• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.1-16
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• 2002

The 7th Curriculum emphasizes that in mathematics classes, mathematical concepts be understood and mathematical problems be solved through student's own exploratory activities including the use of data, manipulatives, andtechnological devices. Following the main idea of the Seventh Mathematics Curriculum, this paper dealt with instructional methods applied suitably and effectively in mathematics classes, and focused on the 'exploratory learning in groups' method in mathematics education. For this purpose, this paper reviewed and summarized theories related to general pedagogy and of mathematics education. Based on the results, it investigated appropriate instructional methods in mathematics education. In particular, this paper focused on studying the exploratory learning method while investigating its properties and understand- ing the relationship between the 'exploratory learning in groups' method and the discussion-centered method. Finally, in order to show the usefulness of the exploratory learning method, this paper developed an example of a teaching module using the exploratory learning method in addition to discussion and lecture-centered methods by the use of manipulatives. The main goal of the module was to make students understand the principle of multiplication of integers.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.17-27
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• 2002

To solve the addition word problems provides young children the chance to learn about and exercise in problem solving. This paper focuses on two aspects to be considered in addition word problems: the homogeneity of objects and the variety of contexts. The homogeneity of objects involved in addition word problems has to be kept in the following reasons: concept of unit, effectiveness of information, prevention of inappropriate variety, inconsistency of mathematics with real world, continuity between elementary and secondary mathematics. And for the variety of contexts, the additive structure proposed by G. Vergnaud, can be considered: composition, transformation, relation of comparison, composition of two transformations, composition of two relations, transformation of a relation. According to this structure, some examples, which contain homogeneous objects, were extracted from the elementary school mathematics textbooks.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.109-124
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• 2002

This study investigated various effects of WBD(web-based discussion) on mathematical communication, interaction and problem solving in the classroom. We developed a web site including BBS and chat room in order to encourage students' mathematical curiosities and self-studies. The web site had been operated for 6 months. Five classes of 1st grade students were selected from an middle school in Daejon. Moreover, we analyzed several cases for interactional behavior and effect. WBD promote dialogue between a teacher and students. Analysis of feed-back from BBS revealed that student's negative attitudes could be changed to positive ones by step-by-step discussions. Moreover, collaborative learning is enhanced by on-line discussion. But the effects of WBD are affected by the character and ability of a student.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.125-143
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• 2002

The concept of "set" in school mathematics has undergone many changes according to the revision of curriculum and the transition of the paradigm in mathematics education. In the discipline-centered curriculum, a set was a representative concept which reflected the spirit of New Math. After the Back to Basics period, the significance of a set concept in school mathematics has been diminished. First, this paper elaborated several controversial aspects of the terms related to set, such as a collection and a set, a subset, and an empty set. In addition, the changes of the significance imposed to a set concept in school mathematics were investigated. Finally, this paper provided two alternative approaches to introduce and explain a set concept which emphasized both mathematical rigor and learner's psychology.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.29-48
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• 2002

The purpose of this paper is to investigate the transfer in mathematics learning, especially focussing on arithmetic and algebra. There are many obstacles at the stage of transfer in learning. In the case of mathematics, each learning contents are definitely categorized by the learning level, therefore these obstacles are more happened than other subjects. First of all, this paper investigates the historical transfer from arithmetic to algebra by Sfard's perspectives. And we define prealgebra as the stage between arithmetic and algebra, which may be revised obstacles or misconceptions happened in the early algebra learning. Also, this paper discusses various obstacles and concrete examples happened in the transfer from arithmetic to algebra. To advance the understanding in the learning of algebra, we consider the core contents of the algebra learning which should be stressed at the prealgebra stage. Finally we present the teaching units of (pre)algebra which are sequenced from the variable concepts to equations.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.71-79
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• 2002

Visualization have strong driving force that enables us to recognize abstract mathematics by direct and specific method in school mathematics. Specially, visual thinking helps in effective problem solution via intuition in mathematics education. So, this paper examines the meaning of visualization, the role of visualization in intuitive problem solving process and the methods for enhancement of intuition using visualization in mathematics education. Visualization is an useful tool for illuminating of intuition in mathematics problem solving. It means that visualization makes us understand easily mathematical concepts, principles and rules in students' cognitive structure. And it makes us experience revelation of anticipatory intuition which finds clues and strategy in problem solving. But, we must know that visualization can have side effect in mathematics learning. So, we have to search for the methods of teaching and learning which can increase students' comprehension about mathematics through visualization and minimize side aspect through visualization.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.341-349
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• 2001

Infinity is one of the important concept in mathematics, science, philosophy etc. In history of mathematics, potential infinity concept conflicts with actual infinity concept. Reason that mathematicians refuse actual infinity concept during long period is because that actual infinity concept causes difficulty in our perceptions. This phenomenon is called epistemological obstacle by Brousseau. Potential infinity concept causes difficulty like history of development of infinity concept in mathematics learning. Even though students team about actual infinity concept, they use potential infinity concept in problem solving process. Therefore, we must make clear epistemological obstacles of infinity concept and must overcome them in learning of infinity concept. For this, it is useful to experience visualization about infinity concept. Also, it is to develop meta-cognition ability that students analyze and control their problem solving process. Conclusively, students must adjust potential infinity concept, and understand actual infinity concept that is defined in formal mathematics system.

• Korean Journal of Child Studies
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• v.37 no.3
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• pp.69-82
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• 2016

Objective: This study aimed to explore early childhood educators' anxiety regarding science education via Q-methodology. Methods: As the first step, 268 Q samples were collected from resources such as books and research papers related to science education for young children. Through five stages of excluding and modifying, a set of 33 Q statements was finalized. The P sample consisted of 40 early childhood educators and was based on educational levels, years of teaching experiences and types of centers. The collected data were analyzed using QUANL statistical program. Results: The results of this study indicate that science anxiety among early childhood educators are classified into four types, explaining 45.13% of the total variance. Conclusion: We conclude that early childhood educators' science anxiety stems from "preparing educational environment and materials," "instructional methods focused on process and scientific inquiry skills," "lack of understanding regarding early childhood science education," and "simple science avoidance."

• Korean Journal of Computational Design and Engineering
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• v.15 no.5
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• pp.375-382
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• 2010

As the workers are getting old, they need to be expert in their fields. Expertise is an invaluable means of shipbuilding industries because of the technological advancements. Therefore, the workers have to attend training seminars and upgrade their technical knowledge. In shipbuilding industries, most workers operate transporters based on experience not on learning from specialization in the shipyard. It is needed for the workers of transporters to be educated technical manual and system. Thus, this research shows that educational system which is interactive and very effective with Augmented Reality(AR) for the non-specialist workers. The educational interactive system based on AR is very supportive and worth for the workers. This study considers the system which makes the workers reduce malfunction of the products and mistakes.

• Journal of the Korean Institute of Rural Architecture
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• v.9 no.1
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• pp.35-42
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• 2007

This study is the research of occupation distribution about citizen members of autonomy organization in Cheongju area. Investigation of autonomy organization members acting as local readers makes it possible to understand direction for community promotion. Result of this study sums up two type occupational categories. First, in urban area independently managers is above participation ratio in public affairs appeared. On the other hand, ratio of private organization, employee, and experts are low. In rural area, it shows the participation ratio of functional representatives and farmers highly. Second, with investigation of detailed occupation, most independent contractors and such as architecture, real-estate, whole and retail sales, restaurant, nursery, and private educational institute. And small number of insurance, news paper, car sales, gas station mangers participate in autonomy organization. Private organization consist of educational organization, social welfare corporate and district head council, as well as some teachers and farmers.