• 한국수학교육학회지시리즈D:수학교육연구
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• 제10권1호
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• pp.79-87
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• 2006

In this paper we investigated the influence on school students when they use graphing calculator for exploration, including their experience of exploration, their ability and attitudes. After using graphing calculator based mathematics exploration course, two students were interviewed and 162 students who finished the course in these years were investigated. The results show that graphing calculator is a useful tool to develop students' explorative ability. Most of students had positive attitudes to and were interested in making use of graphing calculator.

• East Asian mathematical journal
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• 제32권4호
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• pp.425-441
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• 2016

In this study, we focused on the graphing calculator to support the activity-oriented mathematics instruction with considering the accessibility of technology. The purpose of this study was to investigate the direction of the education of mathematics teachers. For this, we gave the teacher training for mathematics using graphing calculators for secondary mathematics teachers, and then examined the recognition for that of teachers. Teacher training of the graphing calculator was carried out three times in two years, we conducted a survey immediately at the time that has passed and after the 8 months or more after the training. As a result, we have obtained the suggestions of the advantages of using a graphing calculator in the learning mathematics, the difficulties of use of the graphing calculator in the classroom and the form of teacher training they want.

• 한국학교수학회논문집
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• 제20권4호
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• pp.537-560
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• 2017

이 연구에서는 중등 교사들이 수학수업에서 그래핑 계산기를 활용하는 것에 대하여 어떻게 생각하며 또 실제로 활용하는지의 여부를 살펴보고자 한다. 이를 위하여서 중등 수학교사 32명을 대상으로 설문을 실시하여서 얻은 응답을 분석하였다. 교사들은 수업에서 그래핑 계산기를 거의 활용하지 않으며 동시에 수학 수업에서의 그래핑 계산기 활용 경험이 매우 부족한 것으로 나타났다. 또한 교사들은 대체로 수학 수업에서의 그래핑 계산기 사용에 관하여 부정적인 신념을 가지고 있는 것으로 드러났다.

• 대한수학교육학회지:수학교육학연구
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• 제14권3호
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• pp.327-345
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• 2004

계산기를 사용한 환경에서 상호작용의 역동적 특징을 다섯 가지 분석도구로 분석하였다. 먼저, 계산기와의 상호작용의 특징을 분석한 결과 자기-조절적 도구로써 사용할 경우 계산기 사용 목적과 가장 잘 부합됨을 알 수 있었으며, 이는 조작의 능숙도와 비춰볼 때 익숙한 조작단계에 이르렀을 때 가능하였다. 사회적 상호작용의 역동성을 먼저, 주도성 진술의 관찰을 통해 계산기와 하위수준의 학생의 자긍심 향상에 관련된 사항을 연구하였으며, 둘째, 대화의 전환점에서 학생들의 상호작용이 적절한 의사소통에서 부적절한 의사소통으로 또한 그 반대의 요인들에 관하여 조사하였다. 셋째, 학생들이 서로의 상호작용이 침체되는 시기에 상호 작용의 효과를 높이기 위하여 효율적인 태도를 취하는 것을 일컬어 구조화라 하였고 각각 이러한 구조화에 미치는 요인들과 마지막으로 스트레스 조절의 진술들을 통하여 적응에의 의지나 수용능력을 증대시키는 인지적, 행동적 노력을 평가하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제42권5호
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• pp.647-672
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• 2003

This study sought to determine the impact of the graphing calculator on prospective math-teachers' mathematical thinking while they engaged in the exploratory tasks. To understand students' thinking processes, two groups of three students enrolled in the college of education program participated in the study and their performances were audio-taped and described in the observers' notebooks. The results indicated that the prospective teachers got the clues in recalling the prior memory, adapting the algebraic knowledge to given problems, and finding the patterns related to data, to solve the tasks based on inductive, deductive, and creative thinking. The graphing calculator amplified the speed and accuracy of problem-solving strategies and resulted partly in students' progress to the creative thinking by their concept development.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제6권1호
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• pp.53-63
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• 2002

This study investigates the impact of Calculator-Based Ranger (CBR) activities in the performance of middle school students' graphing abilities of physical phenomena. Two issues about CBR activities on graphing abilities were addressed in this study; (1) the effect of CBR activities on graphing abilities, and (2) the influence of instructional styles on students' graphing abilities. Following the use of CBR activities, students' graphing abilities were significantly more developed in three components-interpreting, modeling, and transforming. Significant differences were found in students' achievement depending on instructional styles related to differentiation, which is closely connected to transforming distance-time graphs to velocity-time graphs. The findings of this study indicate that CBR activities may enhance students in constructing appropriate webs of related concepts and ability to qualitatively interpret graphs. Using collaborative CBR activities to introduce and explore graphing of physical phenomena is, therefore, recommended for inclusion in the secondary mathematics curriculum.

• 한국학교수학회논문집
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• 제8권2호
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• pp.203-222
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• 2005

본 연구는 그래핑 계산기를 이용한 함수학습이 학생의 개념이미지의 개념정의로의 변화에 어떠한 영향을 미치고 학생들은 그래프를 통해 어떤 정보를 얻어내며 그래프와 수식사이를 어떤 과정을 통해 이해하는가를 정성연구를 통해 조사하였다. 그 결과 첫째, 함수에 대한 사전학습이 없었던 학생은 그래핑 계산기 환경에서 많은 정보를 얻으면서 개념정의를 가지게 되었고 스스로 탐구하는 학습을 하였다. 반면 사전 학습이 있었던 학생은 함수에 대해 많은 개념이미지를 가지고 있어서 그래핑 계산기의 사용을 불필요하게 생각하였고 그 효과도 다른 학생에 비해 미비하였다. 세 학생 모두 그래프를 비교하는 문제와 평행이동을 조사하는 문제에서는 계산기를 유용하게 사용하면서 학습해나갔다. 그래프처럼 시각적인 것을 통한 학습이 대수식을 통한 학습보다 함수의 변화 등 역동적인 학습을 통해 개념정의로 접근이 용이하였으며 학생들의 학습과정에서 그래핑 계산기의 역할에 따른 학습모델을 제시 가능하였다.

• 대한수학교육학회지:수학교육학연구
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• 제8권2호
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• pp.453-474
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• 1998

This study is focused on the possibility if we can use graphic calculators in teaching and learning school mathematics. This study is consisted with four main chapters. In chapter II, the functions of the graphic calculator EL-9600 produced by Sharp Corporation was analyzed focused on the possibilities if the functions could be used in teaching and learning school mathematics. Calculating of real numbers and complex numbers, solving equations and system of linear equations, calculating of matrices, graphing of several functions including polynomial functions, trigonometric functions, exponential and logarithmic functions, calculation of differential and integrals, arranging of statical data, graphing of statistical data, testing of statistical hypotheses, and other more useful functions were founded. In Chapter III, a mathematics textbook developed by Core-Plus Mathematics Project was analyzed focused on how a graphic calculator was used in teaching and learning mathematics, In the textbook, graphic calculator was used as a tool in understanding mathematical concepts and solving problems. Graphic calculator is not just a tool to do complex computations but a tool used in the processes of doing mathematics, In chapter IV, the 7th mathematics curriculum for korean secondary schools was analyzed to find the contents could be taught by using graphic calculators. Most of the domains, except geometric figure, were found that they could be taught by using graphic calculators, In chapter V, a model of a unit using graphic calculator in teaching 7th mathematics curriculum was developed. In this model, graphic calculator was used as a tool in the processes of understanding mathematical concepts and solving problems. This study suggests the possibilities that we can use graphic calculators effectively in teaching and learning mathematical concepts and problem solving for most domains of secondary school mathematics.

• 한국수학교육학회지시리즈A:수학교육
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• 제53권2호
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• pp.163-184
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• 2014

The purpose of this study was to develop the assessment tools using graphing calculators for the assessment of the mathematical process which was emphasized in 2009 reformed mathematics curriculum. In this paper, we presented three sample calculator-based test items for the assessment of students' mathematical process abilities and scoring rubrics for the paper and pencil assessment and assessment based on observation on each item. In order to improve mathematics teachers' understanding of the assessment tools using graphing calculators and to show the procedures of assessment using technological devices, we also drew up assessment guidelines. We hope the results of the study contribute to the promotion of assessment environment encouraging the use of graphing calculators in assessments.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권3호
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• pp.273-290
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• 2008

This article provides how to implement the use of Realistic Mathematics Education (RME) in a teaching a function at a school to improve the equity based on the gender in students' mathematization for their mathematical thinking using technology. This study was planed to get research results using the mixed methodology with qualitative and quantitative methodologies. 120 middle school students participated in the study to bring us data about their mathematical achievement. Through the data analysis used by ANCOVA for the qualitative method, the students with the experiment of the mathematization based on technology excelled the other groups of students who were not provided with technology or both of them. Through the data analysis used by the constant comparative method for the qualitative data, the technology environment had helped the female students manipulate learning trends easily, strong construction on horizontal mathematization, depending on discussion with peers, and more reflexive thinking using a calculator. This means that teachers can put careful assignment on each category of mathematization regarding the gender. The study results in a lot of resources for teachers to use into their teaching mathematics for improving students' equity in interactive technology environment.