• 대한수학교육학회지:학교수학
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• 제7권4호
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• pp.337-352
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• 2005

본 연구에서는 학교수학수업에의 공학적 도구 활용을 논의의 주제로 설정하고 예비수학교사교육에서 사례연구를 실시하였다. 예비관찰을 통해 사례로 선정된 사범대학 재학생들을 대상으로 수학교육프로그램을 활용하여 7${\~}$9단계 수학 학습에 적용할 수 있는 교수-학습 자료를 개발하는 수업활동을 시행하였다. NCTM과 제7차 교육과정의 교수-학습방법 제안을 배경으로 하여 본 연구에서는 공학적 도구를 활용하여 수학학습의 효과를 높일 수 있다는 명제를 개념적 틀로 설정하였다. 그리고 이를 연구의 방향과 자료분석의 토대로 삼았다. 연구과정에서 수집된 관찰자료, 면담자료, 문서자료 등을 토대로 연구의 초기에 설정된 세 가지 연구문제에 대한 결과를 분석하였다. 아울러 학교현장의 수학수업에 활용할 수 있는 공학적 도구 활용교수${\cdot}$학습 보조자료를(단계별 수학디자인 산출물) 개발하여 제시하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제42권1호
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• pp.41-56
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• 2003

As the information society appears, the increasing power and access of personal computers along with wide spread use of the information technology has not only changed the landscape for communication but it has opened up new and exciting opportunities for education. One of the ways that information technology could help improve education is to be used in interactive communication to share the knowledge and experience of all the teachers as well as students. In this paper, the use and application of information communication technology[ICT] into mathematics classroom are described and showed several examples. furthermore, the web site design and developed for this study was introduced of the purpose of sharing the ideas about the knowledge and usage of the history of mathematics and examples of mathematical connections. The study suggests that enabling mathematics in incorporating of ICT by teachers and students requires more effort to be made in training teachers on the use and application of ICT into mathematics classroom.

• Journal of applied mathematics & informatics
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• 제12권1_2호
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• pp.21-29
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• 2003

Let G be a graph with n vertices and n edges. The problem of constructing a spanning tree is to find a connected subgraph of G with n vertices and n -1 edges. In this paper, we propose an O(log n) time parallel algorithm with O(n/ log n) processors on an EREW PRAM for constructing a spanning tree on trapezoid graphs.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제30권2호
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• pp.179-198
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• 2016

우리 주변에서 쉽게 접할 수 있는 문양과 음악에서 다양한 수학적 요소를 발견할 수 있다. 특히, 대칭 등의 수학적 개념을 활용하면 다양한 예술 작품을 보다 쉽게 만들어 낼 수 있다. 바흐의 음악, 레오나르도 다 빈치의 미술 작품에서부터 우리나라의 도자기, 궁궐, 전통 의상 등에 사용된 문양 중에는 대칭을 활용하여 만들어진 예술 작품이 많다. 이 연구에서는 대칭을 통해 음악과 미술 작품을 분석하고 활용하여 음악과 미술 작품을 만들고 이를 융합 교육 현장에 활용할 수 있는 한 가지 방안으로 제시하고자 한다. 이를 위하여, 수학적 개념을 매개로 디자인이 음악으로 어떻게 표현되는지 구체적으로 살피고 융합 교육에 활용할 수 있는 예를 만들어 QR-코드로 제시한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제43권3호
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• pp.257-273
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• 2004

In this paper, we analyze what the components of mathematics teacher` knowledge are, and find that mathematics teacher need knowledge of three areas: subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge. Studies of practicing teachers suggest that When teachers lack understanding in their respective disciplines, it inhibits them from providing students the best learning opportunities, but that a teacher possessing pedagogical content knowledge provides learners with multiple approaches into learning. Some teachers having sound knowledge of mathematics and students were able to respond appropriately to students' questions, design appropriate learning activities involving a variety of mathematical representations, and orchestrate mathematical discourse in the classroom. Thus, it appears that mathematics teachers' knowledge positively affect teaching and student learning..

• 대한수학교육학회지:학교수학
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• 제15권1호
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• pp.159-177
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• 2013

본 연구는 최근 중요성이 부각되고 있는 STEAM 교육의 사례 연구로서 STEAM에 적합한 수업 자료 개발, 교수 학습 방법의 제안, 효과 분석을 통한 STEAM의 가능성 탐색을 목적으로 한다. STEAM 교육의 소재는 수학과 과학이 분리되기 이전의 수학사를 기반으로, 과학(S)은 24절기, 태양의 고도, 천체의 운동, 기술(T)은 그래픽 계산기를 이용한 탐구, 공학(E)은 해시계의 설계 원리 탐구 및 제작, 예술(A)은 수학사 문헌 탐구 및 수학의 심미적 가치에 대한 이해, 수학(M)은 삼각함수와 관련된다. 또한 STEAM의 특성과 문헌 연구를 토대로 프로젝트기반학습이 STEAM 교육에 적합할 것으로 보고 융합적 프로젝트기반학습을 설계하여 STEAM PBL이 융합적 지식 형성과 수학적 가치를 포함하는 수학적 태도와 21세기 역량 신장에 효과적인지에 중점을 두어 분석하였다. 수업을 분석한 결과, 학생들이 팀원 간의 협력, 의사소통과 표현, 비판적 사고를 토대로 문제해결을 하는 모습이 많이 포착되었으며, 수업을 통해 수학적 가치를 포함한 수학적 태도가 긍정적인 방향으로 변화된 것으로 나타났다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제25권4호
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• pp.285-309
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• 2022

A large body of previous studies investigated mathematical tasks by analyzing the design process prior to lessons or textbooks. While researchers have revealed the significant roles of mathematical tasks within written curricular, there has been a call for studies about how mathematical tasks are implemented or what is experienced and learned by students as enacted curriculum. This article proposes a mathematical task analytic framework based on a holistic definition of tasks encompassing both written tasks and the process of task enactment. We synthesized the features of the mathematical tasks and developed a task analytic framework with multiple dimensions: breadth, depth, bridging, openness, and interaction. We also applied the scoring rubric to analyze three multiplication tasks to illustrate the framework by its five dimensions. We illustrate how a series of tasks are analyzed through the framework when students are engaged in multiplicative thinking. The framework can provide important information about the qualities of planned tasks for mathematics instruction (proactive) and the qualities of implemented tasks during instruction (reactive). This framework will be beneficial for curriculum designers to design rich tasks with more careful consideration of how each feature of the tasks would be attained and for teachers to transform mathematical tasks with the provision of meaningful learning activities into implementation.

• Journal of applied mathematics & informatics
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• 제14권1_2호
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• pp.353-363
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• 2004

The purpose of this paper is to present a model to design the layout of the user interface components that handles many numbers of qualitative factors. An alternate rating system is also proposed for the closeness relationship ratings between the various pairs of components evaluated by using GOMS (goals, operators, methods and selection rules) technique. The proposed model is applied to the design of the part of the user interface in order to obtain the best layout of the components. The results of the proposed model are compared with that of an existing model, which handles single qualitative factor applied to obtain the layouts of user interface components.

• Journal of Computational Design and Engineering
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• 제2권3호
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• pp.129-136
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• 2015

This paper proposes a novel method for shape design of a Bezier surface with given boundary curves. The surface is defined as the minimizer of an extended membrane functional or an extended thin plate functional under the guidance of a specified normal field together with an initial prescribed surface. For given boundary curves and the guiding normal field, the free coefficients of a Bezier surface are obtained by solving a linear system. Unlike previous PDE based surface modeling techniques which construct surfaces just from boundaries, our proposed method can be used to generate smooth and fair surfaces that even follow a specified normal field. Several interesting examples are given to demonstrate the applications of the proposed method in geometric modeling.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제13권2호
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• pp.75-90
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• 2009

There are concepts in calculus which are difficult to teach and learn. One of these concepts is integration. However, problem posing has not yet received the attention it deserves from the mathematics education community. There is no systematic study that deals with teaching of calculus concepts by problem posing oriented teaching strategy. In this respect this study investigated the effect of problem posing on students' (prospective teachers') academic success when problem posing oriented approach is used to teach the integral concept in Calculus-II (Mathematics-II) course to first grade prospective teachers who are enrolled to the Primary Science Teaching Program of Education Faculty. The study used intervention-posttest experimental design. Quantitative research techniques were employed to gather, analyze and interpret the data. The sample comprised 79 elementary prospective science teachers. The results indicate that problem posing approach effects academic success in a positive way and at significant level.