• Proceedings of the Korea Society of Mathematical Education Conference
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• 1996.06a
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• pp.90-98
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• 1996

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.553-563
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• 1998

In this thesis, I examined Bruner's EIS theory from the viewpoint of epistemology based on Piaget's genetic epistemology. Although Bruner's ideal thought which insisted ‘to teach the structure’accepted Piaget's theory in the methodology of realization, it is different from Piaget in understanding knowledge. The difference is shown from understanding the meaning of ‘structure’. Piaget's concept of structure is something that has overcome the realistic viewpoint of the traditional epistemology and is reconstructed through endless self-regulative transformational process. However Bruner's is used as a realistic meaning as we can see in the Plato's recollection theory. Therefore Piaget's ‘stage of development’means the difference of structure which lies in the generative process and it includes the qualitive difference of level. On the other hand, Bruner, who is trying to translate and suggest the fixed structure to the children understood Piaget's stage of development as the difference in the ways of representation. Piaget's operational constructivism insists that the children should ‘construct’the knowledge through their activity, and especially in case of the lohico-mathematical recognition, the source should be internalized activity, that is, operation. In view of this assertion, Burner's idea which insists to accept the structure of knowledge as a fixed reality and to suggest the translated representation proper to the cognitive structure of the children to teach them, has a danger of emphasizing only the functional aspects to deliver the given knowledge ‘quickly’. And it also has the danger of damaging ‘the nature of the knowledge’in the translated knowledge.

• Proceedings of the Korea Contents Association Conference
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• 2011.05a
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• pp.235-236
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• 2011

아동에게 적합한 고구려 장기 게임 개발을 위해 Bruner의 EIS 이론을 근거로, 역사상 가장 강력한 힘의 나라였던 고구려 문화를 담은 캐릭터 8종을 개발하였다. 장기 게임은 아동의 집중력과 사고 발달에 유용하며 두뇌발달과 학습향상에 효과적이지만, 본격적인 장기 게임을 하기까지 장기말 종류, 장기말 움직이는 방법, 장기말 배치, 기본 전술 등 익혀야 할 요소가 많고 이것을 배우는 과정이 지루하며 어렵다. 따라서 말의 종류와 이동 방법을 흥미롭게 익힐 수 있도록 3D카드와 플래시 게임을 개발하였고, 캐릭터를 적용한 보드게임을 제작해 보았다.

• Communications of Mathematical Education
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• v.13 no.2
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• pp.549-562
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• 2002

저학년 학생에게도 적절한 표상이 제공되기만 하면 고등 지식을 수용할 수 있다는 사실은 브루너(J.S. Bruner)의 EIS 이론에 의하여 뒷받침 될 수 있다. 이를 위해서는 구체적인 조작이나 시각적인 표상이 제공되어야 한다. 그러나, 실물로써 교구를 제시하는 것은 현실적으로 많은 제약이 따르므로 그 대안으로 컴퓨터 환경에서 제공되는 조작 도구들을 고려해 볼 수 있다. 인터넷 환경은 접근에 있어 용이하며 별도의 비용이 필요 없고 업데이트가 용이하다는 장점을 가지고 있으므로 교구로써의 장점을 갖고 있다. 이에 따라 인터넷 상의 조작 도구를 통한 수학교육 프로그램을 개발하고자 한다.

• Communications of Mathematical Education
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• v.29 no.2
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• pp.215-239
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• 2015

A goal of this study is figuring out how fraction learning centered on various representation activities influences the fraction comprehension and mathematical attitudes. The study focused on 33 4th-grade students of B elementary school in Seoul. In the study, 15 fraction learning classes comprising enactive, iconic, and symbolic representations took place over 6 weeks. After the classes, the ratio of the students who achieved relational understanding increased and the students averagely recorded 90 pt or more on the fraction comprehension test I, II and III. Two-dependent samples t-test was conducted to analyze a significant difference in mathematical attitudes between pre-test and post-test. On the test result, there was the meaningful difference with 0.01 level of significance. To conclude, the fraction learning centered on various representation activities improves students' relational understanding and fraction understanding. In addition, the fraction learning centered on various representation activities gives positive influences on mathematical attitudes since it increases learning orientation, self-control, interests, value cognition, and self-confidence of the students and decreases fears of the students.