• 한국학교수학회논문집
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• 제15권1호
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• pp.183-197
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• 2012

평면기하는 가장 오래 된 학교수학 학습내용 중 하나이며, 중등학교에서 학생들의 사고력 및 창의력 신장에 중요한 역할을 한다. 평면기하 학습내용 중 정다각형은 초등학교, 중학교에서 볼록 정다각형을 중심으로 다루어지고 있는데, 본 연구에서는 학교에서 다루어지는 정다각형에 대한 학습내용을 기초지식으로 설정하고, 이를 기초로 정다각형 외연의 확장 과정을 체계적으로 탐색하였다. 특히 기하프로그램을 활용한 귀납적 탐구과정이 기하학습 내용 확장에 유의미한 방향을 제시해 줄 수 있다는 구체적 사례를 제시하였다. 본 연구결과를 통해, 정다각형에 대한 심화학습 자료 개발 및 기하 연구를 위한 바람직한 탐구 방향 제시가 기대되어진다.

• 대한수학교육학회지:학교수학
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• 제13권1호
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• pp.19-36
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• 2011

본 연구는 중학교 학생들에게 닮은 삼각형의 대응변 사이에 성립하는 비례적 성질에 기초하여 함수를 작도할 수 있는 기회를 제공함으로써 대수적 함수와 그것의 기하학적 성질에 관한 학생들의 직관을 촉진시키기 위한 것이다. 또한, 학생들이 선택한 작도 방법에 관한 정당화의 과정을 강조함으로써 연역적 추론능력을 향상시키고자 하였다. 이 예비 연구의 결과로서 학생들이 함수를 작도하는 과정에서 나타나는 사고 과정의 특징과 교사의 역할에 관해 기술하였다.

• East Asian mathematical journal
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• 제37권4호
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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.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제18권1호
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• pp.17-30
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• 2015

본 연구는 초등수학영재 학생들의 창의성이 신장될 것으로 기대되는 프로그램을 투여했을 때 나타나는 창의적 사고력과 창의적 태도 변화를 분석해 봄으로써 개발된 프로그램이 학생들의 창의성에 끼치는 영향을 알아보는데 그 목적이 있다. 프로그램은 소설<플랫랜드>의 시사점을 바탕으로 '차원'을 주제로 한 12차시의 기하탐구활동으로 구성되었다. 연구문제 해결을 위하여 창의성을 인지적인 영역인 창의적 사고력과 정의적인 영역인 창의적 태도, 두 영역으로 나누어 사전검사와 사후검사를 비교하였다. 그 결과 두 영역 모두 유의미한 변화가 나타나 본 연구에서 개발한 프로그램이 창의성 신장에 영향을 주었음을 알 수 있었다.

• East Asian mathematical journal
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• 제30권4호
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• pp.405-438
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• 2014

This study analyzed and discussed instruction methods of polyhedrons in elementary mathematics textbook by using the didactic transposition theory. By further segmenting instruction methods, we analyzed the period and order of teaching of polyhedrons, its definitions and presentation methods, and how instruction methods has changed so far. In elementary mathematics textbooks from the 1st to the 2007 revised curriculum, we choose the part where polyhedrons are introduced as the search-target, and analyzed instruction methods in these textbooks by using phenomenological description. The instruction period and order of polyhedrons were systemized when the system of Euclid geometry was introduced, considering the psychological condition of students, and the instruction period and order had been refined according to the curriculum. And methods of definition took into consideration both the academic systems and psychological situations. Also, the subject of learning has changed from textbook and teachers to students. Polyhedrons were connected to real life and students could build up their knowledge by themselves. Constructions were aimed at the understanding of meaning of contents, rather than at itself. Through these analyses, we have some suggestions on the teaching of polyhedrons in the elementary mathematics.

• 한국수학교육학회지시리즈A:수학교육
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• 제49권1호
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• pp.67-83
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• 2010

The purpose of this study was to analyze the research trends of elementary mathematics education with regard to the topics, methods, subjects, and mathematical contents of such research. For this purpose, the papers published in domestic journals during the recent 5 years (2004-2009) were analyzed. A total of 383 papers from 8 professional journals were analyzed with the 4 criteria. First, the frequent research topics included instructional design and methods, learners' perspectives and abilities, and analysis of curriculum and textbooks in order. Second, qualitative research methodology was used twice as many as quantitative one. Whereas a survey was the most frequent quantitative research method, content analysis and case study were for qualitative methods. Third, research subjects included mainly typical students, specifically fifth and sixth graders. Papers dealing with lower graders or low-achievers as well as pre-service teachers were rare. Lastly, whereas the research on geometry as well as number and operations was active, that of measurement as well as probability and statistics was not. On the basis of these results, this paper includes several implications for the future research direction in elementary mathematics education.

• 한국수학교육학회지시리즈A:수학교육
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• 제23권1호
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• pp.53-65
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• 1984

Teachers need to provide a variety of learning experiences for pupils in elementary school mathematics. This is necessary due to pupils (a) achieving at diverse levels of accomplishment in the mathematics curriculum. (b) individually possessing different learning styles. The following, among others, can be relevant learning activities to present to pupils: 1. using a selected series of elementary school mathematics textbooks. 2. utilizing the flannel board to guide individual pupil achievement in mathematics. 3. helping pupils attach meaning to learning through the use of markers. 1. guiding pupils in learning by using place value charts. 5. aiding learner achievement through the use of transparencies and the overhead projector. 6. stimulating learner interest in mathematics with the use of selected filmstrips. 7. using graphs in functional situations. 8. helping young pupils to develop interest in numbers by singing songs directly related to ongoing units of study in elementary school mathematics. 9. using the geoboard to help pupils experience the world of geometry. 10. providing drill and practice for pupils so that previous developed learnings will not be forgotten.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제5권1호
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• pp.41-55
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• 2001

The purpose of this study was to compare and analyze the curricula of kindergarten and elementary school and to present a plan for connecting the two curricula. The curricula emphasized mathematical thinking and problem solving instead of fragmentary knowledge and adopted the streamed curriculum based on children’s ability and interest. And both of them consisted of number and operation, geometry, measurement, statistics, and put emphasis on activity such as real life experience, play, manipulation of concrete objects, and communication. However, there are some kinds of differences between them, because the kindergarten curriculum is not included in the common curriculum, from 1st grade to 10th grade. Thus, this study recommended several ideas based. Thus, this study recommended several ideas based on theories to connect the mathematics curricula of kindergarten and elementary school.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제4권1호
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• pp.63-73
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• 2000

The purpose of this paper is to address He possibility of the teaching of 'proof' in elementary mathematics, on the assumption that proof in school mathematics should be used in the broader, psychological sense of justification rather than in the narrow sense of deductive, formal proof. 'Proof' has not been taught in elementary mathematics, traditionally. Most students have had little exposure to the ideas of proof before the geometry. However, 'Proof' cannot simply be taught in a single unit. Rather, proof must be a consistent part of students' mathematical experience in all grades. Or educators and mathematicians need to rethink the nature of mathematical proof and give appropriate consideration to the different types of proof related to the cognitive development of a notion of proof.

• 한국콘텐츠학회논문지
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• 제8권7호
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• pp.103-111
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• 2008

초등학교 학생의 인지발달 단계의 특성을 고려하여 개발된 교수 학습용 소프트웨어는 별로 없다. 본 논문는 초등학교 도형 학습에 있어서 도형의 개념을 확실히 인지시키기 위해 시간적, 공간적 제약이 많은 구체물을 대신할 수 있는 조작활동 중심의 소프트웨어, 즉 컴퓨터 화면상에서 학생들이 다양하게 조작할 수 있고, 프로그램을 익히는데 부담을 느끼지 않아 쉽게 활용할 수 있도록 개발된 교수 학습용 자료가 도형 학습에 효과가 있는지를 분석하는데 목적이 있다. 이것을 통하여 효율적인 도형 학습 지도 방안과 교수 학습용 소프트웨어의 개발 방안에 대한 시사점을 찾고자 한다.