• 한국수학교육학회지시리즈D:수학교육연구
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• 제9권2호
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• pp.125-133
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• 2005

This paper investigates student conceptual understanding and application on algebra using problem-based curricula. Seven principles which National Research Council announced were considered because these seven principles all involved in the development of a deep conceptual understanding. A problem-based curriculum itself provides a significant contribution to improving student learning. A problem-based curriculum encourages students to obtain a more conceptual understanding in algebra. From the results the national curriculum developers in Korea consider the problem-based curriculum.

• East Asian mathematical journal
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• 제29권2호
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• pp.207-239
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• 2013

This research is a study on student's understanding fundamental concepts of mathematical curriculum, especially in geometry domain. The goal of researching is to analyze student's concepts about that domain and get the mathematical teaching methods. We developed various questions of descriptive assessment. Then we set up the term, procedure of research for the understanding student's knowledge of geometric figures. And we analyze the student's understanding extent through investigating questions of descriptive assessment. In this research, we concluded that most of students are having difficulty with defining the fundamental concepts of mathematics, especially in geometry. Almost all the students defined the fundamental conceptions of mathematics obscurely and sometimes even missed indispensable properties. And they can't distinguish between concept definition and concept image. Prior to this study, we couldn't identify this problem. Here are some suggestions. First, take time to reflect on your previous mathematics method. And then compile some well-selected questions of descriptive assessment that tell us more about student's understanding in geometric concepts.

• 대한화학회지
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• 제67권4호
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• pp.253-270
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• 2023

이 연구는 중학교 과학 수업에서 학생주도평가가 성취정서와 과학개념이해에 미치는 영향에 대해 알아보는 것을 목적으로 하였다. 이를 위해 중소도시 소재 중학교 3학년 7학급 중 실험집단으로 선정된 4개 학급은 학생주도평가를 실시하고, 비교 집단(3개 학급)은 교사주도평가를 실시하였다. 학생주도평가는 학습자가 주도적으로 학습 목표 설정과 평가 기준을 개발하여 자기평가와 동료평가를 실시하는 4단계로 구성하였고, 개발한 7개 평가 활동을 수행하였다. 연구 결과, 학생주도평가는 긍정적 성취정서를 향상시키고, 부정적 성취정서를 완화시키는데 효과를 보였으며 중학생의 과학개념이해를 향상시켰다. 학생들은 학습목표 설정에 주도적으로 참여하고, 평가 기준을 개발하여 자기평가와 동료평가를 반복적으로 수행하며 자신의 도달 정도를 파악하고, 학습 과정에서 부족한 점을 보완하는 반복적인 반성적 사고를 거친다. 따라서 학생주도평가는 학습에 대한 책임감을 향상시키고 지속적으로 과학개념이해 정도를 점검할 수 있도록 하여 과학개념이해를 높이는 도구로써 활용될 수 있다.

• 대한수학교육학회지:학교수학
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• 제1권2호
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• pp.637-660
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• 1999

Although ‘to understand mathematics’ is an important educational purpose, most student do not have a relational understanding of the basic concept of mathematics but have a instrumental understanding. This paper will investigate the possibility of using computers for enhancing relational understanding. In the ‘Qualitative case study’, three students who are in the first grade at E-High school took part in 7 activities during four weeks, and were later interviewed and engaged in informal discussion and were observed. This is the result of this study. 1. The three students were passive participants in mathematics problem solving situation at school. Therefore, student B just applied formulas which she had memorized, and student C would forgot the formulas occasionally. These common students needed to participate actively in doing mathematics. 2. The activities utilized two software healing with connection between graphs and function, giving the students the opportunity to plan, practice, and test by themselves. As a result, they understood the mathematical formulas and rules more deeply through their own trial and error, and then they gained thinking abilities necessary for doing mathematics. In addition, the activities boosted their confidence. 3. The understanding type of students was slightly different. Student A who received a high score, understood the most relationally, but student B who received a very high score, understood instrumentally and so couldn't app1y her knowledge to solving problems related to function concept. Student C who received a middle score lacked knowledge of mathematics but thought more creatively. The result is that students need an opportunity to think rotationally regardless of score. Therefore, this study concludes that using computer software will provide a positive effect for relational understanding in loaming function concept.

• 대한수학교육학회지:학교수학
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• 제4권1호
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• pp.79-95
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• 2002

This paper is to make strides toward an enriched understanding of student learning and performance in mathematics that acknowledges the roles social and cultural contexts play in what students learn as well as what we are able to team about student learning. A student's mathematical practice over a year and a half is presented in detail in order to explore the relationships between classroom contexts and student performance. This study was situated at a K-4 urban elementary school in the United States. The data used for this study included classroom observations, interviews with the teachers and the student, and document collection. The data were analyzed by characterizing each classroom context and exploring the student's practice both in the classrooms and in the interviews. Despite the student's ongoing status as a struggling student, there were tremendous changes in his level of engagement in and persistence with mathematical tasks. The student was substantially more engaged in and enthusiastic about the daily mathematics lessons in third grade than he had been in second. However, we found little improvement in his mathematical understanding and performance during class or in the interviews. This highlights that increased engagement in the mathematical tasks does not necessarily signal increased learning. This paper discusses several issues of learning and performance raised by the student, looking at the relationship between classroom context and student performance. This paper also considers implications for how students' performances are interpreted and how learning is assessed.

• 한국지능시스템학회:학술대회논문집
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• 한국퍼지및지능시스템학회 2004년도 춘계학술대회 학술발표 논문집 제14권 제1호
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• pp.422-425
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• 2004

Many believe that electronic distance teaming education transform higher education, saving money and improving learning qualify So, the open University, which teaches around 280,000 students at a distance, is examining the adaption of its distance teaching methods for the internet. But, there are only one type of distance learning education of one way direction. To understand all of a student which selected some of e teaming course, teacher must check that how many student to understand and what is the difficult problems. Without checking this condition, It will be a very difficult and boring distance learning course. In this paper, we introduce of intelligent learning contents of full duplex direction that teach understanding student and not understanding student. The computer simulation results confirms that full duplex e learning system has been proven to be much more efficient than one way direction which not considering about understanding problems.

• 한국초등과학교육학회지:초등과학교육
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• 제19권2호
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• pp.57-74
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• 2000

Students' concepts of scientific phenomena have become a point of focus in science education research. This study investigated into developmental process and mechanism of the students' respiration concept through a cross-age study. This study utilized the 1st, 3rd, 6th grade elementary students to find out changes in student's understanding of the concept of respiration. The 1st and 3rd grade level students were interviewed what the respiration mean and whether each of living things respires, etc. The 6th grade students were interviewed and tested. Respiration is a word that students come across often in everyday life. It was found that they were more likely to associate respiration with its more common concept of breathing or gas exchange as opposed to its more scientific definition as the process in which nutrients are oxidized to provide energy. This trend didn't improve as they advanced grade. This is an indication that the knowledge system of student is split into a generic knowledge system and scientific knowledge system. Understanding of concept increased and differentiated across grade levels but that understanding was limited. They overcome their tendency to base their understanding of respiration on their understanding of human phenomena and learn to integrate their understanding of biological phenomena through a one organ - one role type of logic. They also intuitively explain everything based on their own experience.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제3권1호
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• pp.1-36
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• 1999

The case of four classrooms analyzed in this study point to many commonalities in the challenges of reforming mathematics teaching in Korea and the U. S. In both national contexts we have seen the need fur a clear distinction between implementing new student-centered social practices in the classroom, and providing significant new loaming opportunities for students. In particular, there is an important need to distinguish between attending to the social practices of the classroom and attending to students conceptual development within those social practices. In both countries, teachers in the less successful student-centered classes tended to abdicate responsibility fur sense making to the students. They were more inclined to attend to the literal statements of their students without analyzing their conceptual understanding (Episodes KA5 and UP 2). This is easy to do when the rhetoric of reform emphasizes student-centered social practices without sufficient attention to psychological correlates of those social practices. The more successful teachers tended to monitor the understanding of the students and to take proactive measures to ensure the development of that understanding (Episodes KO5 and UN3). This suggests the usefulness of constructivism as a model (or successful student-centered instruction. As Simon(1995) observed, constructivist teachers envision a hypothetical learning trajectory that constitutes their plan and expectation for students learning from the particular if the trajectory is being followed. If not, the teacher adjusts or supplements the task to obtain a more satisfactory result, or reconsider her or his assumptions concerning the hypothetical learning trajectory. In this way, the teacher acts proactively to try to ensure that students are progressing in their understanding in particular ways. Thus the more successful student-centered teacher of this study can be seen as constructivist in their orientation to student conceptual development, in comparison to the less successful student-centered teachers. It is encumbant on the authors of reform in Korea and the U. S. to make sure that reform is not trivialized, or evaluated only on the surface of classroom practices. The commonalities of the two reform endeavores suggest that Korea and the U. S. have much to share with each other in the challenges of reforming mathematics teaching for the new millennium.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권4호
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• pp.377-393
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• 2012

The understanding demands the different degree of the understanding according to student's learning situation. In this paper, we investigate what is the foundation for the complete understanding for the generalization in the generalization-process and justification of some concepts or some theories, through a case. We discovered that the completeness of the understanding in the generalization-process and justification requires 'the meaningful-mental object' which can give the meaning about the concept or theory to students. Students can do the generalization-process through the construction of 'the meaningful-mental object' and confirm the validity of generalization through 'the meaningful-mental object' which is constructed by them. And we can judge the whether students construct the completeness of the understanding or not, by 'the meaningful-mental object' of the student. Hence 'the meaningful-mental object' are vital condition for the generalization-process and justification.

• 한국수학교육학회지시리즈A:수학교육
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• 제62권3호
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• pp.341-362
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• 2023

본 연구는 초등학교 1학년 학생을 대상으로 등호의 관계적 이해를 강조한 수업에서 나타나는 학생의 노티싱을 초점의 중심, 집중하는 상호작용, 수학 과제, 수학 활동의 본질의 네 가지 측면에서 분석하였다. 구체적으로 선행연구에서 도출한 지도방안을 등호를 처음 도입하는 1학년 덧셈과 뺄셈 단원에 적용하여 등호의 관계적 이해를 강조한 수업을 실행하고, 이 과정에서 나타난 학생의 노티싱을 종합적으로 분석하였다. 그 결과 실제 수업 맥락에서 초점의 중심은 등식의 구조와 과제 형태, 교사와 학생의 상호작용, 교실 관행 등에 영향을 받았으며, 특히 학생이 등호를 관계적으로 인식할 수 있도록 돕는 특정한 교사와 학생의 상호작용을 발견할 수 있었다. 또한 크기가 같은 두 양에 주목하는 경우와 양변의 관계에 주목하는 경우 등식을 관계적으로 추론할 수 있었던 것과 같이 등식에 대한 학생의 노티싱은 등식을 추론하는 방식에 영향을 미친다는 것을 알 수 있었다. 이러한 연구결과를 통해 등호의 지도 방안에 대한 시사점을 제시하였다.