• East Asian mathematical journal
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• 제38권3호
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• pp.357-363
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• 2022

Immunological imbalance eventually results in the development of various diseases. A typical example is an imbalance of cytokines with immunomodulatory abilities. In this paper, we propose a two-variable delay model to anti-pro-inflammatory cytokine therapy for autoimmune diseases, which are caused by an imbalance between the pro and anti-inflammatory cytokines. The interaction between pro- and anti-inflammatory cytokines were modeled mathematically to investigate the relevance of cytokines in disease processes. The delay time was estimated to maintain the stability of a biologically important steady state. In particular, the effects of delay with anti-pro-inflammatory cytokines therapy in autoinflammatory diseases were studied.

• 대한수학교육학회지:학교수학
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• 제2권1호
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• pp.203-241
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• 2000

This study aims to suggest a model of task development for mathematics performance assessment and to develop performance tasks for the fifth graders in the primary school on the basis of this model. In order to achieve these aims, the following inquiry questions were set up: (1) to develop open-ended tasks and projects for the fifth graders, (2) to develop checklists for measuring the abilities of mathematical reasoning, problem solving, connection, communication of the fifth graders more deeply when performance assessment tasks are implemented and (3) to examine the appropriateness of performance tasks and checklists and to modify them when is needed through applying these tasks to pupils. The consequences of applying some tasks and analysing some work samples of pupils are as follows. Firstly, pupils need more diverse thinking ability. Secondly, pupils want in the ability of analysing the meaning of mathematical concepts in relation to real world. Thirdly, pupils can calculate precisely but they want in the ability of explaining their ideas and strategies. Fourthly, pupils can find patterns in sequences of numbers or figures but they have difficulty in generalizing these patterns, predicting and demonstrating. Fifthly, pupils are familiar with procedural knowledge more than conceptual knowledge. From these analyses, it is concluded that performance tasks and checklists developed in this study are improved assessment tools for measuring mathematical abilities of pupils, and that we should improve mathematics instruction for pupils to understand mathematical concepts deeply, solve problems, reason mathematically, connect mathematics to real world and other disciplines, and communicate about mathematics.

• 한국초등수학교육학회지
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• 제20권2호
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• pp.311-331
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• 2016

본 연구는 학습자 스스로 수학적 오류를 분석하고 반성적 문제 만들기 활동을 하도록 한 것이 문제해결력과 수학적 태도에 미치는 영향을 알아보기 위한 것이다. 본 연구를 위하여 서울특별시 강서구에 소재한 초등학교 5학년 2개 반(62명)을 대상으로 실험집단과 비교집단을 선정하였다. 연구 결과 반성적 문제 만들기 활동은 학생들로 하여금 구하고자 하는 것을 파악하는 능력과 문제를 해결하는데 필요한 조건을 선별하여 활용하는 능력을 향상시켜 학생들의 문제해결력 향상에 효과적이었다. 또한, 학습자가 가지고 있었던 수학적 오개념을 수정하고 올바른 수학적 개념을 정립하는데 도움을 주었다. 그리고 반성적 문제 만들기 활동은 학생들의 수학적 의지를 향상시키고 반성적 사고를 촉진시키며, 반성의 과정에서 자연스럽게 스스로 자신의 문제를 풀이 과정을 점검하는 습관을 갖도록 하는데 도움을 주었다. 학습자는 반성적 문제가 올바르게 만들어졌는지 점검하고 이것을 바르게 해결하기 위해, 토의 활동에서 타인과의 수학적 의사소통에 적극적으로 참여하는 모습과 함께 끝까지 스스로 문제를 해결하고자 하는 과제집착력을 강하게 나타냈다.

• 한국수학교육학회지시리즈A:수학교육
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• 제38권2호
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• pp.179-187
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• 1999

Math teachers are very short of computer tools and manipulatives to use in geometry classes of middle schools for the development of spatial abilities. At most they can ask student to make regular polyhedrons for helping the students to understand by concrete experience, but this experience is not enough to develop spatial abilities in spatial figures including the regular polyhedrons. This article is to introduce instructional materials for development of spatical ability in the regular polyhedrons using computer software, Geometer's Sketchpad. In this article, students can imagine the whole figure through the parts of a plane figure and think of the parts from the solid figure by free movement from 2 dimensions to 3 dimensions, or from 3 dimensions to 2 dimensions. Also, the instructional materials devised in this article will be good to enhance spatial abilities because the relation of 1-1 correspondence in the movement of the parts can be conserved and observed precisely, which is very hard to demonstrate and visualize by paper-and-pencil. It is recommended that this kind of materials should be developed in various ways for teachers to use them directly in their geometry classes.

• 한국초등수학교육학회지
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• 제8권1호
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• pp.89-108
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• 2004

제7차 수학과 교육과정에서 강조하는 ‘수학적 힘’을 기르는 초등 수학 교육이 되기 위해서는 학생들에게 사고를 유발시키는 기회의 제공과 함께 사고 과정을 구조화시켜 줄 수 있는 교수-학습 방법이 필요하다. 수학 학습에서 쓰기의 활용은 학생 자신의 생각을 끌어내고 정리하는 사고 과정을 거치게 되므로, 효과적인 의사소통과 수학적 사고 과정의 촉진을 위한 유용한 방법이 된다고 생각한다. 이 연구에서는 6학년 수학 교과서 분석을 통해 수학 쓰기 유형 및 이를 적용한 수업 모형을 구안하고, 수학 쓰기가 학생들의 수학 학습에 미치는 영향을 분석하였다. 실험 대상을 실험반과 비교반으로 나누어 실험, 조사한 결과, 수학 쓰기 활동을 한 실험반 학생들의 수학 학습 능력과 학업 성취가 더 우수하게 나타났다. 이 연구는 위의 결과를 바탕으로 다양한 수학 쓰기 유형을 활용한 수학과 교수-학습에 대한 논의 및 제언을 담고 있다.

• 한국수학교육학회지시리즈A:수학교육
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• 제41권2호
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• pp.157-172
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• 2002

The purpose of this study is to improve middle students'mathematical communication ability. We designed the mathematics instruction model based on Vygotsky's ZPD to develop the mathematical communication ability, and applied to 2nd grade students in Middle School. And we investigated the significant differences between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation in aspects of learning achievement, mathematical disposition, and mathematical communication abilities. The results of the study are as follows : 1. There is no significant difference in learning achievement within significance level .05 between the group which was instructed with mathematical communication and the group which was instructed with teacher's traditional explanation by t-test. 2. There is a significant difference in reflection within significance level .01 and in self-confidence within significance level .10 by MANCOVA. 3. There is a significant difference in mathematical communication ability within significance level .01 between two groups by covariance analysis. In particular, there is a significant difference in reading within significance level .01 and in speaking within significance level .05 by t-test.

• East Asian mathematical journal
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• 제40권2호
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• pp.167-181
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• 2024

This study explored the characteristics of elementary gifted students' creative problem-solving skills combining creativity and problem-solving ability based on their work on Fermi estimation problems. The analysis revealed that gifted students exhibited strong logical validity and breadth but showed some weaknesses in divergent thinking abilities (fluency, flexibility, originality).

• 아동학회지
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• 제25권4호
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• pp.129-145
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• 2004

This study examined the effects of Literature-based Mathematical Activities using scaffolding (LMS) on the mathematical achievement, interest, and vocabulary of day care children. The experimental group of 15 boys and 15 girls was exposed to both literature and teacher's scaffolding while the comparison group of 14boys and 16 girls had traditional mathematics curriculum. The experiment was carried out for 8 weeks. ANCOVA and T-test were employed for a statistical analysis. The results revealed statistically significant differences in mathematical achievement, interest, and vocabulary between an experimental and control groups. We can conclude, therefore, that LMS is more effective in developing children's mathematical thinking abilities than a traditional mathematical curriculum.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제16권1호
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• pp.1-13
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• 2012

This paper explores gifted students' reasoning abilities. Three tests were developed in order to assess and analyze their reasoning abilities building on previous research on covariational reasoning. Giving consideration to the arising problems in the tests, we constructed a LOGO-based JavaMAL microworld environment which engages students in an active learning environment. This environment was designed by applying 'instrumental approach' in microworld. Based upon the post test results, the role of activity in microworld environment as 'instrument mediated activity' is also discussed.

• 한국수학교육학회지시리즈A:수학교육
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• 제41권3호
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• pp.291-318
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• 2002

We investigated on the primary school children's abilities of formal reasoning. Seventy students in grade 5 participated in the study. They responsed their best reactions on the problems constituted of three parts requiring the informal or formal reasoning and generalization. Their reactions are classified by some criteria depending the level of reasoning. About 10 students showed that they constructed a kind of scheme for solving the problems, similar to formal reasoning and beyond naive informal reasoning. And about 30 students did so partially. We concluded that the teaching and learning of reasoning by the progressive increasing the degree of rigor from grade 5 is possible.