• Communications of Mathematical Education
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• v.29 no.3
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• pp.533-551
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• 2015

Problem posing in school mathematics is generally regarded to make a new problem from contexts, information, and experiences relevant to realistic or mathematical situations. Also, it is to reconstruct a similar or more complicated new problem based on an original problem. The former is called as problem generation and the latter is as problem reformulation. The purpose of this study was to explore the co-relation between problem generation and problem reformulation, and the educational effectiveness of each problem posing. For this purpose, on the subject of 33 pre-service secondary school teachers, this study developed two types of problem posing activities. The one was executed as the procedures of [problem generation${\rightarrow}$solving a self-generated problem${\rightarrow}$reformulation of the problem], and the other was done as the procedures of [problem generation${\rightarrow}$solving the most often generated problem${\rightarrow}$reformulation of the problem]. The intent of the former activity was to lead students' maintaining the ability to deal with the problem generation and reformulation for themselves. Furthermore, through the latter one, they were led to have peers' thinking patterns and typical tendency on problem generation and reformulation according to the instructor(the researcher)'s guidance. After these activities, the subject(33 pre-service teachers) was responded in the survey. The information on the survey is consisted of mathematical difficulties and interests, cognitive and affective domains, merits and demerits, and application to the instruction and assessment situations in math class. According to the results of this study, problem generation would be geared to understand mathematical concepts and also problem reformulation would enhance problem solving ability. And it is shown that accomplishing the second activity of problem posing be more efficient than doing the first activity in math class.

• Communications of Mathematical Education
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• v.28 no.2
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• pp.255-279
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• 2014

This study is to investigate the change of intelligent and affective domains through the student self-evaluation to identify causes of wrong answers. Through this evaluation, students could have opportunities to solve the given mathematical problems basically and to reflect their problem-solving process, and further to recognize which mathematical content(concepts or expressions, symbols, etc.) led them to solve the problems incorrectly or wrong. Through this process, they would correct their wrong process and answers and to reinforce the prerequisite knowledges relevant to the problems, and furthermore, to enhance problem-solving abilities. To accomplish this, this study was executed as a case study on the subject of four tenth graders. The subject consisted of two boys and two girls. In this study, three essay types of mathematical problems in tenth grade level were chosen from several domestic tests in Korea. Based on the original three essay type of problems, three types of similar problems, namely equivalent problem, similar problem, and isomorphic problems were reconstructed, respectively by the researchers. The subjects were guided to solve the original three problems, and they corrected their wrong parts of the first problem of the three problems. They solved an equivalent problem of the first problem and executed self evaluation and also corrected wrong parts. Next, they dealt with a similar problem of the first problem and executed self evaluation and also corrected wrong parts. Next, while dealing with an isomorphic problem of the first problem, the subjects did the same things. Thus, for the second and third original problems, the study was implemented in the same way. To explore their intelligent and affective domains through student self-evaluation in-depth, the subjects were interviewed formally before and after conducting the experiment and interviewed informally two times, and the recordings were audio-typed.

• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.123-130
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• 2012

As a sequel of "special improvement act for gifted student education" legislated on January 2000, "regulation act for gifted student education" was published on April 2002 which is the time Korea has settled down its education for the gifted. Announced in the December 2007 "general plan for development of gifted student education" provided a platform for the gifted student education in Korea of growth in quantity, in which a plan of providing gifted student education up to 1 percent of the elementary and middle school level students (approximately 70 thousands) has been established while the education currently provides to 0.59 percent (40 thousands) of all students. Until recently, however, education for gifted students has been performed based on the way of concentrating on academic domains. and it has put more weights on mathematics and english domains. In order to overcome this drawbacks, there have been various attempts for growth in quality of education for gifted students, one of them is the our proposal of convergence of science and art education for cultivating 21 century creative humans through establishment of new type of institution. In this paper, education curriculum and management strategies appliable to the proposed convergence education institutions for gifted students. For this purpose we derived the implication points through analysis on education processes used in korea science school for the gifted students, a representative institution for the gifted students in Korea, and we suggested educational process curriculums for the science and art institute for gifted students along with the detailed contents of convergence subject which is an essential subject to the institute.

• Journal of the Korea Society of Computer and Information
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• v.28 no.1
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• pp.129-136
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• 2023

In this paper, we propose the positive effects of Virtual Reality(VR) sports classes and the foundation for VR sports to become the basis of lifelong sports education through the application of physical education classes in sports virtual reality programs are to be provided. For this purpose, the effect of VR sports experience on sports satisfaction, sports immersion, and sports attitude factors was investigated for 281 elementary school students in Busan. Results It was found that VR sports experience had a significant effect on sports satisfaction, sports satisfaction had a significant effect on sports immersion and sports attitude, and sports immersion had a significant effect on sports attitude. The great advantage of sports virtual reality is that sports activities for items that are difficult to deal with in physical education classes and unpopular items will be easily performed. In addition, by using a program that links physical education classes with English and mathematics, physical education will be recognized as a convergence subject by elementary school students, and at the same time, it will become an integrated subject that can acquire fun elements and learning elements at the same time through play or games.

• Journal of the Korean earth science society
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• v.37 no.7
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• pp.476-488
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• 2016

The purposes of this study were to develop a scientific inquiry-based STEAM education program and to investigate its effect on changing middle school students' self-efficacy in science, job awareness, and attitudes toward STEM. A scientific inquiry-based STEAM program was developed with the theme of 'earthquakes', using the ADBA model, which was taking up the total of six class periods. The final program, which had been revised and completed after being pre-tested with middle school students, was implemented to 105 third-graders of middle school in a metropolitan city. One sample pre-post paired t-test before and after applying the program to the same group was conducted, and its effectiveness was analyzed in terms of self-efficacy in science, job awareness, attitudes toward science, technology, engineering and mathematics. Results showed that the STEAM program on the theme of 'earthquakes' demonstrated its effect on improving the students' of self-efficacy in science subject and their awareness of science-related jobs. Furthermore, this program indicated a statistical significance in improving middle school students' attitudes, awareness, and abilities, values, and continuing interest towards science, technology, engineering, and mathematics. Therefore, we suggest that this scientific inquiry based STEAM program be used to help students to improve their scientific investigation skills as well as their creative and integrated thinking abilities in schools.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.305-322
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• 2010

The epistemological obstacles in the area learning of plane figure can be categorized into two types that is closely related to an attribute of measurement and is strongly connected with unit square. First, reasons for the obstacle related to an attribute of measurement are that 'area' is in conflict. with 'length' and the definition of 'plane figure' is not accordance with that of 'measurement'. Second, the causes of epistemological obstacles related to unit square are that unit square is not a basic unit to students and students have little understanding of the conception of the two dimensions. Thus, To overcome the obstacle related to an attribute of measurement, students must be able to distinguish between 'area' and 'length' through a variety of measurement activities. And, the definition of area needs to be redefined with the conception of measurement. Also, the textbook should make it possible to help students to induce the formula with the conception of 'array' and facilitate the application of formula in an integrated way. Meanwhile, To overcome obstacles related to unit square, authentic subject matter of real life and the various shapes of area need to be introduced in order for students to practice sufficient activities of each measure stage. Furthermore, teachers should seek for the pedagogical ways such as concrete manipulable activities to help them to grasp the continuous feature of the conception of area. Finally, it must be study on epistemological obstacles for good understanding. As present the cause and the teaching implication of epistemological obstacles through the research of epistemological obstacles, it must be solved.

• School Mathematics
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• v.6 no.1
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• pp.59-90
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• 2004

This study has been established with two purposes. The first one is to development the learning-teaching model for enhancing students' creative proof capacities in the domain of demonstrative geometry as subject content. The second one is to aim at experimentally testing its effectiveness. First, we develop the learning-teaching model for enhancing students' proof capacities. This model is named the generative-convergent model based instruction. It consists of the following components: warming-up activities, generative activities, convergent activities, reflective discussion, other high quality resources etc. Second, to investigate the effects of the generative-convergent model based instruction, 160 8th-grade students are selected and are assigned to experimental and control groups. We focused that the generative-convergent model based instruction would be more effective than the traditional teaching method for improving middle school students' proof-writing capacities and error remediation. In conclusion, the generative-convergent model based instruction would be useful for improving middle grade students' proof-writing capacities. We suggest the following: first, it is required to refine the generative-convergent model for enhancing proof-problem solving capacities; second, it is also required to develop teaching materials in the generative-convergent model based instruction.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.211-236
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• 2014

The purpose of this study is to investigate teacher's knowledge of concept of equality and derive implications about proper teaching methods. To solve these study problems, three elementary school teachers are chosen for this study, and a pencil-and paper tests for comprehension of the equality concept targeting 72 students for elementary school that the teachers are in charge of the students was carried out. Also, The semi-structured interview(using a questionnaire) was conducted for analyzing of the teachers' knowledge of the equality concept. The findings are as follows. First, during the lesson, the teachers' reading of equal sign has a decisive effect on the students' the way of reading. Second, teachers tend to interpret the concept of equality as a systematic analysis rather than a relational analysis, and use a equal sign focusing on meaning of 'same result'. So, Students also can't interpret the concept of equality as a relational analysis. Third, under the influence of teacher's feedback or reaction, making the mistake of the using equal sign of students reoccurred continually. Fourth, teachers misjudged some of examples of the nonstandard context equation for teaching elementary school students. Furthermore, during the lesson, they usually used a limited equality context. So, students can't have a chance to learn equality in a plenty of context. Thus, the knowledge of teachers and their lesson has decisive influence on the comprehension of students about the equality concept. So, Teacher has to focus on the meaning of the equality as a relational analysis and teach them in a plenty of context. With this, lots of study and in-service training are needed to enhance knowledge of teachers. And more of lesson programs and materials have to provided on the instruction manual for teaching the meaning of the equality.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.185-198
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• 2017

In this study, the researches published in Korea during the six years since 2011, when the STEAM started in earnest, were classified by year, content, type, subject, and center area. in 2011, when STEAM was launched, it was hard to find relevant articles, but it has been increasing rapidly since 2013. The number of articles published by the contents was development application 650(48.9%), effect analysis 394(29.6%), theory contents 179(13.5%), and actual condition recognition 107(8.0%). The number of articles published by research type were quantitative research 347(34.7%), qualitative research 274 (27.4%), mixed research 379(37.9%). The number of articles published by research subjects was 435(40.2%) for elementary school, 209(19.4%) for middle school, 151(14.0%) for high school, 150(13.9%) for literature, 88(8.1%) for teacher, 19(1.8%) for child, 11(1.0%) for preliminary teacher, 9(0.8%) for university and 9(0.8%) for Public. The percentage of research centered on science is the highest of 383(33.2%), while the research on art, technology, and mathematics is also 266(23.0%), 161(13.9%), 152(13.2%). In elementary science, the articles related to STEAM education showed a tendency to decrease in 2014, unlike overall trends, and it mainly conducted research on development and application, effect analysis, and preferred mixed research.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.409-434
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• 2013

The mathematical ability is an essential element for achieving professional competencies and for enhancing application ability in a vocational world and exploring its experiences. In this aspect, for vocational high school students, it is an important and urgent issue to develop remedial learning programs for developing mathematical basic and application ability. In particular, the program is developed based on the individual achievement level, focused on a mathematical basic ability to be applied efficiently in a vocational world. Because of this reason, in this study, the program is comprised of two phases; one is diagnosis test and the other is remedial teaching and learning materials. Then, diagnosis test includes three test; I) level testing evaluation for selecting the subject of remedial learning, ii) pre-test for deciding on which area and level of the materials when students begin to study, and iii) post-test for confirming the learning status is satisfied and the possibility of next step(level) or the other area of the materials. To accomplish this, this study tried to devise an efficient remedial learning system. Based on the system, this study developed remedial learning programs on the four areas of number and quantity, change and relation, uncertain thing, and figure and shape in the middle school level. In particular, this program is comprised of two types of knowledge. One is K-knowledge which is an essential knowledge to achieve a basic mathematical ability. The other is C-knowledge which is the advanced knowledge required to apply efficiently in a vocational world. This paper deals with the content mentioned above, but examples of the materials is shown focused on the area of change and relation.