• Research in Mathematical Education
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• v.25 no.1
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• pp.1-20
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• 2022

Collaborative learning has been highlighted as an effective method of teachers' professional development in various studies. To disclose teachers' discourse threads in the process of collaborative learning for developing their knowledge, this paper adopted two methods including "content analysis" and "time-sequential analysis" of learning analytics. Such analyses were implemented for mining teachers' updated knowledge and the discourse threads in the discussion during collaborative learning. The materials for analysis involved two aspects: one was from the video-taped lesson observation reports written by teachers before and after discussing, and the other was from their discourses during the discussion process. The results proved that teachers' knowledge for teaching the centroid of a triangle was updated in the collaborative learning period, and also revealed the discourse threads of teachers' collaboration contained "requesting information or opinions", "building on ideas", and "providing evidence or reasoning", with the emphasis on "challenging ideas or re-focusing talk"

• Educational Technology International
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• v.8 no.2
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• pp.1-19
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• 2007

This study is to analyze the implications of effective learning in a ubiquitous environment. Research proceeded according to the multiple case study analysis method. This paper is one result of the Korean case study to examine the effectiveness of and satisfaction with u-learning. We will introduce necessary conditions for effective learning in a ubiquitous environment. Each condition was elicited through the case study, and the analyzing framework was classified into hardware related to infra structure; software such as learning contents, teaching-learning activity and support, and class management; human-ware related to learner and teacher; system-ware as an education system, and administrative supporting.

• Journal of The Korea Institute of Healthcare Architecture
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• v.27 no.2
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• pp.15-24
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• 2021

Purpose: This study is to present basic data on the Architectural planning of the college of medicine by arranging the functional zoning planning, functional unit planning, and circulation planning, based on the diversification of medical education and the changes of Learning spaces. Methods: This study was conducted by literature review on existing medical education method and learning space planning. And then on-site surveys and questionnaire were conducted on existing facilities. Results: The diversification of medical education has already been progressing for a long time, and the development of information technology is integrated into the learning space, and the evolution of the learning method and the flexibility of the learning space give effect to the change of the learning space. ① This study reconstructed the existing classification method of university facilities into the fuctional zoning method that combines the architectural concept of function and movement. ② The functions and functional units of the college of medicine according to the proposed functional zone were arranged, and the space required for the medical college was suggested. ③ The function and type of movement of medical college can be classified into professor/student fusion type, teaching and research separation type, and learning and learning shared space integrated arrangement type. In the future, it is necessary to consider fusion type or integrated arrangement type rather than separation type. Implications: the evolution of the learning method and the flexibility of the learning space give effect to the change of the learning space.

• Journal for History of Mathematics
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• v.28 no.3
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• pp.151-164
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• 2015

The purpose of this paper is to develop a teaching and learning material integrated two subjects Pythagorean theorem and Fibonacci numbers. Traditionally the former subject belongs to geometry area and the latter is in algebra area. In this work we integrate these two issues and make a discovery method to generate infinitely many Pythagorean numbers by means of Fibonacci numbers. We have used this article as a teaching and learning material for a science high school and found that it is very appropriate for those students in advanced geometry and number theory courses.

• Journal of the Korean School Mathematics Society
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• v.6 no.2
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• pp.71-85
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• 2003

In this paper we study the usefulness of Maple in school calculus education. The use of computer and calculator is debated in many aspect in mathematics education. By the computer visualization of mathematical image and proper use of computer we can teach inductively and intuitively the mathematical concept and give rise to the students' interest. Maple is very popular in college but is not in middle school because of language. Maple application which is made by Maplet is very useful multimedia teaching-learning tools. We introduce the use of Maplet and some application of the calculus course which we made.

• Journal of the Korea Society of Computer and Information
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• v.23 no.7
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• pp.91-97
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• 2018

This study has an ultimate purpose to find some change direction of education in the Korean language education field, that is, in and out of the Korean language classroom keeping up with social changes. Especially, this study will investigate progressive educational ways in terms of not only developing software, but also grafting hardware relating to mobile technologies. For this, this study will classify the cases of teaching and learning happened in and out of Korean language classrooms and to introduce practical ways of education to apply mobile technologies according to the each case. As a concrete method, this paper proposed a change plan of classroom change that incorporates 'Miracast' and 'smart phone' and a change plan out of the classroom using mesh. This study can be meaningful in that the teaching and learning are linked more organically through the smart phone and the education is called 'IoT world' so that both teachers and learners can easily access education.

• East Asian mathematical journal
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• v.30 no.4
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• pp.545-570
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• 2014

This study was conducted to analyze the education theories applied to teaching-learning from the perspective of mathematical education. To this end, 41 papers regarding mathematical education theories were selected as study subjects from among 1,190 papers published in Korea between 2000 and 2013 in the Journal of the Korean Society of Mathematical Education and the Journal of the Korean Society of Educational Studies in Mathematics, which are journals that specialize in mathematics education. These papers were classified according to mathematical education theory, study method, content field, and study subject to obtain the numbers of papers and percentages by category in order to analyze their contents.

• East Asian mathematical journal
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• v.25 no.3
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• pp.263-277
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• 2009

In this paper, we conduct a questionnaire survey on the actual conditions and the test on the basic scholastic ability of the students who register for the course, Introduction of Business Mathematics. We want to find the ways to improve the teaching-learning methods for this course. Especially, the registered students have difficulties in the following the course because they have not studied Calculus in their high school. So we give them several assignments on the Webwork system, an internet based homework management system, and analyze its effect on the students' scholastic achievement. And we propose a teaching-learning method suitable for the course.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.744-758
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• 2021

This study is aimed at identifying the possibility and effectiveness of teaching methods education for professors through the development of online teaching content and providing important implications for future online teaching content development and utilization strategies by looking at the differences in the experience and needs of professors who have taken online teaching content. A university surveyed 83 professors who took the seven teaching contents developed between 2015 and 2018, and took them from 2017 to 2019. As a result of the study, professors often took online teaching content for self-development purposes, were satisfied with the overall content, and cited the low psychological burden and resistance of education through personal learning, and the possibility of repeated learning online. The differences between importance and execution in content composition, the areas of statistically significant difference were easy-to-understand delivery, appropriate and sufficient examples, interest and motivation, facilitating interaction between learners, appropriate difficulty, reflection of current trends, appropriate presentation order and ethical composition. The importance level recognized by professors in the area was higher than execution level. In conclusion, opinions for improving online teaching content were appropriate and sufficient examples in the area of content composition, interest and motivation, and reflection of the latest trends. In the area of ease of use, there was stable playback, relay function, and location-independent.

• Journal of the Korean earth science society
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• v.28 no.1
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• pp.14-23
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• 2007

The purpose of this study was to investigate beginning earth science teachers' perceptions about Learning in Geologic Field Trip. The hundred and sixteen high school earth science teachers who were in the training for their promotion answered the questionnaire of Learning in Geologic Field Trip. It was divided into five parts: needs and educational values, teachers' experiences and their difficulties, and desirable teaching methods of Learning in Geologic Field Trip. Results indicated that the participants perceived Learning in Geologic Field Trip important in earth science education and responded positively to the educational values of Learning in Geologic Field Trip. Most of the beginning teachers had experience of geologic field trip, but did not learn how to teach it to their students during the geologic field trip in the pre-service training program. It was shown that only a few teachers had experience of geologic field trip and of teaching students in the outdoor of geologic fields after they became a classroom teacher. Most of the participants perceived that teaching students about the geologic field trip is difficult because of lack of their experience. In order to overcome the difficulty, teachers suggested that they need to learn how to teach the geologic field trip to students through their in-service training. leachers suggested that a desirable teaching method of the geologic field trip is to provide teachers with a teacher's manual including geological explanation and information about field trip sites before their visit so that they can scaffold it and facilitate the students' cooperative group activity during the field trip. As a follow up activity, the participants agreed that the presentation and discussion about the results should concur.