• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.321-340
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• 2004

본 연구에서는 van Hieles의 기하학 사고 수준에 따라, GSP(Geometer's SketchPad)를 활용한 초등기하 영재교육에 활용할 수 있는 프로그램을 구안하여, 구안된 프로그램을 제주대학교 부설 과학영재교육원 초등수학반 학생들에게 적용, 그 효과를 검증해봄으로써, GSP를 이용한 초등수학 영재 교육 프로그램의 개발과 활용 가능성을 연구하는데 그 목적이 있다.

• Journal for History of Mathematics
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• v.14 no.2
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• pp.115-124
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• 2001

In this paper, we developed a Web application program that could show the shape, the number of the vertices, the edges, the faces and development figures of polygons(regular tetrahedron, regular hexahedron, etc). The program was implemented using GSP(Geometer's SketchPad) and then converted to JAVA to display the results of GSP on the Web. The results of this paper are applicable to geometry of a junior high school course.

• Journal of KIISE:Software and Applications
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• v.35 no.4
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• pp.245-254
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• 2008

This paper proposes a unified multi-modal input framework to interface the recognition engines such as IBM ViaVoice and Microsoft handwriting-recognition system with general window applications, particularly, for pen-input displays. As soon as user pushes a hardware button attached to the pin-input display with one hand, the current window of focus such as a internet search window and a word processor is overlaid with a transparent window covering the whole desktop; upon which user inputs handwriting with the other hand, without losing the focus of attention on working context. As well as freeform handwriting on this transparent input overlay as a sketch pad, the user can dictate some words and draw diagrams to communicate with the system.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.455-475
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• 2018

The purpose of this study is to investigate characteristics of pre-service teachers' cognition about learning through the use of technology by employing a teacher education program in the use of technology-friendly flipped classroom. For this purpose, 45 pre-service teachers participated in the study and they completed both pre- and post-surveys including questions about Technology Adopter Category Index(TACI) and Technological Pedagogical Content Knowledge(TPACK). They were also asked to write self-reflections on mathematics softwares(Geometer's Sketch Pad(GSP), Geogebra, Cabri 3D). Results show that the teacher education program in the use of technology-friendly flipped classroom affected pre-service teachers' cognitions of TACI and TPACK, and they perceived that technology integration helped students' mathematics learning process. Findings from this study indicate that ideas about how to develop a technology-friendly teacher education program are more specified..

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.377-383
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• 2022

In today's modern society, along with the 4th industrial revolution, digitalization is rapidly progressing from everyday life to the entire industry. In the field of education, support is being provided at the government level, such as the dissemination of digital devices to create a digital educational environment, and the use of digital devices is remarkably increasing at the level of individual students as well. In the fashion design education field of universities, the number of students using tablet PCs and applications such as iPads is increasing and the scope of its application is expanding, from design concept setting and idea generation to design sketches in the early fashion design process, as well as diagramming and portfolio work. For fashion design sketching, it was found that students mainly use Procreate or Clip Studio applications with iPad. Therefore, by identifying the differentiated functions and characteristics of Procreate and Clip Studio, and examining design sketch examples using them, the possibility of effective use of iPad applications was presented and problems were also examined. Through this study, it is intended to provide basic data for fashion design education that can increase students' interest and achievement by using the iPad application.

• Research in Mathematical Education
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• v.19 no.4
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• pp.229-245
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• 2015

In this study, I investigated how pre-service teachers (PSTs) proved three geometric problems by using Geometer's SketchPad (GSP) software. Based on observations in class and results from a test of geometric reasoning, eight PSTs were sorted into four of the five van Hiele levels of geometric reasoning, which were then used to predict the PSTs' levels of reasoning on three tasks involving proofs using GSP. Findings suggested that the ways the PSTs justified their geometric reasoning across the three questions demonstrated their different uses of GSP depending on their van Hiele levels. These findings also led to the insight that the notion of "proof" had somewhat different meanings for students at different van Hiele levels of thought. Implications for the effective integration of technology into pre-service teacher education programs are discussed.

• School Mathematics
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• v.4 no.1
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• pp.111-125
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• 2002

In this study, we studied some examples using GSP(Geometer's SketchPad) in the process of problem solving that is explained by G. polya. After reconsidering examples, we tried to show that using GSP can help student's intuitive thinking, investigative activities, reflective thinking. Especially, in the three phase of problem solving(understanding the problem, devising a plan, looking back), mathematics teachers may using GSP in order to helping student's understanding. Besides, we tried to suggest the direction to use GSP more adequately in the teaching and Beaming mathematics. First of all, Mathematics teachers using GSP in their class must have ideas how to use it. And they have to be careful on the didactical transposition of mathematical knowledge in the computer-based learning. They also have to lead students move from activities with GSP materials to carrying out the problem solving plan and reflection activities.

• Educational Technology International
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• v.10 no.2
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• pp.145-166
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• 2009

The purpose of this study was to investigate why advance organizers (AO) are effective in promoting comprehension and mental model formation in terms of cognitive load. Two experimental groups: a concept-map AO group and a key-word AO group and one control group were used. This study considered cognitive load in view of Baddeley's working memory model: central executive (CE), phonological loop (PL), and visuo-spatial sketch pad (VSSP). The present experiment directly examined cognitive load using dual task methodology. The results were as follows: central executive (CE) suppression task achievement for the concept map AO group was higher than the key word AO group and control group. Comprehension and mental model construction for the concept map AO group were higher than the other groups. These results indicated that the superiority of concept map AO owing to CE load decrement occurred with comprehension and mental model construction in learning. Thus, the available resources produced by CE load reduction may have been invested for comprehension and mental model construction of learning contents.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.627-658
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• 2010

The introduce and accurate understanding of the concept of tangent line is very important in Mathematics education and its applications. In this study, we investigated the introduction method in the textbook for tangent line and its concepts. And we studied the effective teaching methods for the accurate understanding using Lakatos learning theory, GSP and related precedence studies. Finally we suggest the teaching plan for the equation of for the tangent line in the high school and apply to the High school students.