• 한국수학교육학회지시리즈A:수학교육
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• 제41권2호
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• pp.157-172
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• 2002

The purpose of this study is to improve middle students'mathematical communication ability. We designed the mathematics instruction model based on Vygotsky's ZPD to develop the mathematical communication ability, and applied to 2nd grade students in Middle School. And we investigated the significant differences between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation in aspects of learning achievement, mathematical disposition, and mathematical communication abilities. The results of the study are as follows : 1. There is no significant difference in learning achievement within significance level .05 between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation by t-test. 2. There is a significant difference in reflection within significance level .01 and in self-confidence within significance level .10 by MANCOVA. 3. There is a significant difference in mathematical communication ability within significance level .01 between two groups by covariance analysis. In particular, there is a significant difference in reading within significance level .01 and in speaking within significance level .05 by t-test.

• 대한수학교육학회지:학교수학
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• 제4권1호
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• pp.63-78
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• 2002

This research's purpose is to investigate follows. 1. How do middle school teachers recognize the mathematical communication globally? 2. If we classify the modes of mathematical communication as written, spoken, graphic and active ones, how much do teachers use them and how do the students' communication ability come as teachers judge? 3. What are teachers' thinking, the present condition and the future indication for the application of mathematical communication with computer? 4. Do teachers evaluate their students' communication ability? If then, what is the assessment rubric of student's communication ability? The results are analyzed by frequency analysis including percentile and free writings are arranged by similar responses. The result of this study is that global recognition for mathematical communication, current state for students' concrete performance of mathematical communication, and assessment of mathematical communication & proposals are very lacking.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권2호
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• pp.207-226
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• 2007

The purpose of this study was to design and develop the processes of tasks and assessment rubrics of open-ended tasks, and those for the 5th graders of elementary school mathematics. 7 tasks were finally developed, and 'problem understanding', 'problem solving process', 'communication' were selected as the criteria for assessment rubrics. The result was that the ability of mathematical power covering problem understanding ability, problem solving ability and mathematical communication ability was low. Specifically, problem understanding ability was the highest, problem solving ability was middle, and mathematical communication ability was the lowest.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제3권2호
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• pp.133-142
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• 1999

When the game is used in mathematics loaming, students take pleasure of game in themselves and communicate through interaction with other students naturally. It is important because the game is activity for intellectual growth and social development. Also students have had affirmative attitude about mathematics by Emu. The communication in mathematics loaming helps that linking informal and intuitive thinking of students with abstract and basic mathematical language and that it also helps changing from the dependent situation to teacher to the self-directive teaming of students. The purpose of this thesis is to effect on extension of mathematical communication ability to the second grade of elementary school students by applying of computational-strategy games. It has conclusion as follows. Application of computational-strategy games had effected on extension of mathematical communication ability importantly. When students have mathematical communication through computational-strategy games, at the beginning, the words which students used was long, incorrect, and unnecessary words. But at the later, students became to use clear, correct concise words as they connect their routine language with mathematical symbol. Therefore we can make sure that mathematical communication ability of the second grade students' is extended by applying of computational-strategy games.

• 대한수학교육학회지:학교수학
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• 제13권1호
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• pp.127-153
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• 2011

수학학습에서의 개인차의 문제를 해결하는 현실적인 방법 중 하나가 교실에서 이뤄지는 또래교수이다. 일반적으로 또래교수는 기본학습과정을 먼저 끝낸 학습우수아가 기본학습과정을 이수하는데 어려움이 있는 학습부진아를 도와주는 방식으로 이뤄진다. 따라서 대부분의 또래학습에 관한 연구가 또래교사보다는 또래학습자의 학습에 초점을 맞춰왔고 이런 이유로 부진아 지도를 위한 방법 중 하나로 연구되어졌다. 그러나 또래교수가 학습 부진아에게 효과적인 방법이라고 할지라도 또래교사에게는 스스로 학습할 수 있는 기회를 제한할 뿐 아무런 이득이 되지 않는다면 효율적인 교수학적 방법이라고 보기 어렵고 윤리적이지도 못하다. 본 연구는 또래교수가 또래교사에게 어떤 영향을 미치는 지를 알아보는 것이 목적이다. 이를 위해서 또래교수가 이뤄지기 전과 후의 또래교사의 수학적 성향과 수학적 의사소통 능력의 변화를 살펴보았다.

• 한국수학교육학회지시리즈A:수학교육
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• 제49권4호
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• pp.523-540
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• 2010

The purpose of the study were to analyze MathThematics textbooks and Korean middle school mathematics and to investigate the difference among the textbooks in the view of mathematical communication. According to the results, the textbook developers made a variety of efforts to develope students' mathematical communication ability. Students were encouraged to communicate with others about their mathematical ideas or problem solving processes in words or writing by means of discussion, oral report, presentation, journal, etc. MathThematics textbooks provided student self-assessment opportunity to improve student performance in problem solving, reasoning, and communication. In communication assessment, students can assess their use of mathematical vocabulary, notation, and symbols, the use of graphs, tables, models, diagrams and equation to solve problem and their presentation skills. The assessment activities would make a positive impact on the development of students' mathematical communication ability. MathThematics textbooks provided a variety of problem situation including history, science, sports, culture, art, and real world as a topic for communication, however, the researcher found that some of Korean textbooks depends heavily on mathematical problem situations.

• 한국생활과학회지
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• 제19권2호
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• pp.271-283
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• 2010

This study was planned to investigate the effects of mathematical games with motion on young children's development. The study was performed to compose mathematical games with motion and just mathematical games for young children. The games were set up to be executed 16 times for 8 weeks. The results of this study were as follows: Mathematical games with motion had a significant effect on young children's mathematical problem-solving ability. Mathematical games with motion had a significant effect in every category on young children's ability for motion competence and mathematical games with motion had a significant effect on young children's socio-emotional development. There were significant differences between the control group and the experimental group except for the independence from teachers and peer interaction. Mathematical games with motion had a significant effect on young children's language ability.

• 대한수학교육학회지:수학교육학연구
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• 제11권1호
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• pp.207-221
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• 2001

The purpose of this study is to develop the assessment rubric of mathematical communication ability by each type: listening, speaking, reading, writing, and graphic. This rubric is qualified in the content-validity and reliability by professional educators' evaluation and correlation coefficient. 16 math educators judged that this involves the results of learning mathematical communication, the results of possible instruction, and the content of scoring mathematical communication by teachers. 170 middle school students were tested by the assessment task according to the types of mathematical communication. After two researchers and two teachers scored the tasks, correlation coefficient was calculated between evaluators. The coefficient is evaluated high in that it is more than 0.70.

• 한국학교수학회논문집
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• 제13권1호
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• pp.105-124
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• 2010

본 연구의 목적은 아동들의 수학적 의사소통 능력 중 말하기 능력과 쓰기 능력에 대해서 심도 깊게 알아보고, 말하기 능력과 쓰기 능력에서 어떤 차이점이 있는지를 조사하는 것이다. 3명의 5학년 아동들이 본 연구에 참여하였고 도형 영역에서 그들의 말하기 능력과 쓰기 능력이 분석되었다. 아동들은 자신이 알고 있는 수학적 개념이나 문제 해결 과정을 말 또는 글로 설명하기 위해서 적절한 수학적 언어를 선택하여 사용하는데 어려움을 나타내고 있었다. 본 연구에 참여한 아동들의 경우에는 말하기 능력이 쓰기 능력보다 좋은 것으로 나타났다.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권1호
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• pp.1-14
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• 2001

The main purpose of this study is to find out how each students' different cognitive styles and cognitive developmental stages influence their mathematical communication capabilities. Our results are as follows: First, there was an interaction effect between cognitive styles and cognitive developmental stages. Students in the independent-formal group get good marks in written ability. Students' cognitive developmental stages influence their writing abilities. Second, There is a little difference in oral communication ability depending on cognitive styles. Students in the field-independent group participated in more actively and creatively, and showed competency in expressions and speaking skills and students' cognitives styles inflence their speaking abilities.