• 한국초등수학교육학회지
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• 제1권1호
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• pp.17-32
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• 1997

오늘날 우리나라에서는 열린 교육이 이론과 실제의 양면에서 연구되고 실천되어 오고 있다. 본고에서는 초등학교 수학 교육에서 실용적으로 사용될 수 있는 열린 교육의 학습 지도 방법 세 가지를 소개하였는데, 이들은 ‘오픈 엔드 어프로치,’ ‘문제에서 문제로,’ 그리고 ‘문제 설정’이다. 이들 세 가지 학습 지도 방법 각각에 대하여 그 의미를 분석하고, 구체적인 지도 계획을 제시한 다음, 학생들의 실제 활동의 예를 보였다.

• 대한수학교육학회지:학교수학
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• 제3권2호
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• pp.325-354
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• 2001

The study aims to develop balanced performance assessment tasks for primary school mathematics which can be implemented in the primary school easily. In order to these purposes, I suggest the types of performance assessment tasks and the framework of assessment standards for the balanced performance assessment with describing the procedures of developing tasks and rubrics. The types of task are journal writing, problem posing, constructed task, and descriptive task. In the framework of assessment standards, I suggest holistic scoring which are classified as four levels according to the degree of excellence which students perform totally concerning about the criterion of implication, reasoning, accuracy, and communication. Also I analyse the responses of children to the task “make a beautiful pattern” and suggest its assessment rubric and anchor papers for each level for illustrating the process of developing a rubric in holistic scoring. In order to reflect the viewpoints of children and their Parents concerning about the tasks, the responses in self assessment and parent assessment are analysed. Finally, methods of implementing the assessment tasks and considerations are discussed.

• 대한수학교육학회지:학교수학
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• 제4권1호
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• pp.97-109
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• 2002

In this paper, tangram-like puzzles which are made by dissecting square are introduced. Especially, tangram-like puzzles which are consists of five pieces, six pieces, seven pieces, eight pieces, nine pieces, ten pieces, twelve pieces, fourteen pieces are introduced. But, This Introduction is very superficial. It means introduction is focused on each piece's geometrical shape, relative area when each tangram-like puzzles' area is one. With this introduction, six tangram-like puzzles' implication in mathematics education are suggested as followings. (1) Tangram-like puzzles may help fostering spatial senses. (2) Tangram-like puzzles may help teaching polygons, and its properties, congruences, similarities, etc. (3)Tangram-like puzzles may help teaching additions of fractions. (4) Tangram-like puzzles may help fostering mathematical thinking. (5) Tangram-like puzzles may serve as topics for supplement or reinforcement in teaching and learning tangram. (6) Tangram-like puzzles may serve as topics for problem posing in teaching and learning tangram.

• 대한수학교육학회지:학교수학
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• 제2권2호
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• pp.333-355
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• 2000

In this paper, possibility of practical use of cryptarithmetic problems in teaching and learning of mathematics is discussed. There might be seven cases to use them practically like followings: (1) Cryptarithmetic problems might be used for deepening the mathematical knowledges. (2) Cryptarithmetic problems might be used for fostering mathematical thinking abilities. (3) Cryptarithmetic problems might be used for fostering problem solving abilities. (4) Cryptarithmetic problems might be used as open ended problems. (5) Cryptarithmetic problems might be used as materials for personalized learning. (6) Cryptarithmetic problems might be used as materials for cooperative learning. (7) Cryptarithmetic problems might be used as materials for problems posing.

• 대한지구과학교육학회지
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• 제5권3호
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• pp.287-296
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• 2012

This research analyzed elementary teacher's scientific questioning during science teaching. This research studied 4 elementary school teachers in Gyeongnam were observed and the classes were videotaped. all teacher's questioning and student's answering were transcribed. Teacher's questionings were categorized into 2 types such as simple questions and productive questions. The findings of the research were as following. First, in the teaching-learning activities of the science subject, teacher-student conversation was used 202 times on average, and questions asked by the teachers were 72 times on average. The teachers use productive questions more than simple questions. Second, in the type of simple questions, management questions were used the most, and the next were simple confirmation questions and rethink questions in order. Third, productive questions used by the teachers in the class were mostly the attention-focussing questions, but the type of higher level questions such as problem-posing questions, comparing questions, action questions and reasoning questions was rarely adopted.

• Journal of information and communication convergence engineering
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• 제8권3호
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• pp.251-257
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• 2010

The realization of u-City is coming near in some local governments by applying various city services, namely, u-City services to the city construction field to improve competitiveness of the city. But it is a reality that some local governments are experiencing many trial and errors in application of the u-City service in addition to the problem posing that the u-City service is not considering characteristics of development or application environment of an individual city. The present research proposes a service model for on-site application of the u-City service to solve this problem. The proposed model suggests a method for specifically conceptualizing and objectifying the on-site application that the existing concept-oriented model or an architecture-oriented model, etc. didn't provide. The verification system on effectiveness or effects of the u-City service model to remove ambiguity on the u-City service especially. The verification system of the u-City service model grasps the technology, function, procedure and target, etc. that the u-City service contains, evaluates whether the model satisfies conditions that the model should have, and secures objectivity and predictability of the u-City service model through confirmation on propriety, implementation and effectiveness, etc.

• 대한수학교육학회지:학교수학
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• 제11권2호
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• pp.207-225
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• 2009

수학영재의 지적 욕구를 충족시키고 창의성을 신장시키는 문제해결 중심의 수업활동을 하기 위해서는 수학영재의 수준에 맞게 만들어진 문제가 필수적이다. 본 논문의 목적은 수학영재 지도교사의 교수 능력을 신장시키기 위한 심화 연수 과정의 일부인 원격 연수에 참여한 수학영재 지도교사가 만든 문제의 형태를 문제 접근 방법에 따라 '익숙한 문제', '익숙하지 않은 문제', '오류가 있는 문제'로 나누어 분석하여 수학영재 지도교사를 위한 원격 연수에서 교사의 문제만들기에 대한 실천적 방안을 제시하는데 있다.

• East Asian mathematical journal
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• 제31권4호
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• pp.505-525
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• 2015

The purpose of this study is to analyze teaching method of addition and subtraction of whole number in Korea and New Zealand lower grade textbook and to get some suggestive points to develop mathematics curriculum and for a qualitative improvement of textbook. To do this, we will analyze focusing on teaching material, type and method of teaching, cases of real teaching and in the case of New Zealand, we will analyze portfolios together to see what kind of things do they deal with related to addition and subtraction. From these analyzing, the results are as follows: First, the guideline of accomplishment of group of year are stated in 2009 revised curriculum in Korea but it is rough. On the other hand, the level of accomplishment from kindergarten to high school are stated divided by eight kinds of thing in New Zealand curriculum. Second, there were common and different points in the aspect of teaching material. The common points are that both of our Korea and New Zealand are using materials related to real life intimately and the diifferent points are to use technology such as calculator and computer. They are more widely used in New Zealand than our Korea. Third, Korea had used routine method mainly but New Zealand had used method to develop creativity of learner such as to write problem corresponding to expression, posing problem corresponding to information, to complete table and find pattern and to write word problem to explain pattern and so on. Fourth, we could see special calculation strategies in the case of teaching addition and subtraction such as concept of double, compensation, various strategy based on counting of number, addition of the same number, magic square, near-double which are not finding in our mathematics textbook. Fifth, in the New Zealand textbook they had used teaching methods inducing curiosity of learner such as finding message and puzzle problem than solving given problem simply.

• 한국산학기술학회논문지
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• 제19권6호
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• pp.683-688
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• 2018

21세기에 교사는 물리적 수업 외에 가상 수업에서 최상의 학습을 보장하기 위해 어떤 새로운 기술에도 환영해야 한다. 구글 크레스룸은 브랜디드 학습과 전문 개발을 촉진하기 위한 중요한 기회를 제공한다. 본 연구는 브랜디드 문제중심학습을 위한 문제 설계를 제시하는 데 그 목적이 있다. BPBL의 기본적인 특징은 학습자들이 흥미를 갖게 하는 실생활의 문제들을 포즈를 취하고 해결함으로써 학습이 가장 효과적으로 시작되고 촉진된다는 것이다. 비구조된 PBL(문제중심 학습 )문제는 충분한 도메인 지식을 획득하는 학생들에게 영향을 미칠 수 있고, 적절한 사전 지식을 활성화하고, 그들 자신의 학습을 적절하게 지도할 수 있다. 좋은 문제를 설계하는 절차는 교육적 콘텐츠의 선택, 학습자의 특성 파악, 문제 발견, 역할과 상황설정, 문제 기록으로 구성된다. 이러한 절차를 사용하여, 관리 과목의 내용을 포괄하는 5가지 통합 문제를 설계하였다. 몽골대학의 BPBL에 기반하여 계획된 관리 과목 문제를 해결하는 과정에 시점을 두었다.

• 한국학교수학회논문집
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• 제17권1호
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• pp.45-71
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• 2014

이차곡선에 대해 고교과정에서는 종합적인 개념습득이 이루어질 기회가 부족하고 대학과 정은 고등수학적 접근으로 진행되어 여전히 개념습득의 어려움을 갖는다는 점을 인식하고 예비교사들의 문제제기에 의한 수학적 사고확장을 돕고자 그래핑 계산기를 활용하여 수학적, 인지적, 교수적 충실도를 조사하였다. 인지적 충실도에서는 세 가지 수학적 속성의 문제제기가 이루어졌으며 이 때 수학적 충실도가 인지적 충실도와 순환적 연관성을 보였으며 교수적 충실도는 인지적 충실도를 더욱 활성화시키는 것으로 나타났다.