, learning within actual context, learning with feedback, learning in spare time, learning with motivation & compensation, and step-by-step learning. In addition, the results of the survey also showed that the user expectation values of women, high school students and people who responded that they knew the smart device based education service very well were higher than those of other users.

Interaction Patterns in Dialogic Inquiry of Middle School Students in Small Groups in the Natural History Gallery (자연사관 관람에서 중학생 소집단의 대화적 탐구에서 나타나는 상호작용 유형)

  • Jung, Won-Young;Lee, Joo-Youn;Park, Eun-Ji;Kim, Chan-Jong;Lee, Sun-Kyung
    • Journal of the Korean earth science society
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    • v.30 no.7
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    • pp.909-927
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    • 2009
  • Inquiry became an essential methodology in science education. Recently, argumentation becomes more important in inquiry, but inquiry-based teaching in school science would not provide enough opportunities for students to have voluntary and active interactions during inquiry activities. Informal science learning can be an alternative for authentic inquiry. Accordingly, this study aims to find interaction patterns in dialogic inquiry of junior high school students in small groups in the natural history gallery. Inquiry elements and interaction patterns are analyzed with 42 dialogues of 13 small groups. As a result, seven interaction patterns are identified. First, five major interaction patterns were drawn as follows; Sharing questions, asking questions and simple response, asking questions and simple explanation, asking questions-simple explanation-(collecting data)-data based explanation, and asking questions-collecting data-data based explanation. Second, pattern 2, 'asking questions and simple response', is subdivided into three categories; passive and/or evasive response, inaccurate response, and repeated patterns of asking questions-simple response. The results of the study provide different patterns of dialogic interactions in a small group inquiry in informal contexts from formal contexts, and provide foundations to understand middle school students' interactive dialogues of inquiry occurred in the natural history gallery.