• 한국수학교육학회지시리즈A:수학교육
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• 제48권4호
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• pp.419-442
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• 2009

This study was to find the difficulties students faced in their mathematical learning and to identify the instructional dimensions a teacher provided for the students from multi-cultural background. Since the study was focused on the process of students' learning, the qualitative method was chosen through clinical interviews with 2 students in a total of 11 units which played a role of compensating their learning of mathematics as an extra curriculum. The students solved the computational problems relying on formal procedure without understanding of concepts and principles and solved the word problems based on own interpretation of certain words without semantic comprehension out of math sentences. As the instructional dimensions of teaching mathematics, tasks, a tool and classroom norm were found in the activities they performed. For the tasks, situated tasks, challenging tasks, tasks with lack of conditions, and open-ended exploratory tasks were used. As the tool, pictorial representations were very useful to describe their ideas. Finally, as the classroom norm, consider equity for everyone, and cooperate and encourage each other were found.

• 대한수학교육학회지:학교수학
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• 제19권1호
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• pp.171-187
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• 2017

공대생들에게 미적분은 산업현장에서 발생하는 현상에 대한 수학적 안목을 형성해 주는 수학적 모델이자 지식이며 기능이다. 하지만 공대생들의 미적분학 학습은 기계적인 계산과 수학적 결과만을 적용시켜 문제를 해결하려는 경향을 보인다. 이에 본 연구는 실제적인 상황에서 수학적 개념과 원리를 적용하여 문제를 해결할 수 있는 문제를 제시하고 공대생들에게 이 문제를 풀게 하였다. 산의 경사도 그래프로부터 원래 산의 모양을 알아내는 문제에서 학생들은 주어진 그래프를 도함수의 그래프로 인식하고 역도함수의 그래프를 추측하였다. 그래프 해석에서 오류를 보이기도 하였는데 이는 미적분의 내용을 이해하지 못해서라기보다는 문제를 제대로 파악하지 않고 해결하려는 학습 방식에 기인한 것이었다. 경사도 문제 해결을 통해 공대생들은 수학이 자신이 공부하는 전공의 기초이자 실세계에 활용 가능한 유용성을 갖고 있으며 사고력을 향상시켜준다고 하는 인식의 변화를 경험하였다.

• 영재교육연구
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• 제11권2호
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• pp.87-106
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• 2001

영재의 판별은 명확한 조작적 정의를 바탕으로 하되 분명한 목적을 가진 영재교육프로그램에의 참가 대상자를 선발하는 기능으로 그 역할이 바뀌어야 한다. 수학 영재성의 발현시기와 수학 교과 내에서의 관심 분야에도 개인차가 있으므로 선발에는 시차를 두고 수 차례의 기회를 제공하여야 한다. 또한 프로그램 대상자로 기선발된 아동 중에 부적응 현상을 보이는 경우가 있으므로 재선발을 실시하는 것도 필요하다. 선발은 수학 문제해결력 검사에서 일정 비율의 범위에 들어가는 학생들을 우선 대상으로 하되, 창의력이 우수한 학생을 위주로 선발해야 한다. 특히 가능성의 발현과 교육의 기회라는 측면에서 볼 때 선발 위원회에서는 모든 요인의 합계 점수보다는 프로그램을 운영하고자 하는 방향이나 제공하고자 하는 교육수준과 일치하는 특정한 요인에 대한 점수만을 우선적으로 고려하는 것도 필요하다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제23권4호
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• pp.181-217
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• 2020

This study explores how pre-service teachers (PSTs) view, interpret, and utilize non-textual elements (NTEs) in mathematics curriculum. Fifty-two PSTs, who enrolled in a mathematics methods course at a Midwestern university in the U.S., engaged in a three-part task that consisted of evaluations and modifications of NTEs in the sample mathematics curriculum materials. We ascertain what PSTs consider to be the strengths and weaknesses of NTEs, how they define the primary goals of NTEs, and how they would work to modify or adapt existing NTEs with effective teaching in mind. By using the Curricular Noticing Framework, we can better understand how PSTs recognize opportunities within mathematics curriculum and gain a deeper understanding regarding how PSTs' prior experiences may affect their curricular-attending habits, which has consequences for their future teaching. Findings indicate that PSTs understand NTEs to be simply a support for traditional mathematics curriculum, rather than tools on their own. Also, they tend to prefer NTEs that are familiar to them. From our findings, we draw implications for teacher educators who support PSTs' interpretation and utilization of NTEs.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제15권12호
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• pp.4275-4291
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• 2021

With the unprecedented growth of textual information on the Internet, an efficient automatic summarization system has become an urgent need. Recently, the neural network models based on the encoder-decoder with an attention mechanism have demonstrated powerful capabilities in the sentence summarization task. However, for paragraphs or longer document summarization, these models fail to mine the core information in the input text, which leads to information loss and repetitions. In this paper, we propose an abstractive document summarization method by applying guidance signals of key sentences to the encoder based on the hierarchical encoder-decoder architecture, denoted as KI-HABS. Specifically, we first train an extractor to extract key sentences in the input document by the hierarchical bidirectional GRU. Then, we encode the key sentences to the key information representation in the sentence level. Finally, we adopt key information representation guided selective encoding strategies to filter source information, which establishes a connection between the key sentences and the document. We use the CNN/Daily Mail and Gigaword datasets to evaluate our model. The experimental results demonstrate that our method generates more informative and concise summaries, achieving better performance than the competitive models.

• 국제학술발표논문집
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• The 8th International Conference on Construction Engineering and Project Management
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• pp.122-128
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• 2020

This research investigates how a Virtual Reality (VR)-based simulation could be used to train safe operation skills for forklift operators. Forklift operation is categorized as high-risk work by many occupational health and safety regulators and authorities due to high injury and fatality rates involved with forklifts. Therefore, many safety guidelines have been developed for forklift operators. Typically, forklift operation safety training is delivered based on instructional texts or videos, which have limitations in influencing people's safety behavior. Against this background, we propose a VR-based forklift simulator that can enable safe operation skills training through a feedback system. The training program consists of several modules to teach how to perform the basic tasks of forklift operation, such as driving, loading and unloading, following the safety guidelines. The system provides instantaneous instructions and feedback regarding safe operation. This training system is based on the model of "learning-by-doing". The user can repeat the training modules as many times as necessary before being able to perform the given task without violating any safety guidelines. The last training module tests the user's acquisition of all safety skills required. The user feedback from several demonstration sessions showed the potential usefulness of the proposed training system.

• 한국수학교육학회지시리즈A:수학교육
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• 제44권2호
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• pp.307-323
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• 2005

The purpose of this study was to develop a program to cultivate mathematical creativity based on open-ended problem and to investigate its effect. The major features of this innovative program are (a) breaking up fixations, (b) multiple answers, (c) various strategies, (d) problem posing, (e) exploring strategies, (f) selecting and estimating, (g) active exploration through open-ended problems. 20 units for 7th grade mathematics were developed. This study hypothesizes that experimental students may develop more divergent thinking abilities than their traditional counterparts. The participants were 7th grade students attending middle schools in Seoul. Instruments were pre and post tests to measure mainly divergent thinking skills through open-ended problems. The results indicated that the experimental students achieved better than the comparison students on overall and each component of fluency, flexibility, and originality of divergent thinking skills, when deleting the effect of covariance of the pretest. The developed program can be a useful resource for teachers to use in enhancing their students' creative thinking skills. Further this open-ended approach can be served as a model to implement in classes. This study suggests that further investigations are needed in order to examine effects on affective domains such as motivation and task perseverance which are also considered as important factors of creativity.

• 한국수학교육학회지시리즈A:수학교육
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• 제60권4호
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• pp.431-449
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• 2021

본 연구는 초등학교 교과서가 반영하고 있는 문제해결 양상을 수와 연산 단원들을 중심으로 살펴보았다. 문제해결의 하위요소를 중심으로 수학적 활동에 대해 코딩을 실시한 결과 실행이 강조되는 가운데 학년별로 강조되는 하위 요소들이 다르게 나타났고, 잠재집단분석을 통해서 과제의 유형을 분류해 보았다. 향후 교과서 개발과 교사지원에 대한 시사점을 제공하고자 한다.

• 대한수학교육학회지:학교수학
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• 제2권2호
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• pp.357-388
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• 2000

This study aims to develop performance assessment tools for mathematics in the primary school. In order to achieve this aim, it reviews the tics in the primary school. In order to achieve this aim, it reviews the meaning and the purpose of mathematics performance assessment, and the characteristics of performance assessment tasks. Then the framework for portfolio developed in this study is introduced. This portfolio is called 'mathematical thinking and applying'. It aims at balanced assessment for improvement of mathematics instruction. It is composed of journal writhing, problem by the student, constructed task, work samples, written test, self assessment, teacher's comment and parents' comment. The criteria of performance tasks is categorized in impact, reasoning, accuracy and communication. The procedures of development of these tasks are as follows: the analysis of mathematics curriculum for the primary school, the design of performance tasks with considering teaching unit goals, designing rubrics, discussing these tasks with teachers in primary school, modifying them when is needed, observing the process of children's task performing, interviewing with teachers and final modifying. After performance assessment tasks are implemented, the answers by the students is analyzed using rubrics. Then anchor papers are selected. Also, the errors of children are analyzed. Through the process, teachers can obtain the information of children for improvement of mathematics instruction. Finally in order to generalize this study, I suggest that we need to cooperate with the field of education and to establish expert assessment groups.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제32권1호
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• pp.79-96
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• 2018

본 연구의 목적은 산업사회의 패러다임이 지속되었던 제3차 수학과 교육과정부터 제6차 수학과 교육과정까지를 3차 수학과 교육과정시기로, 지식기반 정보화 사회라는 패러다임이 지속되고 있는 제7차 수학과 교육과정부터 현재의 2009개정 수학과 교육과정까지를 7차 수학과 교육과정 시기로 구분하여 두 시기의 중학교 수학과 교과서는 어떠한 변화가 있는지 비교 분석하는데 있다. 두 시기의 중학교 수학과 교과서 비교분석을 위하여 3차 수학과 교육과정 시기에는 제3차와 제6차 교육과정 교과서를, 7차 수학과 교육과정 시기에는 제7차와 2009개정 교육과정의 교과서를 중학교 2학년 수학 교과서의 '도형의 성질 단원'의 단원 구성 체제, 목표 수준, 과제 유형, 내용 전개 방식을 분석하였다. 연구의 결과 두시기의 교과서는 단원구성체제는 많은 변화가 있었으나 목표수준 및 과제유형, 내용전개 방식은 개념적 절차적 지식을 요구하는 낮은 수준의 목표 및 과제 유형, 내용전개 방식에 머물러 있음이 확인되었다.