• Journal of the Korea Society for Simulation
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• v.28 no.1
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• pp.99-107
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• 2019

Until now it has had the limitation of the target in the US JMEM to calculate the Pk with the existing method by our study. In this study, we focused on deriving a method to calculate the Pk of the actual targets except JMEM targets using ANN. We study the initial predictive model of ANN(Artificial Neural Network) from the targets data of the specification and the vulnerable area in the US JMEM(Joint Munitions Effectiveness Manuals), and calculate the actual targets vulnerable area by using this method. Finally, we propose a method to calculate the Pk by applying those data to the existing method of us.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.361-379
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• 2002

본 논문은 재미있고 활동적인 기하 수업을 위한 학습자료를 제시한 것으로써 Amazing Triangle (NCTM, 1993)를 GSP를 활용하여 학교수업에서 사용할 수 있는 방안과 테셀레이션으로 확장시켜 도형의 각의 크기, 대칭과 변화, 합동 등의 학습을 통해 자연스럽게 기하에 관한 수학적 개념과 의미를 익히고 수학적 사고력과 창의력을 키우고자 하였다. 수학에 대한 정의적 측면에서의 향상과 동시에 타교과인 미술 분야에 수학이 어떻게 사용될 수 있는 가도 알 수 있다.

• 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.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.3
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• pp.267-282
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• 2018

The purpose of this study is to develop and apply a Convergence program for teaching of congruence and symmetry and to investigate the effects of the mathematical creativity and convergence talent. For these purposes, research questions were set up as follows: 1. How is a Convergence program for teaching of congruence and symmetry developed? 2. How does a Convergence program affect the mathematics creativity and convergence talent of fifth grade student in elementary school? The subjects in this study were 16 students in fifth-grade class in elementary school located in Songpa-gu, Seoul. A Convergence program was developed using the integrated unit design process chose the concept of congruence and symmetryas its topic. The developed program consisted of a total 12 class activities plan, lesson plans for 5 activities. Mathematics creativity test, a test on affective domain related with convergence talent measurement were carried out before and after the application of the developed program so as to analyze the its effects. In addition, students' satisfaction for the developed program was investigated by a questionnaire. The results of this study were as follows: First, A convergence program should be developed using the integrated unit design process to avoid focusing on the content of any one subject area. The program for teaching of congruence and symmetry should be considered students' learning style and their preferences for media. Second, the convergence program improved the students' mathematical creativity and convergence talent. Among the sub-factors of mathematical creativity, originality was especially improved by this program. Students thought that the program is good for their creativity. Plus, this program use two subject class, Math and Art, so student do not think about one subject but focus on topic 'congruence and symmetry'. It help students to develop their convergence talent.

• Communications of Mathematical Education
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• v.12
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• pp.21-32
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• 2001

쌓기놀이는 유치원에서의 주요 활동이며, 유아들이 가장 선호하는 놀이일 뿐 아니라 교육적 가치도 크다고 보고 있다. 특히 쌓기놀이는 다양한 크기, 형태의 나무 적목을 사용하여 구성하게 되므로 공간 관계, 기하학적 도형, 대칭, 합동 등의 수학적 경험을 제공할 수 있다는 것이다. 그러나 교육현장에서의 쌓기놀이는 유아가 자유롭게 구조물을 만든 후 이를 극화놀이로 확장되어 전개되는데 그치고 있어 이를 통한 수학적 경험은 크게 기대할 수 없으며 우연적일 수 밖에 없다. 따라서 본 연구에서는 유아의 쌓기놀이를 보다 기하학적 사고와 탐색을 포함하는 교수-학습의 방안을 모색하고 현장 적용성을 검토하고자하였다. 본 연구의 내용은 유아의 쌓기놀이 활동에 기초한 기하학습의 모형을 설계하고, 이를 기초로 한 적용사례를 제시하는 것이다.

• Communications of Mathematical Education
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• v.9
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• pp.153-164
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• 1999

작도 문제는 역사적으로 아주 오래된 문제 중의 하나일 뿐만 아니라, 현재 우리 나라 기하 교육에 있어 매우 중요한 역할을 하고 있다. 즉, 평면 기하의 중심 정리들 중의 하나인 삼각형의 합동 조건들을 도입하기 위한 기초로 주어진 조건들(세 선분, 두 선분과 이들 사이의 끼인각, 한 선분과 그 양 끝에 놓인 두 각)에 상응하는 삼각형의 작도가 행해진다. 그러나, 현행 수학 교과서나 수학 교수법을 살펴보면, 작도 문제 해결 방법 및 지도에 대한 연구가 미미한 실정이다. 본 연구에서는 작도 문제의 특성, 작도 문제의 해결 방법 및 지도에 관한 접근을 모색할 것이다. 이를 통해, 학습자들이 다양한 탐색 활동 속에서 작도 문제를 탐구할 수 있는 이론적, 실제적 근거를 제시하고, 수학 심화 학습에 작도 문제를 이용할 수 있는 가능성을 제시할 것이다.

• 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.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.3
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• pp.305-321
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• 2019

Rapid demographic changes such as international marriages and immigration have led to the transition of Korea to a multicultural society, thereby causing the need for education for multicultural students. In particular, there is a growing need to support Korean Language Learners (KLLs) who learn in Korean in their classrooms and whose native language is a foreign language. This study aims to adapt some teaching strategies of the SIOP model developed in the U.S. for English Language Learners(ELLs) to fit classroom situations in Korea and apply them to the Korean language learners to analyze the features of mathematical communication and to examine the possibility of a change in mathematical errors. Specifically, three KLLs in 5th grade participated in seven geometry lessons adapting some characteristics of SIOP model and then, their mathematical communication and mathematical errors were analyzed. The results of this study are expected to provide didactical implications for identifying characteristics of KLLs and for setting direction for teaching them mathematics.

• Journal of the Korean School Mathematics Society
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• v.26 no.2
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• pp.111-135
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• 2023

This study conducted a student-centered inquiry lesson on the similarity of figures using AlgeoMath, with student learning aspects analyzed from a communication perspective. This approach aimed to inform pedagogical implications related to teaching geometric similarity. Through utilizing AlgeoMath, students were able to visually confirm that their chosen figures were similar, experiencing key mathematical concepts such as the ratio of similarity to the area of similar figures, and congruency and similarity conditions of triangles. In the lessons applying this concept, we categorized the features of similarity learning displayed by students, as seen in the communication aspects of their exploratory activities, into 'Understanding similarity ratios', 'Grasping conditions of similarity in triangles', and 'Comparing concepts of congruency and similarity'. Through exploratory activities based on AlgeoMath, students discussed the meaning and mathematical relationships of key concepts related to similarity, such as the ratio of similarity to the area of figures, and the meaning and conditions of congruence and similarity in triangles. By improving misconceptions about the similarity of figures, they were able to develop deeper mathematical understanding. This study revealed that in teaching and learning the geometric similarity using AlgeoMath, obtaining meaningful pedagogical outcome was not solely due to the features of the AlgeoMath environment, but also largely depended on the teacher's guidance and intervention that stimulated students' thinking.

• School Mathematics
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• v.10 no.1
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• pp.43-61
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• 2008

This study is based on the pedagogical aspect that both connections of mathematical concepts and a geometric approach enhance the understanding of structures in school mathematics. This study is to investigate the graphical properties of quadratic functions such as symmetry, coordinates of vertex, intercepts and congruency through the geometric properties of graphs of linear functions. From this investigation this study would give suggestions on a new pedagogical perspective about current teaching and learning methods of quadratic function graphs which is focused on routine algebraic transformation of the completing squares. In addition, this study would provide the topic of quadratic function graphs with the understanding of geometric perspective.